Month: October 2016

LinkedIn Lab – Wake Technical Community College Professional Development Conference 2016

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9:00am October 14th 2016. 230 Pucher-LeMay Building. Main Campus, Wake Technical Community College, Raleigh, NC. Presented by Korrie Blanchard Smith and Laveda Joseph

LinkedIn Lab – Wake Technical Community College Professional Development Conference 2016

Presenters are both Career Specialists in Wake Tech. Korrie Smith is a Past/Present mentality user- keeping in contact with peers and past careers. Laveda Joseph is a Present/Future user- using it for knowledge and research, keeping connections clear and setting a path for the future, utilizing her profile to create a “NEXT STEP” in her career.

Why are you using LinkedIn? Are you looking to keep in contact, moving forward in your industry, or somewhere in between? I am personally none of these. I am not really aware of how to be useful. I have a very full profile, but I am not a user.
One member in the class is a LION, with an open network.

Have a message, and make sure to stay on message.

Six Quick Tips

  • 6 quick tips to get understand your linkedin profile and have it work
  • photo background
  • skills endorse
  • following
  • headline
  • group memberships
  • your order

photo background

This should be professional. It is the first way a visitor gets to know you. Smiling, engaging, background aligns with how you are seen within the industry. We are in an industry. Look at yourself often. See what the public can see, and assure yourself you are putting your best foot forward.

IF you cannot find this, Google yourself. It should definitely show up.


THe headline here should really show the heavy-hitting big words. It is a great way to stand out and give an immediate impression. Put the key facets of your industry in here.


This is personality. You can know exactly what she’s about right off the bat. She thinks outside the box and not a Joe Shmo limp noodle.

Headline should be quick, effective, clear, and giving the heavy-hitting words to keep

skills endorse

Your skills show up here. If you don’t give 50, someone will fill them in for you. That may not be a skill that you approve of. Put the top 10 on top. Get people to endorse these, and put your top skills first. 12+ endorsements are the top bill for these. Always try to get 12 so you get faces and arrow to the right.


Think about how you connect with others. What is your strategy? Trending individuals are called “Influencers”. Pick and choose wisely. It sends a message about who you’re following. If you are in leadership development, follow those people with that as their major thrust. This will clearly make you a good fit, and send a clear message about your interests and where you’re going. Your audience will read into this.

What do you want your message to be, and what do you want people to see you as?

your order

You can reorder in linkedIn, but your summary should ALWAYS be first, because you can rant about your plan and your future.

Put in your materials in the order that really add value to you. Things which are a value to you in academia might be best served as a top-tier after education. But, this is not a resume. The Resume is action, bulleted statements. In LinkedIn, use expressive statements.

group memberships

Group memberships are a great way to keep those connections alive. In addition to giving the students a fine way to connect with new sources, the groups allow students to join in and become SMEs (Subject Matter Experts) within their chosen fields. In that case, it becomes a pathway to the future.

Hands-On Learning

From here, we slipped into work time. I have some questions regarding the Media additions, etc. My questions here had to do mostly with the inclusion of images, links and presentations. As a visual person, scrolling through a profile and finding an excellent image is a better way to grab attention and

To assist students, a great idea is to create a full set of connections within your own profile. This can encourage students to make similar connections, or to connect with you and then gain all your connections via secondary links!

To assist with connections in the workplace, a student might look first for the companies they want to work at, and see if they have connections with current or previous employees. Do they have something in common, is there a common thread which cna be used to form that connections. They can then attempt connection, or -stalk- them online. Begin a conversation with them directly, or gain an introduction with the individual from the first contact.

This is the first offering of the LinkedIn Lab. As things went, I found this to be quite helpful. I gained a bit of understanding, and cannot wait to do a bit more with this.

In Closing

I feel this would be a great set of lectures to get students set into a better place with their social media understanding. I could see a first session opening up to get students up to speed in a rough way. A second session would set their future path. A third and final session would include present/past connections. This would assure that student first had something and then came to understand how it could be used, followed by a session in which they optimized their situation for the future and future prospects, and finally their completed profile would be used to connect with sources and set them for the future.

Teachable Moments – Wake Technical Community College Professional Development Conference 2016

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3:50pm, Pucher-Le May Building, Main Campus. Wake Technical Community College, Raleigh, NC. Presented by John D. Sheuring

Teachable Moments – Wake Technical Community College Professional Development Conference 2016

IF students can take away from one of my mistakes, then I have accomplished my mission

[Lets just consider this a teachable moment and move on cartoon]

FOcus 1


FOcus 2

Teacher learns from mistakes and teacher with those

[But I thought this goes with a teachable moment?]

Teachable moment definition

What does this mean to you? Is it the creation of a dialogue? Is it a how does this not happen again moment? Is it being humbled? It can work with both traditional and non-traditional students.

We have teachable moments that we can use to our advantage. Especially as a connection to online students.


What is a mistake. Oops uh-oh. Can we use this to help our students? Is it plagiarism? is it ramifications for the future? A mistake has happened. Can it be used to create a teaching moment in which the student can learn from a problem. Mistakes are proof that you’re trying.

Countering the Challenges

Be prepared for cases that do effect traditional and non-traditional students. You cannot show your emotions, because you have become a lifeline for those students. Sharing things in your life can be very helpful in bringing that persistence in the student’s eyes.

Work issues such as changes in schedules, and job changes. Family issues such as single parents, parents working at different times, or job difficulties. Veterans may have issues being disabled, homeless, or those suffering from TBI or PTSB. Health issues, such as awareness of disabilities and sicknesses. Financial problems such as VA benefits, loss of jobs could be issues.

