SCC NEWS THIS WEEK:
The Staff Resource Center is pleased to announce the launching of the Fall 2015 Professional Development and Flex “Call for Proposals”.
For the next two years 2015-17, the SRC’s new theme is:
“CONNECTING WITH SUCCESS”
This theme will undoubtedly create many opportunities to reach across constituencies in an effort to connect success with teaching and learning, and assist student’s with the completion of their college goals. Once you click on the link below, you will see the list of categories, be the change you want to see! Whether it be through the vision of carrying out work from the new Student Equity Academy, integrating learning across divisions, and/or individualizing curriculum and instruction, colleagues across the institution have an opportunity to pay it forward in how we train and learn from one another.
We look forward to receiving your proposal by Friday, April 17, 2015. If you have any questions, please contact the SRC office at 916-558-2176, or 2165.
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!
Dr. Noma LeMoine, returns to Sacramento City College, Friday, April 17th, Student Center, 9-4 p.m. (Lunch is 12-1 on your own for networking!)
In step with our Student Equity and Student Success and Support program plans, this seminar is designed to guide and mentor educators who see a paradigm shift in learning and wish to build new schemas for more effectively educating students across the SCC campus. Dr. LeMoine will highlight culturally and linguistically responsive instructional strategies that build on the language, learning styles, and experiences of Standard English Learners (SELs). These skills sets may also serve as powerful pedagogy for scaffolding access to rigorous, standards-based curricula.
Participants will become knowledgeable about issues of language variation, while addressing our disproportionate populations – and explore how culturally and linguistically responsive instructional methodologies can diminish disparities among these students and build educational outcomes with all students.
Dr. Noma LeMoine is a nationally recognized expert on issues of language variation and learning in students for whom Standard English is not native. She has written and spoken extensively on the topic and is a highly sought-after consultant to colleges, universities, and school districts nationwide.
See Calendar below or the Professional Development data base for more details…
The week of March 23
The week of March 30
The week of April 06
The week of April 13
The week of April 20
New to the Professional Development Data Base
Equity Summit at UC Davis, attended by President Jeffery
I attended morning workshops during the Equity Summit at UC Davis on March 14. Below is a link to download a DVD that highlights a successful collaborative teaching approach developed and used at Grant High School in Sacramento. I had the opportunity to meet Dr. Rajagopal, the algebra instructor who worked with colleagues to create C.R.E.A.T.E, the pedagogical strategy that is the focus of the film. While it was designed for high school students, I saw elements that could be adapted to SCC for classes where student performance and completion rates show there is disparity between student groups, particularly in Mathematics and English. Please download the video and take a look. I would like to hear your feedback.
For further information:
Institutional & Program Plans including Professional Development for Student Success
Student Support around Teaching and Learning
Concurrent with steps related to employment and communication with the college, while preparing and managing instruction, this checklist can assist with the steps associated with teaching and learning.
The Early Alert Referral System & Counseling Crisis Intervention Services
SARS is a student referral system for educators across campus. The most effective resource referral is within the first three weeks of the semester. The referral provides students needing assistance beyond the scope of the classroom with appropriate resources that can contribute to student engagement, retention, persistence, academic progress, and completion. The results can lead to student success! Please communicate with the student and refer her/him if you feel she/he could benefit from these resources.
DSPS provides a variety of academic support services to students with disabilities. Our goal is to provide students the opportunity to participate fully in all aspects of college programs and activities through appropriate and reasonable accommodations.
As faculty and staff members, you may encounter various crises that require urgent attention. You are in a prime position to come into contact with a student who would benefit from prompt counseling assistance for personal or mental health problems.
Distressed behaviors are often emotional but not necessarily disruptive. If you have a student experiencing any of the following, informing the student about available assistance through the Counseling Center may be helpful.
Here are the links to the 2015 Accreditation REVIEW DRAFTS. If you have any questions or feedback, please click the link and e-mail us!
IN THE NEWS:
Chronicle for Higher Education
- Community Colleges Find New Strategies to Break Through ‘Initiative Fatigue’
Many institutions are pursuing innovative ways to reach at-risk students, even as their leaders face obstacles that can frustrate change.
- Keeping Adjuncts Engaged Is Key to Helping Community-College Students Stay on Track
Part-timers teach many of the institutions’ classes and are at the forefront of completion efforts. Professional development is essential, college leaders say.
I am not an athlete. I lack coordination and have some physical limitations. My husband, on the other hand, is an excellent skier. He isn’t a teacher but he believed I could learn to ski, convinced me to try, and partnered with me in the learning process, like the best teachers do. Learning to ski taught me 10 coaching strategies bridging four areas: establishing a safe space to learn, sharing responsibility, providing feedback, and empowering the learner. I apply these strategies to facilitating online discussions, but they relate to a range of learning contexts.
Pedagogy specialists including Armstrong & Hyslop-Margison (2006) support democratic collaborative activities as a positive predictor of student satisfaction. This transfers to online and hybrid (blended) courses. A sense of democratic community within an online course encourages engagement, which can promote higher-level thinking. This raises the question: How can instructors create successful collaborative learning communities online?
The evidence that students retain content longer and can apply it better when exams and finals are cumulative is compelling. When I pointed to the evidence in a recent workshop, a faculty member responded, “But I can’t use cumulative exams. My students would revolt.” Students don’t like cumulative exams for the very reason we should be using them: they force regular, repeated encounters with the content. And it’s those multiple interactions with the material that move learning from memorization to understanding.
Inside Higher Education
New America’s Kevin Carey answers questions about his new book, The End of College, which looks to the past in charting a possible future for higher education.
As humans, we can perceive less than a ten-trillionth of all light waves. “Our experience of reality,” says neuroscientist David Eagleman, “is constrained by our biology.” He wants to change that. His research into our brain processes has led him to create new interfaces — such as a sensory vest — to take in previously unseen information about the world around us.
Finding the right mate is no cakewalk — but is it even mathematically likely? In a charming talk, mathematician Hannah Fry shows patterns in how we look for love, and gives her top three tips (verified by math!) for finding that special someone.
QUOTE OF THE WEEK:
March 23-April 5, 2015
“When you want to test the depths of a stream, don’t use both feet.”
“Great founders start businesses not to create a company but to solve a problem, to serve a calling, and to understand that they have a purpose that can actually make a meaningful difference. But of course, they also want their businesses to survive – and thrive – after they’ve moved on…”
Tjan, Anthony (2015). Harvard Business Review, Harvard Business Publishing.
On behalf of the Staff Resource Center, happy spring break next week!
Staff Resource Center