Professional Development Activities SCC- Spring 2017, April 17-23
Connecting with Success
Professional Development, Staff Resource Center
Dear Sacramento City College Colleagues:
Workshops and events of Interest this week:
- Main Events this week
- Cultural Awareness Center Events
- Thursday, Canvas Drop-In with Cassandra Opiela
- Friday, Re-envisioning your Syllabus through the lens of Equity in the Classroom, DeMartini & Lorenz, RHS 220
Student Success ESTEEM TidBITS for the week of April 17th:
On behalf of the Staff Resource Center for Professional Development, have a great week.
Elaine Ader, Dean, IT and Staff Development
Norman Lorenz, Staff Resource Center Coordinator
Tyler Wyckoff, Staff Resource Center Assistant
Working Together, Pursuing Excellence and Inspiring Achievement!
Professional Development and Calendar Related Information:
The week of April 17th
The week of April 24th
The week of May 1st
The week of May 8th
The week of May 15th
Professional Development opportunity with Sac State, College of Continuing Education Certificate Program
California’s community colleges are working to meet the challenges of an increasingly diverse student population while managing faculty attrition and resources. There is a need for well-trained instructors who understand the role of the community college and have the pedagogical skills to effectively facilitate adult learning.
This certificate program provides critical coursework and classroom experience to prepare current and future community college instructors. The coursework and mentored teaching experience enhance the technical competencies necessary to effectively pursue a teaching position at a community college and provide participants with an appreciation of the role and goals of the community college.
For more information:
Sacramento City College turns 100 Years, Moving Forward
Promises, Pathways, and Partnerships Exploration
100 Year Transition Team
Sac City Sees You
Student Retention, Intervention, & Support Services
Research shows that when disproportionately impacted college attending groups experience student equity & success, higher potential along these indicators exist when these resources are available to all students:
SARS Alert (a referral service to student intervention at multiple levels)
Retention Strategies (ideas that you and students can be aware of to stimulate ongoing participation throughout the semester for course academic progress and completion)
Student Support Services across campus (Resources on and off campus)
Community Resources for Students (Resources on and off campus)
The Community Of Care Team serves as the colleges early alert and behavioral intervention team. This cross-functional committee responds to assessing and supporting students of concern across the campus community. Constructive dialogue across this advisory body develops ways to address such issues as attendance, disruptive classroom behaviors, distressed and/or dysregulated students, and students with personal or academic concerns.
- Increased Student Success
- Fewer classroom disruptions
- Increased retention and decreased withdrawal rates
To refer a student, click the following link:
SARS Alert (a referral service to student intervention at multiple levels)
Through the combined efforts of the Care Team and informed members of the community, students will be able to utilize the available resources to care for themselves and others.
See the Community of Care Tidbits for more information on how to support students!
IN THE NEWS:
CUNY’s Futures Initiative ties student centered pedagogy to institutional change and social justice.
Attention Sacramento City College Library Users!
Your SCC Library has current issues of The Chronicle of Higher Education on the shelves. Find the journal in the Periodicals section on the second floor of the Library. Librarians will also email* selected articles to you at your request. Contact a Librarian – chat, email, or phone.
*via Library access to the digital edition
When I confront “problems of practice” in my teaching, I like to turn to my smart friends for advice. About a year ago, I was really confounded by my students’ trouble with reading for deep understanding. While I could see that the students were completing assigned readings, they weren’t always able to process the information deeply to analyze the concepts or apply the content to new situations. Since I don’t have much experience teaching reading, I turned to my colleague, Dr. Jennifer Shettel. Jen is a literacy professor and has run several tremendously successful close-reading workshops in our area. I figured she could give some advice. Our conversations prompted some pedagogical experimentation with different literacy-based strategies which Jen and I will be sharing in a preconference workshop at The Teaching Professor Conference this June.
Any course in ethics demands a high degree of student engagement and discussion as students wrestle with ethical dilemmas presented in case studies and real-life situations. Without discussion, an ethics class becomes a lecture on ethical systems and viewpoints from which students must infer their own positions from values that might not align with their moral outlook.
The past several decades have seen an interest in learning surge. It’s always been part of our educational endeavors, but the recent focus on it has been intense—that is, for teachers. Our interest is not shared by most of our students. They are still pretty much all about grades, preferably those acquired easily. They will work for points, but not very enthusiastically, if at all, without them.
For 10 years, I’ve been teaching study skills to college students, both individually and in the classroom. The vantage from my office offers me a clear view of students devouring information during tutoring appointments and focusing intently on the strategies shared during study skills counseling sessions. The effort and time they pour into comprehending their course material is irrefutable. However, when I ask students what they know about the lecture’s content before arriving at class, the answer is almost always the same: “Nothing.”
A large body of research has documented how students who report strong connectedness with college instructors reap many benefits, including: better persistence (Pascarella & Terenzini, 1978), engagement (Umbach & Wawrzynski, 2005), and effort (Kuh & Hu, 2001) in college, as well as greater academic self-concept (Komarraju, Musulkin, & Bhattacharya, 2010), confidence in their ability to succeed (Vogt, Hocevar, & Hagedorn, 2007), and grade point average (Anaya & Cole, 2001; Kim & Sax, 2009). In general, the research literature supports a strong positive correlation between positive student-instructor interactions—both inside the classroom and out—and student learning and development. What is unknown, however, is whether students are aware of these benefits.
Every teacher has strengths and weaknesses. Have you ever tried to list yours? Doing so is a worthwhile activity. I’d recommend doing it in private with a favorite libation—only one, because there is a need to be thoughtful and honest.
I’m still thinking about mid-career issues, and I’m wondering whether by the time we reach the middle of our careers, we can’t confront our weaknesses with a bit more maturity.
AACC, Community College Journal
Spring Issue, 2017
- Newest Talks
- Life-Changing Educators
- It’s Magic
- Jaw-dropping Breakthroughs
- What Should I do with my life?
- How to stop a dictator
- Find More Time
- Heard on TED radio hour
Click here: TED: Ideas Worth Spreading
Quote of the Week: Redesigning America’s Community Colleges
CONCEPTS VERSUS CONTENT
“Students hear factual information in a lecture or read it in a book, but this new information is not retained unless they can fit it into a relevant mental model or conceptual representation. 80 For a given piece of information, some students have no relevant conceptual model in which to fit it; some have a model that could be relevant, but seems irrelevant and thus remains inactive; and some have a relevant but incorrect model. Only a few students will already have a relevant and correct conceptual model, will call that model to mind, and thus easily integrate and remember the new fact.”
Bailey, Thomas R.. Redesigning America’s Community Colleges (Kindle Locations 2264-2269). Harvard University Press. Kindle Edition.