What to do

  • Listen to their concerns
  • address all issues that aris by discussing your role as a teacher
  • develop process that will help accommodate challenges
  • each case will be unique to that process
  • prepare for last minute changes

Millenial generation wants everything now. They don’t want to wait. Often, this manifests in anxiety with things which take much more time and effort. However, if they can find a teachable moment that can be behaviorally determined, they will never forget it.

Counter Challenge

Some people are so set in their ways, that innovations and change can come along to speed and excel their worlds.

Our students are veterans, single parents, those who lost job, ESL (English as a second language), Sent back for more education, Non-traditional students, dual-enrolled students and standard college students.

The Future

Education will shift in the future in seismic dimensions. The methods used now will be extinct in 5 years. Keeping up with the information can be a constant struggle which may outstrip the abilities of teachers within 5-10 years. The collaboration and engagement will still keep the connections though.

New and more profound methods will need to be explored to keep up with the volume of information that will be required from industry as well as the new students who are walking into the door asking what we have to offer to them and will this education fill that needed gap?

Academic leadership will be required to fulfill the future needs for the students. If not, schools themselves will become obsolete. Unless colleges can be proactively evolving our curriculum, we will suffer a similar fate.

Using Cognitive Functions to Understand and Help Learners: The Learning Environment – Wake Technical Community College Professional Development Conference 2016

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1:40pm, PLM Building, Rm 154. Wake Tech Main Campus, Raleigh, NC. Presented by Amanda Sinodis, Carrie Carreno-Zingaro

Using Cognitive Functions to Understand and Help Learners: The Learning Environment – Wake Technical Community College Professional Development Conference 2016


This session was run in part during the first semester, but this session will be regarding practical assistance in the classroom.


  1. How do i recognize the 4 preferred leaning environments in student during tutoring sessions
  2. What techniques are best suited for studentsin the different functions.
  3. Understand and adapt, but not to change all approaches


Cognitive functions represetn 4 ways that people take in information about the world (perceive) the world and four ways people make decisions (judge)

People who are thinkers make decisions on logic, reason, competency.
people who are feelers make decisions based on harmony, increase happiness, values that influence the decision. In the learning environment, WHEN and HOW can you interact, and HOW can you receive support.

Importance of Cognitive Functions

  • true meaning behind type
  • easier categorization than 16 types
  • for this workshop consider the 3rd/4th letters
    • tp = intrevoerted thinging
    • tj = extraverted thinker
    • fp = introverted feeling
    • fj = extraverted feeling

Students preferred learning environments: Decision Making Functions

We watched a short video – cognitive functions- student learning decisions
[can we find this?]


Salli spoke first , interested in lists, tasks, inclusion on everyone doing their part. They will push each item through to completion. Relies heavily on logic. She wants her thought process verbalized.

TE Thinkers use objective standards for decision-making. They structure and organize the outside world. THey consistently apply relevant rules.

Extroverted Thinkers tend to:

  • think out loud
  • debate
  • work toward efficiency

Extroverted Thinkers tend to:

    Need objective standards

  • structure
  • consistency
  • have instructors or tutors they respect
  • fairness for themselves and others.


Paul needed more time and information to complete his decisions.

TI thinkers are more directed inward. He uses very precisely formated and formulated language – may be slow to respond while formulation. They use well-tuned phrases for which other have no context. They also seek “clean” objective information free from bias.

Introverted thinkers tends to:

  • value logical analysis
  • use an internal system or process to guide decision-making
  • rely on on logical relationships (if-then)
  • Assume he or she is correct.

TI thinker needs to:

  • see identify and use categories, often self-created
  • be encouraged to explain the decision process
  • find ways to deal with stress, which isn’t expressed to others
  • Be reminded to connect analysis with real-world data and information

His nickname is “Accuracy”

Group activity

We broke out into group and looked to strategies for setting the tone of a tutoring sessions

For Salli:

  • Using a structured agenda
  • have a clearly defined purpose and end goal
  • Consistent structure across multiple sessions
  • walk through the thinking process and examine each step of the process one at a time
  • refer to specifics of the document or asssignment.
  • allow entire thought to be told from beginning to end

For Paul:

  • Show another example from start to finish
  • explain how they arrived
  • ask expressive and open-ended questions
  • prompt to consider the opposite view and find if they are still right
  • review the materials at the end.
  • encourage them to look to the material
  • help find ways to alleviate stress


Worried, together, assist, help, supportive, seeks to assist. He was a leader in the “let’s be a group” way. Talks in WE language. Concensus building, validation of others, and warmth and compassion lead the way for this character

Nickname is “Harmony”

Extroverted Feelers tends to:

  • avoid conflict
  • understand what is important to others
  • people pleaser
  • evaluate the impact of decisions on others
  • nurture group
  • be tuned into the feelings and emotions of others.

Extroverted Feeler needs to:

    have harmony in outer world

  • collaborate
  • see everyone has voice
  • have opportunity to work with and support others.


Nail-biting, did not talk. Spoke when drawn out by others. Did not believe in what she had to work on. Once her personal ideas were considered, she had buy-in.

