wake technical community college

Opening General Session: From Teaching to Learning: A Best Practices Instructional Model

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At 9:30am on 11/12/19 at the Scott North Campus of Wake Technical Community College, I attended the Opening General Session: From Teaching to Learning: A Best Practices Instructional Model presented by Dr. Mark Taylor of Taylor Programs.

Opening General Session: From Teaching to Learning: A Best Practices Instructional Model

Dr. Taylor is dedicated to helping faculty and staff better understand and improve their skills in working with students for learning, development, persistence and workplace readiness. While he makes his literature available and offer links to other resources, he feels he is most effective when offering programs and workshops at schools and conferences. He has visited community and technical colleges, universities, private and professional schools from Massachusetts to California, Minnesota to Texas, and in Canada, as well as presenting at conferences across the country and in Australia, Canada, Ireland and Denmark.

This workshop intends to help faculty understand and transition to a researched, informed, best practices model of teaching and learning designed to help students more effectively reach learning outcomes across a range of cognitive and affective domains, especially around higher order reasoning skills. Methods to increase student activity, engagement, investment, responsibility for their own learning and ownership of desired class outcomes will be discussed, described, and demonstrated. The focus on improving persistence and workplace readiness, as well as learning will be paramount to this presentation.

Our presentation will be a summation of a full-day presentation. It will be the best lecture on not giving lectures that we may ever hear. Milenials initial press was so wrong. Current Millenials are entitled and teaching is our responsibility while learning is not their responsibility.

The Generation NeXt writings have been very well received by people. They might be worth reading.

Many millenials graduates find that school is hard, and some need 8 months to sit and recover. Children who grow up being told they’re important only want to work for companies that say that they are important, and changing the world.

His latest pieces on pedagogy of milennial theories and practices constitute a single idea but was broken into 3 pieces to be effective.

 

What is Our Place?

Community college is required to the ecosystem of education. We are the statue of liberty of education: give us the poor, academically weak or unready, your first generation, your EFL & ESL… we will meet them and help them to achieve.

  1. Access to higher education
    1. open admissions / welcoming to all / affordable
    2. this place or no place
  2. High expectations / academic rigor
    1. comparable academic standards
    2. workplace readiness
  3. support / nurturing environment
    1. They need to hear it. They need to know it
    2. They need services that meet their needs
    3. Then need people who care about their needs

Colleges are structured to provide instructions. They should not be. They should be structured to bring about learning. we need to switch our thinking from a focus on teaching to a focus on learning. Its less about us, and more about the students

College teaching is the strangest profession. We train people to do so many different tasks, but then we ask some of them to teach what they have learned. When hired, we’re often asked to “give us a show”. We do what we’re not trained to do. we do what teaching looked like when they were taught. Faculty people are folks of good will who want students to learn, and doing their best to bring about that learning.

We are not discussing what most classes do. MOst classes are an active teacher talking to a passive student. WHo does the work and learns the material? the faculty person. It is not a traditional “faith-based instruction”, but instead do what research tells us works.

If a doctor said: “You have the flu, and I’m gonna bleed ya!” we’d want to know if that’s really the most effective way to solve it. In higher ed, the most effective instruction is happening in Community colleges. Because we care and act passionately. lowest learning comes from research-based institutions, because best teachers are researching.

Most learning is just regurgitation. We need students who do more reasoning and less remembering.

 

“Whoever Does The Work, Does The Learning”

Teaching is not delivery or transfer. we cannot put learning in the head, but in fact we can only give it to students. We must direct, help, and motivate students to do the hard, cognitive work of their own learning. If improves responsibility, agency, efficacy.

Millenials feel its our job to teach them, and that its not their job to learn. Learning is their job. They develop the traits from recipient to active learner. From extrinsic learner to intrinsic learning.

vocational education is so skills based that youre probably putting the responsibility on the student already. However, the learning and knowledge portion should enjoy as much informative learning.

  • Learning based on student activity / Engagement. What work or activity did you do to come to class today?
  • Efforts to develop student investment.
  • Everything is in the service of higher level outcomes. I teach beyond the context of what you need to do a single skill
  • Learning should look like the outcome.
  • Non-negotiable compliance. Everybody plays, opting out is not a n option or choice. there are academic expectations.
  • Leverage a range of tools to keep learning active and up to date.

Some teachers say that teaching is not a priority. some classes are actively resisting new teaching and methods.

 

Pedagogy of Formation

takeaway knowledge information (remembering understanding)

skills should be improved or professional (apply, analyze, evaluate)

values should be achieved and held dear (producing quality protfolio-level work, self-worth, caring about these and willing to do this)

 

What the workplace wants

Looking at what workplaces want/need. You won’t see remember on here anywhere. Hart research for aacu 2016. All items wanted are higher order thinking.

  1. critical thinking and analytical reasonsing
  2. apply knolwedge and skill to real work provlems
  3. effective oral communication
  4. work effectively in teams
  5. communicate effectively in writing…

 

Why Best Practices?

  • lasting remembering.
  • skills development
  • reasoning evluation and critical thinking
  • increases student persistence
  • from static to growth mindset

NeXT Pedagogy for today’s learners

  1. improve students future orientation
    1. Don’t talk to students; talk to the professional they aspire to become
  2. identify class goals/link to students’ goals
    1. help student understand the why/benefits fo the course
    2. affective engagement/investments/motivation
    3. menu of benefits. Write what you want to do for a living. Find 3 items that are important to you. add 1 that isn’t on the list. Turn to your neighbor, find out what you agree on, and come to an agreement. They will talk themselves into valuing your class.
    4. Come to the understanding of cognizance dissonance. Activity in learning allows our students to value the course and believe more.
  3. improve student understanding of class expectations
    1. Teach each student how to be effective, self-responsive learning
  4. Move the learning out of class
    1. I cannot do the work for you, but I will help you to do the work and learn the skills so that you succeed.
    2. Any reading or remembering component can be moved out of the classroom. Any video can be created and given to students
    3. The easiest way to get started is to just get started.
  5. Create the necessity of preparing for and attending class
    1. student must prepare for my class
    2. students are mostly prepared
    3. students can succeed without preparation
    4. I check homework for completion

Ensuring preparation and attendance

Check student’s preparation before each class. Check materials at the door, give points for preparation.

