Dear Sacramento City College Colleagues:
Workshops and events of Interest this week:
- Main Events this week
- Cultural Awareness Center Events
- Canvas Drop-In with Cassandra Opiela, Thursday
- Maker Fridays: Make your Maker Portfolio
- What’s Your Project Open Maker Hours, Show and Tell, Fridays, 11-1 p.m. B 151
- Friday, February 17 & Monday, February 20, HOLIDAYS, SCHOOL CLOSED
We look forward to your participation.
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
Diana Daniels, Interim Staff Resource Center Assistant
Working Together, Pursuing Excellence and Inspiring Achievement!
The week of February 13th
The week of February 20th
The week of February 27th
The week of March 06th
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:
Constituency Group Introductions and Rogue 100!
Chancellor’s Address and 52,560,000 Minutes!
Pathways Conversation with Butte College
Rogue 100, The Parody of Sacramento City College
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:
Faculty members have good reason to be interested in those numbers. An incoming class with an unusually large number of students who have been poorly prepared for college will change the nature of what we do. We will have to spend more time working on basic skills in our courses, and less time devoted to the kinds of higher-order cognitive skills and challenges that drew most professors to their disciplines and to an academic career.
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
Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.
In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.
Students who don’t carry their weight in a group continue to be a big concern for faculty who use groups and for students who participate in them. Most often faculty and students assume that these students are lazy and happy that they’ve landed in the group with others willing to do the work. And sometimes that’s the case. Some students are lazy. But research documents that this isn’t true of all students who aren’t participating in groups. Here are a few highlights from a study that considered how social-comparison concerns might prevent participation and approaches that help alleviate those concerns.
In last week’s post, we looked at a sample of the discipline-based evidence in support of quizzes with the goal of gaining a better understanding of what it means to say that an instructional practice is evidence-based. We are using quizzes as the example, but this type of exploration could and should be done with any number of instructional practices.
Flipped learning environments offer unique opportunities for student learning as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore the most difficult concepts of the course. Likewise, because students are individually responsible for learning the basics of new material, they gain regular experience with employing self-regulated learning strategies they would not have in an “unflipped” environment.
AACC, Community College Journal
Winter Issue, 2017
- Changes in Accreditation
- Bridging the Skills Gap, Teaching to the Knowledge, Affect, and Psychomotor
- Safety in Numbers, Community College’s Role in Public Safety
- Community College and Workforce Synergies
- Finding a Balance
Benedetta Berti and Evelien Borgman
About 60 million people around the globe have been forced to leave their homes to escape war, violence and persecution. The majority have become Internally Displaced Persons, meaning they fled their homes but are still in their own countries. Others, referred to as refugees, sought shelter outside their own country. But what does that term really mean? Benedetta Berti and Evelien Borgman explain.
For other categories:
- Hard Conversations
- The Art of Protest
- Jaw-dropping Breakthroughs
- Lawyers Can Be Heroes
- Find More Time
- Science Is Real
- What Should I Do With My Life?
Quote of the Week:
Services to Get and Keep Students on Track
“In-Person Academic Advising At community colleges, the academic advisor is the most important resource to help new students clarify their goals and select courses that lead toward those goals. Theories of advising suggest that these goal exploration sessions ought to unfold as a sustained, multiphase process: Advisors should begin by guiding students through an exploration of their own skills and interests, followed by a structured investigation into various occupational and professional career areas, and then help students draw connections between their new self-understanding and their development…”
Bailey, Thomas R.. Redesigning America’s Community Colleges (Kindle Locations 1345-1349). Harvard University Press. Kindle Edition.