Nickname is “Authenticity”

IF tends to:

  • live in head according to valeues
  • holds strongly to personal beliefs and feelings
  • lives in ideals
  • be interested in values
  • seeks alignment of “The right thinkg to do”

IF needs to:

  • have harmony with inner values
  • time for comtemplation and decision-making
  • be emotionally supportive

Group activity

We broke out into group and looked to strategies for setting the tone of a tutoring sessions

For Alan:

  • Create a personal connection
  • suggest study groups if ongoing assistance needed
  • ask if environment is an issue
  • open a relationship with the student
  • use active, interpersonal learning
  • let student talk through concepts
  • give opportunity to become the teacher
  • break topics into small, discrete parts
  • give session a personal feel

For Julie:

  • Assure them that this is a safe environment
  • Encourage social media/text/asynchronus communication if ongoing assistance needed
  • be emotionally supportive with “Let’s solve this together”
  • ask leading and open-ended question to allow them to talk if they’d like about their issues
  • act as learning coach with concrete suggestions and options for learning
  • guide them through self discover
  • discrete structured learning path
  • have student tie learning to personal/career goals
  • encourage student to reflect on their learning process

In Conclusion

TE learns best when they are able to manage their own learning and master their skills. (what works best)
IT learns best when mentally absorbed in analyzing topics and investigate personal curiosity.(what works best in my head)
FE learn best when they feel a persona connection to others and want individual feedback (how can i get everyone’s needs met)
FI learn best when quietly absorbed and feeling secure in learning environment (What feels right to me)

Dr. Scott’s Town Hall Discussion – Wake Technical Community College Professional Development Conference 2016

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10:30am, Student Services Building. Wake Technical Community College, Raleigh, NC. Presented by Dr. Stephen Scott.

Dr. Scott’s Town Hall Discussion – Wake Technical Community College Professional Development Conference 2016

November 8 ballot:

Some misinformation is out there. the referendum is to improve buses. It is to improve bus shelters, drivers, and vehicles. IF we didn’t have to wait 2 hours for a bus, more people would be using it. THe school board is unanimously behind it, and he encourages us to vote, and vote yes.

Entrepeneurship at WTCC?

Entrepeneurship is one of the top skills employers are looking for. There are different kinds, not just sales and businesses. Our vision as an institution is different. Increases are typically set with tuition increases, rather than state budget. The state will not pay us more to teach. So what can we do as an institution?

We have instituted programs to train students and put them into businesses and charge the working rate. We do excellent work, and we’re worth it. Frankly, tell us the rules, and we’ll determine if we want to play. There are 2 types of entrepeneurship: for the students and for ourselves.

The students have certificates, but they must decide if those will be added to their program. Currently 3,000 students per year take coursework to learn how to become business owners and part of the entrepeneurship center.

Textbooks from our courses have been taken by surrounding colleges and used in the classrooms. While flattering and quite entrepenurial, its frowned upon. We do sell our instructor materials in the school store.

How will new tech affect the classroom

Your competition is not another cc or university. Your competition is the for-profit companies who are producing content and cherry-picking the high-end of the market, such as Pearson. The small business model (bring students to S.M.E. [subject matter expert] ) doesn’t work anymore. The cellphone holds tremendous content, and can access almost anything. Every child knows how to google the information they need.

The other big threat is that you can choose which content your students are exposed to. So we have built an entity to assist. Senior Vice Principal of Effectiveness and Innovation Brian Ryan, has been put in charge of ways for Wake Tech to compete with Pearson and other big businesses. Education is a $4 Trillion Industry. In some places in the world, like Saudi Arabia, women cannot attend higher education, but pearson can provide this.

In many of our benchmarks, we are so far ahead of the competition that it is difficult to find someone who does it better.

Beginning November 30th, we’ll be selling EPIC 30 training to anyone who wants to take advantage of that. We can turn these alternative sources of revenue into our budget.

The idea of electronic publishing should be explored. Many groups charge to teach the content, charge for certification, and another charge to keep those certifications current. We would like to move to an online certification house. In many cases, we didn’t know we had something worth selling until Vance-Granville showed up and bought all our supplies.


Competency-based education is not new. Who defines what the competency is? How are they defining and determining competency? CBE is coming. Its might as well be here already. A segway and a rolls royce are both vehicles, but there is an appreciable difference between the two.

Various states are integrating CBE in various states. As mentioned in my earlier post on CBE, Wake Tech is one of the 4 colleges in NC which is piloting this program. The emporium models and single-price month courses exist in other institutions. Our job is to get out there and then get in front of the curve.

Find those courses, find those on the curve. What are other people defining, what are the competencies, and how can we require those or something better?

Also, for this, you can see my earlier post on copyright and how we should be finding those schools and requesting those materials via the freedom of information act. I believe I just found my benchmarking

NOVA gen ed use totally open-source products for textbooks. this Z-Program (zero cost) has no textbooks

The public sees a spiraling higher price and a disconnect in the amount of worth with the college degree

Access to higher education is there. The University of the People is entirely online, $100 per year, and open to the public. There are things out there. The questions is not how to prevent it. Our challenge is to anticipate the changes and teach our students in the best way.

EPIC is the way. I don’t want a nurse, chef, cosmetologist, or welder who was taught entirely online. So, how can we get better at BOTH? How can we get better in seated rooms and online together? How can we find other people’s solutions, modify the solution, and apply it to Wake Tech.

Institutional change takes groups. Even the president cannot do this by himself. What we hope has been found is that people on other campuses, same campuses, same office suites, all looking to resolve issues and achieve an opportunity. How do we offer this to the students in an effective and efficient manner?