Did you know WHAT to do? Are you ABLE to do it? are you WILLING to do what it takes to be successful?

Email absent students. Anything we can do to make you successful in the classroom?

When you get to class, get them working. Guide students to the hard work of their own learning. They need to actively learn, apply analyze and evaluate, and then cover affective worthy choices. Practice effectively, and demonstrate that activity and/or procedure. They will have more understanding, especially if they see how it will effect them in the future.

Faculty Association Breakfast and Business Meeting

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At 8:00am on 11/12/19 at the Scott North Campus of Wake Technical Community College, I attended the Faculty Association Breakfast and Business Meeting presented by Kim Atkinson, Faculty Senate President and Medical Office Administration instructor, and President-Elect Brad Swearingen Associate Professor of SGD. Co-presented by Debbie Manness and John Etheridge.

As a faculty senate member, I attended this meeting to keep abreast of the topics of current interest. I am recovering from my auto collision on 10/17 and sitting  through sessions with broken ribs may be an issue.

Faculty Association has been working on:

  • PD hours, reducing the yearly requirement from 30hrs to 20hrs mandatory.
  • Pay survey:  faculty association pay >> Posts >> see feedback there
  • Dr. Scott Ralls, President of Wake Tech Community College, came to the faculty association meeting to listen to concerns. Minutes will be posted soon
  • Calendar issues abound. Go to posts >?? calendar guidelines. This will be helpful to getting faculty on board.
  • Summer 2020 is published, and should be out to faculty soon
  • WE requested
    • Faculty calendar completed 1 year in advance to plan vacations. Faculty has no vacation
    • We requested to know who finalizes the calendar
    • improve accuracy of labeling the calendar.
    • 12 month faculty would like longer breaks in semesters
    • What is the clarification of the need of faculty after final exams. There is a hesitancy on the top level to give Deans the power to decide.
  • Please stay current on faculty association actions and pushes, cares and concerns.

 

Elections

Seats will be open in February. Seanate seats are given for 2-year terms. Open officer seats will be filled by senators with at least 1 term experience. Elections will be held in April with the results announced in may. Contact Lorri Wiliford with questions

 

Teaching and Learning Fund

Guidelines and applications are available on the faculty website. Deadline is April 1, 2020. It is mainly used for reimbursement of professional development.  Aisha Eskandari can be contacted if there are questions

 

Debbie and John: the NCCCFA Report

Debbie Manness, VP internal for the NCCCFA began with a solid message: Represent your department and division in the faculty senate. Encourage all faculty to visit, join, and take part. You can enjoy meetings via teams, etc. Debbie Manness has been a faculty association member for 20 years, and now she is a state level participant.

Faculty across the state are having trouble traveling. Our Wake Tech PD Conference is now open to any teacher with PD requests. This will be an ongoing PD Conference ability. The NCCCFA handouts are available, giving more opportunities and resources focused on teaching excellence and student success.

 

NCCCFA President’s Report

John Etheridge, President of the NCCCFA spoke with his report. There has been a large turnover since the NCCCFA was almost shut down last year. First few months were about getting people onboard and ensuring that the cart is back on the road, monetarily, administratively, etc.

We’d like to talk about efficient money use over time.

Faculty Salaries are not addressed into its “legislative priority”. It is up to the discretion of the college president how much you will get paid.

“What is the NCCCFA doing about salaries?” You are not a state employee, you are a college employee, and you will get paid based on the presidents choice. the 2019 workforce development legislative agenda has several bullet points (talking points). They are not currently addressed.

We would like lawmakers to ask the NCCCFA when addressing concerns for college faculties.

“What about Dues?” We’d like dues to be passed back to teachers through a reimbursement process similar to the faculty association’s current set. We’re also hoping to include monies for online PD availability to faculty across the state.

We can we do better, and how can faculty get involved?

First, get involved. We had a good reputation in the past, and we’d like to leverage that again. we’d like to gain visibility by being present in the legislature. We need folks in committees, we need people involved in the NCCCFA so that officer roles will get filled.

Get in touch with your legislator. They will listen to constituents over faceless organizations. Talk about what is going on in the college. School teachers have vast resources, with paid people who only work for better deals. The NCCCFA president has a single courses load reduction, and no other officers have any.

“Can we get a copy of the 2019 Workforce Legislative Agenda?” Yes, we’ll put it on the Faculty Association website.

Be A Digital Disruptor with FFC and IT Services

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On 4/17/19 at 11:00am, I attended the Wake Technical Community College Spring Professional Development Conference Session: Be A Digital Disruptor with FFC and IT Services. This was presented by Ryan Schwiebert, Benita Budd, Neal Stidham, Tracy Naleway, and Monique Williamson of Wake Technical Community College

Be A Digital Disruptor with FFC and IT Services

We began with a brief educational game getting to know one another in the group and finding the close connections with teaching and campuses. it was pretty fun, but there were several of us in here, so it took a minute.

Slide1

Technology has significantly changed the way we interact with our world!

Students interact differently!