There is a lot of talk about “Free” College education. There is no “FREE”. its a question of WHO pays and WHEN. Without payment, students have no skin in the game. If you want to see for yourself, how well does FREE HIGH SCHOOL work? Mommy and daddy taxpayer pay for those programs. IF it happens, we’ll not chain the doors, of course we’ll roll with it.

Morrisville has been growing fast. The RTP campus puts us in the heart of some of the biggest businesses in North Carolina. IN many cases, employers do not care where they learned the skill, they care that students can do the work. Yes, soft skills are really 90% of the hiring process. Those of us who work with the advisory committee know this to the hilt.

The biggest call in the hiring process is soft skills, but we often hear that there is no place to push those into existing courses. In some degrees, a programming course has been removed and a soft skill course is included. The question moving forward is how can we integrate soft skills into the courses we already have. We need those last year, not next year.

Salary Questions

We have tried to increase the general salary is several ways, some of which had to be invented. When Dr. Scott came to the college we were 44th in the state. Now, we are 25th, but we’re trying to move forward. Other large colleges are using adjuncts to move the college forward, but we do not. We use curriculum teachers.

We could fire teachers and replace them with adjuncts to give raises. But we won’t. Now that we have summer opportunities with FTEs, we’re looking to increase teacher pay with extended contracts.

We use faculty rank to increase pay, and we did this BEFORE the study. We earn that money because we teach classes. We are not paid for being nice. Different courses earn different amounts. Tier 2 is a base, tier 1 is 15% higher than Tier 2, and Tier 1a is 30% higher than Tier 2.

We are all working diligently. But if we cannot earn additional revenue in one way or another, we just cannot get raises.

Opening Keynote: EVERY STUDENT COLLEGE READY – Wake Technical Community College Professional Development Conference 2016

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8:25am, Student Services Building. Wake Technical Community College, Raleigh, NC. Presented by Dr. Jim Argent of Knightdale High School of Collaborative Design

Opening Keynote: EVERY STUDENT COLLEGE READY – Wake Technical Community College Professional Development Conference 2016

Opening Remarks recognized the professional development committee, myself included. :). Teachers from multiple locations were recognized based on their campus.

Where we stand as educators

When you think about what educators do, you’ll find yourself in the face of the most rapid shift in history. We are moving from “sage on the stage” or content expert into “educating all children”. We are being asked as educators to do more with more.

You cannot be a high school dropout and have a good career. You may find that even having a an HS diploma is enough these days. Having that, and that alone is like being behind the 8-ball. Even education in a mechanic shop need a beyond-high school education. Armed forces require as much secondary education as a career in the workplace.

College kids come unprepared from high school. Highschool kids come unprepared from middle school. Middle school doesn’t get the best from elementary, and elementary kids don’t come from their homes prepared for school. So who’s to blame? You need to do the best with what you’re given, and you cannot ever give up.

Innovation Required

In order to get to the best final product you can, you cannot take the “I taught them and they failed to learn because its their fault”. Change is coming. Who LOVES change? 2.5% total, the ones called “innovators”. IN fact, even if they love the change, these groups are often bored with this change and waiting for the next.

How many people fight to give up their mimeograph machines? What are the good old days? At best, they’re now. There really are no good old days. We have short life spans. Think about what was really happening, and you’ll find that there are more improvements and advancements now.

He switched to BYOD (Bring Your Own Device) in classroom. He was ready to get jumped by teachers at all time. However, they couldn’t stop students, so they needed to embrace it. How many of the audience had checked email or text during the speech so far? MANY OF US. Even when watching TV, we stare at the info stream at the bottom of the screen. We are inundated with information. By embracing it, the classrooms have come much farther together.

Slides and Conversation

We began the slide deck with some quick introductions and an imploring cry to innovate. We then moved into the Wake Tech Mission Statement. Why do we go to Wake Tech? We get up and could go anywhere, but we choose to come here. Our Mission Statement is solid. “Meeting the needs of the community” is vague.

What is your Why?

Jim Argent’s why is that he is a principal and want s to leave a loving, nurturing environment behind that prepares individuals for the future. The key isn’t to know What, but in fact, to know WHY.

Michael Jr. Know Your Why (4m video)

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When you know your Why, you can begin to change your What. When you know your Why, your What has more purpose. Your what is the content of what you teach. Your Why is the way in which you can teach or deliver that content.

In your job, when you have 20 students drop into your classroom, what is your Why? (self discovery time ensues). The Why of this for me is that I have the knowledge, and I love to ensure that those under my tutelage are prepared.

Why Specifically for Today

There is power in discord and debate. There is power in opposing and different ideas. I want to challenge your thinking, be slightly controversial and grow the YOU. If we don’t change the K-16 education, our roles will become obsolete. We need to critical thinkers, collaborators, communicators, and creators!

Five Posits From Jim

  1. There has always been tension between adults and young adults. Children want to be treated like adults, but adults say they aren’t ready
  2. Technological advances will continue to widen the chasm between this tension. Think BETA vs VHS. Your phone is a supercomputer in the palm of your hand. First thing Jim did with his phone was read the manual. Kids open and start playing. Kids learn by doing, we often learn by learning. This gap gets wider as time goes on.
  3. Current technology and political environment is changing the mission of an educational system. Changes occur quickly – Every 6 months or so. More futurists will occur or will occur more frequently in your professional development keynotes because the future is coming. and coming more rapidly.
  4. For the first time in education, skills are equal to or greater than the content in importance. All our educational materials can be found online. Every business has their own knowlege. if you look at the top 10 skills in the industry, very few of them are content related, while skills are more important. They will teach you, develop that talent.
  5. You will either change or die.

The Myth of Average

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By building materials to the average, it would seem that we would cover all bases. Since there is no “average”, designing for the “average” means that you are in effect designing for no one. While this task may seem impossible at the beginning, it soon becomes the well from which many innovations occurred and many items can be built to excellence.

We are still building textbooks for the “Average Student”. Again, what is “Average”. Are our blackboard shells built to the “Average”? If the Average hurts everyone, why is that still the norm?

Designing on average destroys talent. Gifted students get bored and pay less attention. Those who have low skills in certain areas often drop or withdraw rather than continue in a class in which teachers to the incorrect modality.

In our classroom, are we teaching to the average, or are we teaching to the edges?

So What are employers looking for?

Top ten things employers look for in new college graduates (2007) by Peter D Hart Foundation.

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  1. The ability to work well in teams—especially with people different from yourself
  2. An understanding of science and technology and how these subjects are used in real-world settings
  3. The ability to write and speak well
  4. The ability to think clearly about complex problems
  5. The ability to analyze a problem to develop workable solutions
  6. An understanding of global context in which work is now done
  7. The ability to be creative and innovative in solving problems
  8. The ability to apply knowledge and skills in new settings
  9. The ability to understand numbers and statistics
  10. A strong sense of ethics and integrity

Top ten things employers look for in new college graduates (2016) by JOB OUTLOOK 2016. national association of employers

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Figure 1: Attributes employers seek on a candidate’s resume

  1. Leadership 80.1%
  2. Ability to work in a team 78.9%
  3. Communication skills (written) 70.2%
  4. Problem-solving skills 70.2%
  5. Communication skills (verbal) 68.9%
  6. Strong work ethic 68.9%
  7. Initiative 65.8%
  8. Analytical/quantitative skills 62.7%
  9. Flexibility/adaptability 60.9%
  10. Technical skills 59.6%
  11. Interpersonal skills (relates well to others) 58.4%
  12. Computer skills 55.3%
  13. Detail-oriented 52.8%
  14. Organizational ability 48.4%
  15. Friendly/outgoing personality 35.4%
  16. Strategic planning skills 26.7%
  17. Creativity 23.6%
  18. Tactfulness 20.5%
  19. Entrepreneurial skills/risk-taker 18.6%

What will they be looking for in 2022? That is the current high school strategy. That is the year the current freshman will graduate from wake tech

UK Fast Future researchers

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  • body part maker
  • Nano-Medic
  • Farmer of genetically engineered crops and livestock
  • Quarantine Enforcer
  • Old age wellness manager/consultant
  • Memory augmentation surgeon
  • ‘New science’ ethicist
  • Vertical farmers
  • time broker/time bank trader
  • avatar manager/virtual teacher
  • virtual lawyer
  • climate change reversal specialist
  • space artchitects
  • space poilot & tour guide

63% by 2018 the percentage of jobs require post-secondary education
Carneval AP, Smith & Strohl j (2010) Help wanted: Projectsion of jobs and education requirements through 2018

Skills vs. Content.

The average worker holds 10 different jobs before age forty, and 12-15 over a lifetime.


SO, what does this mean for K-16 Education

  • what does this mean for teaching?
  • what does it mean for your partnerships?
  • Does Content Matter?
  • How do we manage this polarity?

HOw can we develop collaboration and creativity? How can we keep both traditional and modern skills? Which content will fade and what will development?

We need to prioritize. What will have endurance. What will keep importance as time goes on? If we cannot teach all content to fruition, what can we teach and request that they enrich? What’s really important in the next step of their career because that’s the step we cannot fail to teach.

As College teachers, we care that students know annotation. We don’t care that they know onomonopeia. We don’t care the year of the battle of hastings. from it came the magna carta, but we don’t care that they know that either. We DO care that they know that the magna carta was a basis-point for the constitution and our current government.

Innovative Teaching Practice

  • How do you teach?
  • are you responsible for content or skills?
  • what skills do you develop

5 stages of change

Rogers, Everett 16 august 2003

Its an Era of Amazing Change

Dancing Guy Ted Talk

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A movement begins and grows in less than 3 minutes. The leader embraces the equals, but the first followers really take the brunt of the leadership process.

Social-Emotional Learning

In-post secondary education:

  • what is your job as far as the social emotional health of your students
  • If students could go to any class for free and your class was not a pre-requisite for a degree, would students show up?
  • Would you want to be in your class? How about your child? how about President Scott’s Child?

In closing, the future of teaching is changing even faster than the present climate. Its vastly important to ensure that we are pushing the envelope to develop the best of the best and teach the skills relevant to careers which don’t exist yet in the hopes of having an intelligent student population which can solve problems which don’t exist yet.

NC Competency Based Education Project – NCCCS Conference 2016

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11am, Room 402, Raleigh Convention Center. Raleigh, NC. Presented by Michael Horn and Sylvia Cini

NC Competency Based Education Project

Competency-Based Education

Many faculty want to know what it is, and how will this be effective. Many presidents want to charge the hill and just get it done. We have always been using a 3rd party candidate.

In the 1900s, a president asks “Why is education rounded into hours and classes?” Federal regulation demands that 1 semester hour is awarded for each 16 hours of lecture

Fixed time drives our complex systems
federal and state funding
financial aid
faculty pay and roles
academic calendar

fixed time drives variability in teach and learn
learning materials and activity

time is fixed, learning is a variable

Definition of CBE? There is not definition. Learning becomes fixed, time becomes a variable.