  • U.S. smartphone users grew to more than 230 million in 2018 (that is about 70% of the population) (Statista)
  • 20% of households with an annual income less than $30k have smartphones without any other type of broadband. (Pew Research)
  • Wake County has set a goal to increase the availability affordable high-speed connectivity county wide. (County Commissioners)
  • Ubiquitous campus wi-fi connectivity is EXPECTED by students! (Based on student surveys)

Student technology expectations have increased

  • Every student in Wake County Public Schools is provided a computer for course work.
  • Students want to interact and collaborate through technology tools
  • Students are accustomed to receiving constant feedback. 24/7!

We have take some steps to address growing expectations:

  • Wake Tech Online is the largest “campus” with 9,867 students in spring 2017 (8,123 students enrolled at Main Campus)
  • We have several programs completely online Associate 16, Diploma 3, and Certificate 76
  • We have also improved connectivity on campus.

This transformative technology movement is known as DIGITAL TRANSFORMATION

Slide2

To be successful, our institution must begin evaluating our business processes and changing/adapting them to the digital world.

DISRUPTION IS POSSIBLE: If we do not meet this challenge, others will.

Why is this important?

Consider other industries that have changed:

  • Internet->Travel Agents
  • Napster->Music Industry
  • Amazon-> Retail Industry
  • Netflix -> Video Rentals
  • Streaming Services -> Broadcast Television
  • Taxi -> Uber (The largest taxi service in the world/owns no vehicles)
  • Hotel -> AirBNB (The largest lodging service/owns no real estate)

Most recently:

  • Google introduced cloud training certificate programs – for programmers and anyone interested
  • Amazon’s released ‘Machine Learning University’ – available to all developers
  • Gartner identified Higher Education as a growth sector for technology usage.

The first to successfully achieve this will become market leaders.

Today we are hear to explore how might we adapt to ensure our industry is not disrupted.

Slide3

Lets explore the benefits of digital transformation

Enhanced Competiveness

  • Competition for students has increased in Higher Ed. If we don’t attract students, we will see declining enrollments.
  • For profit institutions have increased dramatically.
  • We compete with other public institutions.

Higher Enrollments

  • It has become difficult to maintain enrollment growth.
  • Public funding for higher education is shrinking.
  • We are continually asked to do more with less.
  • WE should entice the students to come

Better Student Experience

  • The customer experience is often stressed in business/time for Higher Ed. to embrace
  • Student needs and expectations should be a priority
  • Students have a lot of choices!
  • A new focus on future employability.

Technology Works Together

  • Technology and college processes should work together seamlessly.
  • We should not expect the student to conform to an antiquated process.
  • Technology should be easily accessed and interacted with

This was adapted from an article recently published by Educause. Have a look at this article and several others they have. read, attend online seminars and embrace this.

Establishing a digital foundation

  1. Pilot with interactive displays in the classrooms (mostly south campus, a few at North). THis iss a collaboration with faculty, staff and ITS
  2. Conference Room Upgrades. WE are lagging behind. Through teams and conferences we shouldn’t have to campus travel.
  3. Wi-fi Upgrades. We moved away from old systems to Arube systems and we monitor this. Often this is when students congregate. we are asking students to spread out, but we’re looking to upgrade and work with this. We are looking to update to outdoors and parking locations. Once you’re connected on campus, we’d like you to continue to be connected.
  4. New network infrastructure. We’ve upgraded on all campuses, and are upgrading the fibre connections. We have an achilles heel- if southern campus is down, all campuses are down. RTP is redundant and independent. Soon others will also be seperated. If a fibre should be separated, all will be fine
  5. New network infrastructure. We’re focusing more on efficiency and optimization: In the traditional mode, processes should be agile. if the IT items do not work all the time, we have problems. we’re experimenting and dealing with uncertainty. This will mean an acceptance of failure but still have standards.

Slide4

The future growth of Wake Tech depends on our ability to adapt.

Now is the time to explore new ways of using technology.

  • We are looking to faculty to help identify those opportunities

Experimentation allows us to determine new and effective ways of teaching

  • This supports the applied benchmarking concept of continual improvement.

Technology can provide alternative learning methods

  • We need to test the effectiveness of these methods to see if they should be implemented collegewide.

Proper use of technology will put students at the center of the learning process.

  • Students are the reason we are here!

By enhancing faculty teaching methods, learning can be improved.

  • Faculty expertise is pivotal to ensuring success.

 

Slide5

We have spent the past 3 years establishing our foundation

  • Think Maslow’s hierarchy for technology
  • Ryan’s hierarchy of technology needs!
  • Here are some of the highlights!

Interactive Displays

  • Currently piloting interactive displays for classroom and meeting use.
  • A standard will be developed based on faculty and staff feedback.

Conference Room Upgrades

  • Our goal is to simplify these spaces to make it easier for everyone to use.
  • Providing more tools for collaboration/communication
  • Also implementing Microsoft Teams for web meetings
  • Hoping to reduce campus travel.

Wi-Fi Upgrades

  • Wireless access was a hot button issue for students.
  • We completed the upgrade college wide
  • We are continually adding additional access points.
  • Plans are underway to add wi-fi connectivity to outside spaces

New Network Infrastructure

  • We have redesigned our network infrastructure to reduce single points of failure
  • The intent is to increase resiliency and redundancy
  • Each campus will be independently connected to the Internet
  • We will also be upgrading fiber between buildings and upgrading old wiring.

Slide6

Our challenge is to continue operations as we innovate and experiment!

In a traditional mode:

  • Rigid processes
  • More governance
  • Low failure acceptance

In contrast innovation requires an agile mode:

  • High acceptance of failure
  • Some governance
  • Open Processes

To address this at Wake Tech, ITS has adopted a Bi-Modal IT leadership structure.