An innovative model in that uses the application of learning, not time, as the sole means of determining progress to degree completion.

An accreditor will consider a program to be competency based when a learning goals expressed as competencies approved at the program level and each student is required to DEMONSTRATE MASTERY OF EVERY COMPETENCY in a course to earn credit

Higher education today is a swiss-cheese learning approach. See the Khan Academy. Gaps in learning or competencies exist and grow over time. Traditional coursework requires a C: 70% of all content known when time runs out. CBE is a self-paced approach with 80-100% demonstrated mastery of each competency for completion.


The majority of learners are adults, with a full set of prior knowledge. CBE allows students to test out of what they know. In NC there 1.2 million learners with college credits and some success but no degree. By 2020, 5+ million worker shortfall to tighten the pipeline into the workforce.

In 2012, students were getting degrees, but not the competencies that were needed in the workplace. In 2009, we didn’t have enough graduates. 3 years later we have lots of graduates but not enough competencies. in 2016/2017 we’re looking at greater competency in those graduates.

Project Goal

Create a statewide and scalable effort to create a CBE model.
Programming and network administration are our starting block. We have shared frameworks, shared competencies in programming and coding, and must be job ready.

CBE best serves, low-income, adult learners with some college experience who seek degrees. [slides]

Brief History

Research 2014-15

  • Everything about the time-based system changes
  • No single blueprint – but most models online and top-down
  • Demands collaborative planning, advocacy & Policy work

Design 2015-2016

  • [slides]

Team support [slides]

Next Generation Teaching and Learning Model

  • Many choices many models
  • no blueprint, rather design elements


Pilot fall 2017


Question arose: How can competency-based approaches work with a fully-online program? How will we know if the correct individual has completed the correct work?

Question arose: how can we work this through part of our degrees? You cannot. Unless the entire degree can be built as CBE, you cannot run a course. It must be all or nothing.

design approach and design elements

Design elements – recommended approaches [slides]
There is no one-size-fits-all approach. Each school must have a central approach that works for them. In two days, we were able to come up with the 24 standards for continued deliberation. They were flexible and allowed students to get credit for what they know and what they can do.

Design elements for discussion

academic calendar

only 2-3 doors to enroll. If you miss one, it takes quite some time.Traditionally, we have 16 wk, but 12 wk, and 8 wk courses do exist.

A new system [The Monday Model] [slides] shows the ability of the best student who can enter a class and still finish on time.

prior learning assessment

Can I get credit? CLEP AP COLLEGE EXAMINATION PORTFOLIO ASSESSMENT MILITARY TRANSCRIPT ETC. Yes if it equals a full course, No if it does not. [slides]
the CBE Structure allows credit for what they know. [slides] A student may drop into the course in week 6. [slides] a student may need week 6,11-13.

THis could be self-paced, personalized, tailored approaches.

Question arose: how can this be put on a single instructor’s back? Automated assessments and other structured designs will allow for coursework to align to an approach. Materials will build off the ITAP Model and meet the current curriculum model.

QUestion: How will students in CBE gel with financial aid? Pre-screening and early with a vetting policy. Pre-student support. and a dropout policy. Students would be transitioned to a traditional process

faculty and staff model

Coach: CHeerleader fo rthe student and also keep students on path and on target
Assessor: One who truly loves assessing those student states within the process
instructor: Your traditional instructor
career advisor: Someone who can really keep a hands-on persone with an ear to the industry ground.

all are needed.
[slides] Existing Guidance
COuld quickly have an impact on non-CBE courses. This innovation of CBE opens the door to other innovations with online courses.

Question arose: what about non-online materials? All current courses are emporium models with a current online degree base.

Business model [slides]


the students experience


next steps


Approach to design a CBE program will be available to all.
competency framework
treaching and learning model
shared resources
professonal development

what policies will need to change and adjust (ie the FTE model) might need to be adjusted in the CBE setup

defining the nowledge, skills, abilities, attitudes which will need to be identified. see tiers

bottom 3 tiers represented roughly 30 competencies. [slides] as you move up the pyramid, of course ideas become more granular.

QUestion: high functioning students will be successful. are we targeting the cream of the crop students? We don’t want to target the top students. CBE in a developmental environment is more useful for students who may not be academic in nature, but more on competencies. Rather than caring about generalized scores and grades, a system in which studetns can say that 3 competencies were poorly known. Can we focus on those in the future.

This group flew through the slides, and I needed to get it after the fact to see many of these. THere was not enough time for this item.

Roundtable: Copyright in the Digital Age – NCCCS Conference 2016

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8:15am Roundtable #710, Raleigh Convention Center. Raleigh, NC. Presented by David Sullivan of Fayetteville Technical Community College.


Roundtable: Copyright in the Digital Age – NCCCS Conference 2016

McDowell tech community College representative Richard Tuttell and I discussed copyright issues until David Sullivan arrived to take over the conversation. We were joined by Carla Osborne of Wake Tech, Catherine Leed of Cape Fear Community College and Robert Hammond of Central Carolina Community College.

We began with discussions of intellectual property. Materials created on behalf of an employer (blackboard, etc.) are the property of the employer. If you are paid to do it, it belongs to the college. The college owns instead of the government. You are the government, the college is the government. These items are subject to the public records law.

Courses created by colleges are in fact state property and state documents. State documents are also matters of public records. These can be given and requested as matters of public record and retrieved as part of a public records request.

We could make a public records request. As long as those are not protected by another law. Receiving it, however, is not a license to use in its entirety or to use this with impugnity. You may be allowed to see and read this material, but for use in any way, it must be adjusted.