  • Mode 1 is the operational portion.
  • Mode 2 is the strategy and innovation.

The two must still work together.

  • New innovations are tested in an agile mode.
  • If accepted/successful they are eventually shifted to traditional operation.

Slide7

Collaboration is at the cornerstone of any great organization.

So, lets work together to improve technology adoption college wide!

ITS will serve as

  • your partner and technology expert

Faculty and staff input and involvement is welcome

  • IT needs you to be our partner
  • serve as classroom and teaching experts.

We want to be a technology leader in higher education. IT will focus on technology solutions that benefit student learning. IT needs a seat at the table, early and often.

Think of ITS when working on new ideas!

Slide8

As you can see, a lot of work as gone into preparing for our digital transformation journey. Now that the foundation has been established, we are ready to explore new technology opportunities in the classroom.  We need your input because the possibilities are endless!

Slide9

Poll Title: What tools do you prefer to use when teaching online or in the classroom? You can vote on the preferences submitted.
https://www.polleverywhere.com/discourses/uyJLkTMjCWUDNrDkZQloe

Poll answers were as follows:

  1. Cellphones – 4 (looking up words, fact checking, who’s going to look this up?)
  2. teams – 3 (videos, small groups, want to use this…)
  3. ipads – 3 (apple TV and ipad instead of flipping back and forth- crossplatform presenations- you could eliminate screens to give everyone a device)
  4. ppt – 3
  5. remind.com – 2
  6. kahoot – 2
  7. flipgrid – 2
  8. tablets in lab

Slide10

Poll Title: What benefits will faculty gain from digital transformation at Wake Tech?

https://www.polleverywhere.com/free_text_polls/ChvpPtbrqZuij0gWzOU24

Poll Answers were as follows:

  1. Remind.com
  2. yammer
  3. teams
  4. online lecture and video for online classes
  5. flipgrid

Slide11

Teams

Teams is a collaboration tool. Most people use it extensively. Its a collaboration tool like skype and video recording. Zoom is very similar. Teams uses filesharing as well. Is this like slack? it is like slack, but does more.

Interactive Displays

The technology has come a long way. Some classroom have it. Its a Wake Tech PC back there. You’ll see this more

LAN school

You can take student screens, interact with single or multiple students in classes, and will be coming in the future.

Lynda.com

Lynda.com is a flood of information and easy to follow. This has good PD credits opportunities and students also have access to this

Gartner.com

Gartner.com is another great site from http://go.waketech.edu. They are unbiased information sources. This takes you behind the firewall, and gives you access to all the data. This is great for research, and its available to students as well.

As you can see, a lot of work as gone into preparing for our digital transformation journey. Now that the foundation has been established, we are ready to explore new technology opportunities in the classroom.  We need your input because the possibilities are endless!

Slide12

Question and Answer Section

Q: labs in the class need assistance sharing information. How can he share data in the class?

A: Off the top of Tracey’s head- the answer will be teams. Add in items on teams and display that using teams.

Our Next Mission

Recruit other agents to room 149, and test out the materials. walk through some of the tools and items you’ve seen here. The first place winner won a small prize. A second prize was given out to a participant who offered to hold their fee to the fire.

I think this went along very well, and everybody seemed engaged. Well done!

RISE Training!

Posted on Updated on

On 3/15/19 at 12:00pm, I attended the Professional Development Session RISE Training at the Engineering and Technology Building (SE 226) at Wake Technical Community College’s South Campus in Raleigh, NC presented by Scarlet Edwards.

Slide1

RISE Training

We learned about the new RISE initiative across the state of North Carolina. Scarlet Edwards will be teaching us. RISE is critical for fall advising. This is a mandatory meeting for Matt Henry’s team, and they were nice enough to allow me to join this professional development training.

Slide2

Completion Percentages: A Clear Look

One of the important things that we looked at was a clear graph outlining the completion percentages for students attempting college level Math and English in the first two years of college. The two courses were not significantly different, so we’re looking at the math numbers here. While numbers are increasing as time moves forward and we are offering more online classes in these, numbers of actual completions are still low. However, statistics show that students who complete these gateway courses achieve degrees.

It should be noted that 2014-2015 is when the multiple measure model was begun.

The college would like to see more students completing English and Math “Gateway” courses in the first two years. Many students are holding off on these courses, and then failing them so many times that they fail to achieve a college degree, or are forced to complete their AAS degree at another institution- we do all the work toward great training, and another school achieves our completion. We’d like to stop that.

By “Encouraging” our students to take these courses before other standard curriculum courses for our degrees, we will ultimately see more completions and student successes.

Instead of offering testing for students, a new system will place new students into classes automatically, and we should encourage our students to take these classes first.

 

A Healthy Debate

At this point in the discussion, there was a very healthy debate which erupted. Many faculty members voiced their opinions before everyone was encouraged to save questions to the end. This training is mandatory, and it is very important that every person has a chance to hear the information. I held my questions for the end, but the following points were made very clear:

  • One faculty member has been teaching for 30 years. They noted that ENG and MAT courses are important, but the job skills are more important. Pushing off things that you like (technology training) for things which you don’t like (math problems and english papers) will encourage more students to quit early rather than late.
  • Another faculty member noted that we would have more completers in the programs if we could have pre-degree requirements like the nursing program has. They have a 100% completion and 100% job-placement rating because they are able to cherry pick the best students before they begin. If we had this ability, we’d have no problems
  • A faculty member suggested that if we could expand our program to a 3 year degree program we could solve many of these problems.
  • Another faculty member stated that since neither Math nor English were Pre-requirements or Co-requirements for any classes within their program, there was no impetus to push this agenda. As student could get perfectly far in the program without facing any barriers to success.
  • Another faculty member noted that students who fail in a majority of the intro classes do so because the ESL (english as a second language) and EFL (english as a foreign language) students have passed ENG111, but still cannot read or communicate well. Those students have already met these requirements and already are on a road to failure. This program should start with ESL and EFL and then evaluate success before putting this to all faculty
  • One faculty member with over 20 years teaching noted that this system has not worked in the past and would not work. This was heavily agreed upon across the room, but since we hadn’t really heard the proposal yet, I thought this point was moot.
  • One faculty member was quite vocal that programming required a mathematical mindset, but did not require intense calculations. Taking the math class before buckling down toward making some headway in their degree would not help the student, but might detract them from any of the material.
  • One faculty member who had to take the gateway college algebra math class recently noted that the course was set up in such a way that unless you had taken the course before, your chances of completing it satisfactorily was nearly impossible. Unless, they noted you had already known the material of the course. It was set up so that those who knew the material would pass first time through, but those without intimate knowledge of it could be “thrown to the wolves”.
  • Eventually, order was restored with the interest of finishing in time. I took notes on my questions.

Slide3

NC Math Completions

These numbers on this slide were disturbing. One faculty member let us know that they told us the class was an issue, many people smiled politely. Based on population numbers, only 7% of African-Americans, 10% of Hispanics, Latinos, and Asians, and 14% of Caucasians pass a gateway level math course within 2 years of enrollment.

Lets take a look at the numbers for these specifically

Slide4

Gateway English Completions

Looking at other states, we see that there are similar numbers based on gateway courses. We see there are 2 specific options noted here: Gateway courses which require a pre-requisite class or classes, and Gateway courses which require a co-requisite class. In North Carolina, we require pre-requisite classes to determine whether students are ready or prepared for English and Math. We double-check this with compass testing.

Looking to other states, we see that several of them are using a similar system. Some have better numbers, others are below ours. These states, however, have seen a large increase and jump in completions based on the change from pre-req courses to co-req courses.

By adding in a secondary class— a co-requisite class— the states have found that they were able to dramatically increase the number of course completions. Some say that because students are able to continue working on ideas and concepts outside of class time.

 

Slide5

Gateway Math Completions

Again, we see the schools have very similar numbers to ours above. Again, when introducing the co-requisite courses, completions dramatically increase. These co-requisite classes are a bit like labs for science courses, or labs similar to language courses.

 

Question: Are these results accurate, or are they patting themselves on the back?

Answer: Good question. Our team visited schools in these states. They asked these same questions, and yes, these are the results they are seeing by the numbers.

 

Slide6

What Is Rise

RISE is the program in North Carolina which we will use to achieve a similar system. Durham Technical Community College is already using this system in North Carolina. We will be taking this system up in Fall 2019. We will use this information to help us advise our students and to get to know the system completely.

It is important to note that this system will be put in place to get our students into the English and Math Gateway classes sooner. Students who complete these classes in the first two years seem numerically to have greater success and completions.

Question: What if we find that students placed in these courses are not achieving these results?

Answer: Our intent with the RISE system is not to increase the passing rate. We are just using this system to allow students to get access sooner and receive concurrent support at the right time for the students.

 

Slide7

How Will Students Be Placed?

Compass testing was an easy requirement, but not every student tested well. And, the compass test will be going away. Moving forward, we will be using a new system based primarily on high school GPA. Based on a high school GPA, students will be placed in a column which will determine where students will start: Specifically, will a student be able to enter the gateway course directly, will they be required to take BOTH the gateway course and a co-requisite course, or will they need to take a transitional course?

GPA is the main determinate, but we can also see that testing scores on the ACT will also be taken into account. If students have scored well on the ACT score (within 2 points of the Target Score) of the particular category. Poor grades can be augmented by good test scores.

High School GPA is good for 10 years. If the result is over 10 years old, or not available, the student can pay to take the test for placement.

Slide8

RISE Placement Credits

In the new system, all of our pre-curriculum classes and requirements go away. Based on the high school GPA, students will receive some or all credits for transition courses.

Slide9

STAC Screen Need

Currently, we’ll need to use the STAC screen to see the credits given, as well as GPA and ACT scores. It was important to remember that the RISE system will not be in effect until the fall. Eventually, we will have a new screen called “XRISE” which will give use the right information.

 

Question: Is the ACT really this prevalent?

Answer: Yes, most schools use it now or encourage it. If a student does not have it, we may have SAT options available later, but just place them appropriately.

Slide10Slide11

RISE Placement

DAP Accuplacer is going away December 31st, if not before. Retaking the placement test is not allowed if you have high school GPA within 10yrs. Taking the test will cost the student money, and may take 5 hours. There are 3 sections of math (mastery tier 1,2,3) and 2 sections of english (mastery tier 1,2).

 

Slide12

Placement Test Q&A

In looking at the placement test Q&A, we ran into some questions about the placement testing. I’ll add them here:

 

Question: What if the student hasn’t received their official high school transcripts?

Answer: We can use an unofficial transcript to determine these courses.

Question: What if we have an army vet who joins and they don’t have a record?
Question: What if we have a student who school burned down/no longer exists/home schooled without GPA?

Answer: It happens. They’ll have to take the placement test and pay the fee. Some vets have been in the service so long that they have no GPA and have not undertaken any education, they take the test. Some old schools had paper records, and suffered a calamity or are no longer around, especially private institutions. Those students would take the test. Some home school students simply were not given grades. They also take the test.