Material owned by an individual and used in class (say as a teacher), effectively gives an implied license to the institution. Once given, it can be covered as material for as long as this is useful to the college. It can outdate that individual’s employment, lifespan, etc. Once given as an implied license, removing that is as difficult prospect. You (or the individual in question) will retain the copyright during this time, but the license remains.

In many cases, VLCs in schools are populated with individual courses. These items can then be used and shared across multiple campuses and colleges in effect to build new courses.

The most important part of this or any other rights situation is to note the license and the rights transferred to the recipient. Always look to the rights transferred. that is the most essential part of an arrangement.

Take libraries for example: Music at Fayetteville Tech has been purchased in 100s of albums. Mostly these are beats and tunes that can be used royalty and rights-free in the future. These beats, tones, tunes, etc. can be used under their existing licenses.

In cases of intellectual property rights, it is important to note that intellectual property rights exist with original materials. Furthermore, those rights are indeed protected, but failing to protect your intellectual property under the law can cause you to lose your rights to that intellectual property. So keep a sharp eye out!

If you expect to make money on materials, it is heavily suggested that you go to the copyright office. There is an original copyright, but a stronger right exists when copyrighted officially. Furthermore, discovering who is the original owner can be a difficult pathway, and expensive if you’re in the courts.

Licenses for library materials are expensive. They can be used in an educational setting. Consider visiting materials posted online at NCLIVE. NCLIVE has asccess to many materials. These materials, and those from your campus libraries have these licenses inherit in the system. As such, they can be used without worry within the system.

We spoke about the use of a FAIR USE checklist. We have a PDF of these here at Wake Tech. If I find this, I’ll post it below.

Questions arose regarding Satire and Parody. Gone With The Wind is a title owned by the estate of Margaret Mitchell. The Wind Done Gone was a secondary book created from the perspective of one of the slaves. As an extension of the book and its characters, this became a copyright issue. As the same events of the book seen from a different perspective in a humorous light, it was argued as being a parody. It went through the courts and appeals until just standing before the supreme court. It was settled out of court before a loss was found on either side.

In effect, Fair use is not a formula, but rather a gray area. In short, most judges feel that infringement is easy to spot: “If you see it, you know it”.

At this point, I hijacked the discussion to cover imagery. Relating imagery issues commonly found in the GRD courses, I expanded to requests of information covering the % of change required before an item becomes legally usable. In short, there is none to be legally defendable, and all students are suggested only to use fully-owned individual works.

David related a story of finding a set of architectural plans and renderings for their new home. The architect refused to use the plans until a minimum of 9 exterior changes were made which would clearly differentiate the house from the original plan. Why 9 changes? apparently that was what the architect needed to do the work.

Carla Osborne of Wake Tech heavily suggested that students keep a full list of all images use, including URL of download, day/time of the connection, a screenshot of the page, and a low-res version of the file used. This is a large CYA effort, but always keeps a strong connection to the final work.

This session ended far shorter than hoped, but I was heavily impressed with this speaker.

Keynote Address:Dr. James C. Williamson – Building Relationships

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9:45am Conference Hall, Raleigh Convention Center. Raleigh, NC. Presented by Dr. James C. Williamson

Keynote Address:Dr. James C. Williamson – Building Relationships

The beginning of this keynote address was an extended introduction – autobiographical – of the keynote speaker and his history within the system.

Building Relationships

You cannot meet one time and count it as a relationship. In THE TIPPING POINT, Malcom Gladwell shows the connectors and the Mavens. The maven know everyone and relate, the connector brings those people together into groups. Further, the Maven finds the connector to be a wonderful resource.

Finding Resources

Teachers are the resources of the school, and the teachers need the resources to complete the best education. Everything we do and create must be value-added. Without the support of the upper echelon, relationships should be re-established and revisited.

Engage Businesses

WHo’s going to be the beneficiary of what we produce? HOw can we connect to those groups? how can we show that they will benefit from our training and get them to invest in us? How can we connect the needs of the community and businesses to the training that we can offer?

Often, they need what we have, but just much more of it. Also, it must be a value-added proposition.

The third part of this great system is build, fund, engage.

Faculty and schools are the customers of the community college System office. They must lead, provide guidance, fund and assist with funding and resources. THey do well with Marketing. In the public, people know and recognize our institution.

While we do not have a cohesive brand, it is something we are working on. Community college is not a second banana. By educating guidance counselors and parents about the schools.

How do we fund this branding? How do we create this? how can we be unified in telling this story? How can we do this without hiring new staff?

Exploring bundled education, purchasing and statewide materials are a real need. There is a real need to fill gaps within the institutions. Keeping our individuals current, growing our knowledge base and talent.


We have some opportunities to restructure our business approach. The sustem has evolved. It is highly complex and needs streamlining. We are looking at this internally, but are required to create and RFP for students and business applications. These are important and key in creating a value-added atmosphere.

THe home office can provide SACCs support. A study in the reaffirmation process can be helpful. We can assist with the 30,000ft view with legal assistance.

College Presidents

Finally, we can assist the presidents. We are creating a comprehensive set of resources for new presidents

Looking Ahead

What legislative pathway can be created for a successful future? Ongoing instructions cover the following basis

  1. Stabilizing Budgets: 48 colleges experienced student body reductions. We need some way to create a stopgap to ramp up for enrollment gaps. Students will come back. Hiring adjuncts in short term is a poor solution.
  2. Salaries: K-12 salaries are taking increases. We are fighting with colleges and universities. We cannot lose powerful employees
  3. Support Workforce Development: Meet the needs of our programs and institutional flexibility.
    • Increase Stackable Credentials: Show employers what we can do and include 3rd party credentials into workforce training
    • Improving Career Awareness and Pathways: Helping students and employers know that education can raise up to working positions within the community. We use the student success center to increase persistence and keep students able and engaged.
    • Strengthening the Value in the System: retain and attract strong candidates, revise strategic plans moving forward, and carrying out the principals to make our colleges stronger.

To do the best we can, take an active part as a faculty member. Meet businesses in your area. Have them tell our stories and the stories of our hired students. Find advocates in the system and help them to help us. In the end, it all comes down to the people. We are the people who make the college system what it is today.

Are We Getting the Right Message Out There? Perceptions of Community and Technical Colleges and What that Means for Enrollment

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3:15pm, Table 507, Raleigh Convention Center. Raleigh, NC. Presenter: Katherine R. Kandalec

Are We Getting the Right Message Out There? Perceptions of Community and Technical Colleges and What that Means for Enrollment

This table-based discussion was cancelled. A few people chose to stay, including Marsha Mills. We discussed briefly the perceptions of our program at Wake Tech, and how taking the shortened URL of was very helpful.

Are perceptions from the outside the same as the perceptions inside? Some students tell us that our program is a great program. IN the past, several students who have graduated have mentioned that they came from separate backgrounds (CPA and Fine Arts), but were very pleased with the quality of the program we have.

How does the perception of community and technical colleges affect our students

Marsha thinks that the teachers have tremendous real-world experience in addition to master degrees. This might be glossed over. Don’t let the word technical throw you off. We live in a technological age. The future of the world and this business is technological and computer-driven. Many people are shocked at the level of traditional art backgrounds shown and works required.

What can we do to increase enrollments and tout our program?

  1. High School Recruitment
  2. Advertising (print and web-based)(are we doing ANY web-based advertising?)
  3. Social Media Advertising (social media seems like a small pool)
  4. Website jumplinks from the main site

How do schools increase their numbers? We don’t really know.
Seems that schools use copywriting to meet those needs. Could we use our budget to meet that achievement? LIst the industries they can work in, what they make, what are the myers-briggs aptitudes and adjectives to attract the people? Might have to be CAST certifications. We might want to target certain zip codes or half web, half graphic design.

Databases can go to individuals and families? 18-30yrs old children? Thinking about sending your kid to college? 60% of Wake Tech GRD students are hired prior to graduation!

It might be nice to see how this might pan out.

The Truth About Change- Keynote Speaker: Dr. Robert S. Shackleford, Jr.

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1:45pm, Conference Room. Raleigh Convention Center. Raleigh, NC. Keynote Speaker: Dr. James C. Williamson

The Truth About Change- Keynote Speaker: Dr. Robert S. Shackleford, Jr.

It used to be easy to sign up up students, you just put them in a Huskins class. It used to be that we could give 6-8% raises and keep everyone happy. It used to be an angry student would tell their mother- then it was how they’d tell their lawyer- now their busy telling “News2 Wants to Know”

5 simple truths about change

This was a sermon that Dr. Shackleford

Change is Bad

Go to tomorrowland, and see just what you see. People like the way things are now. Most people used to see small gifts as pleasant memories. Most kids today have everything they want and more, but now kids have everything under the sun, but they find themselves to be bored. We might have ridden through neighborhood and others without fear, but now we’re really worried even to let our kids into the neighborhood outside of our watchful eyes. In some ways, change is bad.

Change is Good

How did we survive with no air conditioning? We went. through life without remote controls. Signs used to say that water fountains were for whites only. In many ways, change is good

Change is Stressful

We are creatures of habit, and we are comfortable with the known. Having a baby is a celebrated event, a gift from god. Its also is stressful as all getout. People winning the lottery are often accused of leaving their roots behind and forgetting where they came from.

When Dr. Shackleford, Jr. was elected as the president of his community college, he had to sell a house, find a new house, change utilities, find all their friends and set them on to their new address, etc. It was a fantastic thing, but had all the stress that moving entails. He moved to social media accounts, only to find that every one he moved to was already behind the times.

To do what you need to do, you need to grow. Growth means that everyone must change, and that means your whole team must also grow and change.

Change is inevitable

Except from a vending machine. Change cannot be stopped, cannot be avoided. If you think change is not inevitable, take out your high school yearbook, and then show it to your kids. Try to maintain that look… Good luck.

Change is inevitable-especially in North Carolina, and especially in the economy. You cannot take the same courses you taught in 1980 and pull them out to teach today. Because change is inevitable.

Change Is An Opportunity

CHange is an opportunity. It is one in which we cannot miss and cannot misconstrue. the seven dieing words of a dead institution: “We’ve never done it that way before.”

Students arriving in the midst of huge, massive changes (such as our EPIC set), must be assured that they can take advantage of the true opportunities this change brings to bear. In our part, we are the largest agents of change in North Carolina. We are the door-keepers to the states economic engine. We cannot ADAPT to change, we must DRIVE IT.


In the midst of change, even simple things become frightening and complicated. Just in time to get acclimated, it seems as though its time to move on again.

His mother told him “Son, you can grow up to become anything you want to be… if you get your education.” He was blown away. His parents had sacrificed so much so that he could have his education. Now he’s the head of a major community college. That is his way of thanking his mother. It changed his life and you can let it change yours.