 

 

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Co-Requisite Class Debate

At this time, there was another very lively debate. Many people had some loud and angry opinions. When the information was presented, it was given to us a very straightforward manner. This matter-of-fact information was clearly noted in an effort as if the presenter was trying to gloss over information. Eventually, the facilitator and the group head got people calmed down enough to continue. Concerns included:

  • One teacher with 20 years of experience who noted that this system would still never work
  • One teacher with 30 years of experience loudly noted that this would be impossible to keep track of
  • One teacher noted that some students would possibly be facing 9 hours just for math with a co-req, and 15 hours for math and english courses and their co-requisites. How will a student be able to start their education if they are taking 15 credit hours in the first semester?

After calming down, we settled on a few related questions.

 

Q&A Session

Question: Will the co-req grade count towards the GPA?

Answer: Yes, since it has credit hours, it will count towards student GPA

Question: How will the co-req count toward our degree credit numbers?

Answer: It will not be marked as a requirement. Students who are required to take it will have to do so.

Question: What if a student fails the co-req but passes the gateway class? What if they pass the co-req but fail the gateway class? What if they’re withdrawn from the pre-req class?

Answer: We’ll be talking about this later, but if a student fails the co-req class, they will be automatically dropped from the gateway course. However, if it comes down to the end of the course and the student passes the gateway course, they will still retain credit. If it comes down to the wire and the co-req is passed, the student will be able to take the gateway course a second time.

Question: What if the student chooses not to sign up for the co-req?

Answer: The co-req and the class will have to be signed up for together. They will be taught by different instructors. To sign up for one, the student must sign up for the other.

Question: What if the student stops going to the co-req class?

Answer: If a student is withdrawn from the co-req class for any reason, they will be automatically withdrawn from the gateway class.

Question: What if a student signs up for a co-req gateway because it fits their schedule. They are not required to take the co-req class.

Answer: Yes, that is true, but if they drop or withdraw from the co-req, they will be withdrawn from the gateway course. Students can opt-in to take the co-req but they’re under the same course requirements as other students. In for a penny, in for a pound.

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Gateway Transition Courses

Developmental classes will go away at the end of the summer. Since there is really only a single ENG111 transitional course now, any students in remedial programs should endeavour to take RED097 to get themselves to the ENG111 course. There are several transition courses for math, because there are several gateway math courses. In some cases, this can be very helpful, because any math class can be used for our degrees.

Pedagogically speaking, a better option in some cases might be for students to sign up for the gateway w/co-req on purpose.

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RISE Placement

Just a recap: the DAP Accuplacer is going away December 31st, if not before. Retaking the placement test is not allowed if you have high school GPA within 10yrs. Taking the test will cost the student money, and may take 5 hours. There are 3 sections of math (mastery tier 1,2,3) and 2 sections of english (mastery tier 1,2).

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Advising Consideration

Students taking these classes will not have the same teacher for the gateway course and the co-req course. The gateway course teacher can take the grade of the co-req into account when deciding on a final grade for the course.

Healthy Debate #3

At the question about this, faculty had some very strong opinions

  • One faculty member asked to know what the criteria which could be taken into account might be?
    Answer: It is up to the teacher. They can take anything into account. Assignments, attendance, final grade, class participation, its all up to the teacher
  • One faculty member said that this sounded totally subjective, and some faculty members can take it into account and others would not?
    Answer: Well, it is up to the teacher to decide
  • If students ask the teacher and the teacher says “They will not take any other classes into account” can they change their minds?”
    Answer: Yes, it will be up to the teacher to decide
  • If the student no longer wishes to be in the class or co-req because the teacher is colluding with the gateway teacher, or vice versa, how will that effect them?
    Answer: leaving either class will put them in a new course and new co-req— the classes are linked. This wouldn’t be  good idea though, the new teacher may decide to take the grades into account and you’re right back where you started
  • So, if a student is getting an A in the gateway course, fully participates, and is leading the class, they could still fail or get a b,c,d,f in the class… totally at the teacher’s discretion
    Answer: Yes, the teacher can take the other class into account. If the student is not participating in the co-req classes, the gateway teacher could adjust the grade at their discretion.
  • Don’t you think this might cause a lawsuit? An A-level student can be failed or dropped massively because while they are attending all classes, the co-req teacher might feel a “D” is earned in one class and should be pushed into the other?
    Answer: Its possible, but they probably wouldn’t. But they could.

This seemed like it was going to be a problem. There is no official policy, its just teacher-decided material. Looks like it could be misused, abused, taken incorrectly, etc. The school is going to be on the wrong side of this.

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Optional Examples

Take a look at each of these examples and see where they should be placed!

 

Example 1: Kim

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Because Kim has a 2.8 GPA or higher, she can go directly into a Gateway course.

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Example 2: John

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John will need to take transitional math courses, unless he can complete up to MAT050 this summer. I’d advise John to track down his 2011 high school transcript (clearly not present), and to take ENG097 this summer if his GPA was 2.2 or less. This would get him into the ENG co-req in a single session.

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Example 3: Brandy

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Brandy can go directly into the MAT121 Gateway because while her GPA is less than 2.8, she has an ACT math score which is high enough. She can take the gateway course over the summer, or better still, just take a break. She’ll have to co-req ENG111.

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Example 4: Wheaton

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Wheaton is good to go with no co-req due to high GPA and ACT scores, if the ACT was in 2008. Otherwise he’ll have to take the 5-hour placement test. Wheaton looks super-duper young to be in his 30s. I think this was a plant.

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Example 5: Amy

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Amy has too low of a GPA to go into any gateway courses alone, but she has a high enough ACT in Math to get a co-req course. She’s applying for the spring, so if she can take MAT020 this summer, she can get into MAT110 in the fall. Similarly, if she can take DRE097 this summer, she can get a co-req english course.

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Example 6: Pete

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Pete can take MAT121 in the fall with a co-req. He’s got credit for the high level maths, so if pete can finish MAT010-050 this summer, he can skip the co-req. Instead, he should take DRE097 this summer and get into the co-req for english.

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Example 7: Chasity

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Chasity is looking at a co-req with math, but I don’t know the SAT scores… If she can complete DRE097, she can take the co-req with english in the spring.

 

EXAMPLE 8: Julian

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Julian can take DMA040-050 and not worry about co-reqs, and eng with a co-req in the fall.

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Example 9: Sarah

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Sarah should take DMA050 this summer and DRE098 if she can. This will save her extra hours and cost

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I felt this was good training, but I already had a leg up on most people. I worry that summer school numbers of courses offered will go down. There will be courses offered, but there will need to be a far larger number of ENG faculty on campus, and that means more rooms.

Since our departments do not really require these ENG classes or MAT courses as pre-reqs for our programs, there is not an intrinsic need for us to push these classes sooner. It actually seems to work contrary to our purposes to push these classes at the beginning, and instead better to shove them off onto the summer courses. I worry about the “taking in to account” vagaries in the language, and see a pretty hefty lawsuit. If one student sues, another just has to “think” that the work is biased in some fashion to have a legitimate case. Once a student wins, every student who was under the policy could have legal grounds for changes to transcripts, and compensation if their grades were not good enough to transfer to their college of choice.

Dangerous.

Taking Your Seated Classes Online: An easier transition than you think

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On 3/6/19 at 9:00am, and then again at 10:30am on 3/8/19 I presented at the North Carolina Computer Instructor Association Conference Session Taking Your Seated Classes Online at East Carolina University’s SCITech Building in Greenville, NC. This was co-presented by Tyler Dockery and Carla Osborne of Wake Technical Community College.

Taking Your Seated Classes Online:

An easier transition than you think

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Q&A

How can you handle Attendance in the online environment?

Since students in an online environment might login and logout without contributing and demand that they are counted as attending, we suggest working differently. Base your attendance on turning in all work for the week. Since students have 7 days to complete assignments and materials, failing to present all or part of the course materials is a conscious choice on the part of the student.

If a student turns in all assignments and participated in discussions (regardless of grade), mark them as attending. Failing to complete one or more item in the week deserves a tardy.

What if you do not have ZOOM

Zoom is a free technology, and it allows you to record up to 40 minutes in the free version. Some people use Microsoft Teams, which also has video content. I have access to MS Teams, but honestly I don’t have as much experience with teams to know how it works.

What if you have good content, but its not Closed Captioned?

Some people find they can reach out directly to the video owner and ask for them. On youtube, you can ask the owner to open Community Contributions, and allow you to add in the captions that you’d like, but you can also use https://amara.org to create a closed caption overlay of the original video without breaking copyright. You will have to caption it yourself, but its a small price to pay for good content.

How do you determine the first dates in your classes?

At Wake Technical Community College, we have a course entry quiz which must be taken. The quiz is set for adaptive release, and once the quiz is taken, the plagiarism agreement is shown. Once the plagiarism agreement is submitted, then students can enter the class. This is not used everywhere though.

Some school use the first  assignment submitted as the entry date, but this causes a great deal of work on the part of the teacher, hunting down student by student in several areas just to get an answer. One instructor noted that she got tired of hunting and created her own entry material. Several other teachers followed her path once she displayed how easily it could be used.

 

 

How To Teach Graphic Design Online 2019

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On 2/23/19 at 10:15am, I attended the North Carolina Community College Fine Arts Conference Session How To Teach Graphic Design Online at the Meroney Theater in Salisbury, NC presented by Alison Consol and Julie Evans of Wake Technical Community College

Online teaching requires a different approach to bring in students and create the kind of t=virtual communities to help create a strong cornerstone of community and a presence which could be maintained in the course. You will have to anticipat the questions before they happen, because “writing is the new coding”. YOu need to have as much instruction and examples that you can to inspire but not allow materials to be copied. Students and millenials want the immediate feedback, timely materials in the gradebook, and discussions should be meaningful and relevant. Attendance can be difficult, so setting attendance to project deadlines is the easiestt way to accomplish this.

There are 452 active students at WTCC in the GRD program. Students take online and seated classes, although some are wholly online. How can we create a class which guarantees as similar or analog class online.

Certifications

Graduates in the program at WTCC earn 5 certifications as they complete the degree. These certificates allow students to be motivated to continue in the classes, and be used as an advising tool These certifications are a nice way to keep students moving forward, but it also allows students from different degrees and those working in the field to step forward and take part. Over time, we see the rates of graduation and completions rates getting higher. Depending on the amount of time it takes a student to move forward, these certifications allow student numbers to maintain a level of completions which is asy to push forward to the next certification and stay motivates.

EPIC

As part of our QEP program, all students have a mandatory E Learning Intro course. A student must complete this class before they can register for online courses. Students come to class with LMS learning, assignment materials standards, etc. so this is very helpful. EPIC removes barriers where every course maintains a similar look and feel, and EPIC allows teachers to get up to date.

The Human Element

We include welcome and weekly videos. We use ZOOM to assist with the idea of the teachers presence. The need to know who their teacher is and how to contact them. It seems like an increased distance in the online classes. We have a youtube channel for the department. These weekly videos are all conglomorated in the same place. Having this repository is easy to use, and can be pulled as needed from their classes.

Required Supplies

Checklist Documentation is added to classes to keep information on the forefront. Art supplies, software, digital cameras, hardware, reliable high speed internet, etc. Having those supplies in the bookstore allows students with financial aid to get it day one. We keep 2 chapters in PDF form in each class, so that students without books can get up to speed. Hardware is a student priority and concern. We have opportunities on campus. If the student isn’t prepared, we have to have a meeting.

Attendance

Structure is important, and offers consistency. Assignments are presented in a linear fashion. Failing to complete all tasks result in a tardy. Completing everything by deadline is full attendance. Missing the assignment results in an absence.

Structure

Welcome in week 1, tasks for the week, lecture materials, discussions, and finally assignments with examples. People cannot follow long pages of text, so including materials in a consistent fashion makes it easy for people to know where to go and what to do. We use icons and avatars to chunk materials and keep the visual presence for students.

Student Collaboration Online

WIkis, journals, google docs, forms and surveys, flipgrid, voicethread. There are lots of different ways to create the community and allow students to introduce and respond to one another. We use peer review such as behance, flickr, wordpress blogs and personal websites. Students need constructive criticism and they need to develop the thick skins which can easily allows students to improve and be ready for the workforce. Discussion topics are great for shared experiences and group projects. Use testing like DISC assessments or Myers-Briggs testing to find out their types.

Web-Based Tools

Starfish is a nice way to alert students if they are in danger of failing. An ILC on your campus is a great resource. Compututor is a fantastic resource for our online students with texting, screensharing, and email.

REMIND.COM is a great resource. Social media is also a fine way to keep everyone on track, allows people to interact and network. We encourage them to use the student social media for professional purposes only. We use ZOOM to interact with students, and adobe SPARK is making a great deal of use.

How about the design process?

Original work only, plagiarism agreements, sketching, and feedback are part of every procject process. We have an assignment area and discussion board. This allows students to show to the instructor as well as the class. Finalization in situ is part of each process.

Portfolio online

Its a beast. As the culmination of their work, students have to begin with a single idea. and think about how the end user will interact with thier materials.

Assessments

Grades are based on PERFORMANCE. WIP, reflection and peer review in discussion boards allow students to get feedback. Inline commenting in blackboard with rubrics allow for stronger content. BLogs and reflective journals for self-assessments.

Good Rubrics

Begin with a set of best choices. Drill down from there to create a general rubric for creative projects that you can use as a go-to. Showcase this early and allow the students to see this rubric. THey’ll know what theyll be graded on and how.

Portfolio is a high-touch environment. Allowing online students to attend seated courses is a fine method for assisting students. Online meetings are great, and full size print.

Summary

An online class should be enjoyed. Its a journey, and we have to show that we are there and we can assist them become successful. We give visual attention via video and video meetings, but its a constant improvement model. Having a set of standards are especially helpful to us.

 

Q&A Session

How do you handle group video meetings? It creates community, but what about those who do not wish to meet.

Zoom is used, and it records the session. If you don’t want in, no harm no foul. Its recorded and you can watch it the next day. Pop it on your account and its ready.

 

Do students know they might have to have the meeting?

The ELI course says that you may have to attend on-campus testing or use recording to meet the needs of the class.

 

What about students who cannot visit?

We work with them to mail materials.

 

Has online impacted seated?

Some classes have removed entirely to online. Online students are a different population. It impacts enrollment, but it is really about convenience. Some population will only work partly with online classes. Online students also come from out of city and out of state. Completion has actually increased because they have time management issues, and having access to one online class allows them to continue on their course.

 

Using Metacognition Strategies to Increase Student Success and Completions

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At 1:50pm on 10/19/2018, I attended the professional development session: Using Metacognition Strategies to Increase Student Success and Completions presented by Denise Barton, PhD, as an ongoing pathway of professional development in an online class at Wake Technical Community College in Raleigh, NC.

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Using Metacognition Strategies to Increase Student Success and Completions

So, I’ve got a bit of a confession to make. I have been using metacognition to support students in improving their work in several of my classes, in helping them understand how to draw and design more effectively, and helping them to listen better during student and faculty critiques.

There are some videos shown in this course while I haven’t seen, along with the share and pair exercises listed on the video website, so this should be a great experience.

This course teaches you about metacognition, and while reviewing our thoughts and feelings on our progress, and how we might improve this (ah.. ah… get it!?) we can always feel free to email me at Denise Barton to gain assistance answering any questions we may have. I have also heard that perhaps in summer 2019 they might be offering a metacognition professional development course for faculty who want to use it to improve their teaching and students’ learning. Guess I’ll have to wait and see.

 

How to get the most out of studying

There are 5 videos located at This website (text url: https://www.samford.edu/departments/academic-success-center/how-to-study).

After I viewed each one, I took a break before taking any notes to ensure that I heard all the information.

Developing a Mindset for Successful Learning

This video gives an overview of the information presented in the video series. The information is organized into 10 Principles of Effective Studying that students should understand if they wish to maximize learning from their study time

Beliefs That Make You Fail…Or Succeed

The first video examines common mistaken beliefs students often possess that undermine their learning. The video tries to correct those misconceptions with accurate beliefs about learning.

What Students Should Understand About How People Learn

The second video introduces a simple but powerful theory of memory, Levels of Processing, that can help students improve their study.

Cognitive Principles for Optimizing Learning

The third video operationalizes the concept of level of processing into four principles that students can use to develop effective study strategies.

Putting the Principles for Optimizing Learning into Practice

The fourth video applies the principles of deep processing to common study situations, including note taking and highlighting while reading.

“I Blew the Exam, Now What?”

This video addresses what students should and should not do when they earn a bad grade on an exam.

 

Final Thoughts on Metacognition

It was a little exciting to revisit this work. I incorporate this into my classes, but its always nice to see the great effect this can have on students and other individuals. I felt this was great training, and I’ll be incorporating more of this in my classes.