Professional Development Activities & Resources Database

The Staff Resource Center offers professional development through a variety of resources.  For your convenience, this database provides a compilation of these resources in multiple types.

To access forms and documents not related to Professional Development please visit the SCC Forms & Documents Database.

 

  • Items starting with W

    • Wallflowers in the Online Classroom
      11/2015
      Articles and Publications
      What does it mean to be a wallflower? Such a person might be thought of as shy and might sit apart from others at a party or social gathering, choosing to listen and observe rather than participate. And in the online classroom, a wallflower might be the person who reads course information and discussion boards regularly, but never posts. So how do instructors know if this online wallflower is really engaged in the course?
    • Want More Innovation? Get More Diversity
      11/2015
      Articles and Publications
      Academic departments that are more diverse may produce more unorthodox ideas and do more original work, new research shows.
    • Want to be happy? Be Grateful
      02/2014
      Articles and Publications
      The one thing all humans have in common is that each of us wants to be happy, says Brother David Steindl-Rast, a monk and interfaith scholar. And happiness, he suggests, is born from gratitude. An inspiring lesson in slowing down, looking where you’re going, and above all, being grateful.
    • We Are Not Strangers in this Land: Untold Stories of DREAMERS - Documentary Showing
      03/2015
      Flex/PD - Spring
      Documentary showing.
    • Weighing the Evidence of New Instructional Policies, Practices, and Behaviors
      02/2016
      Articles and Publications
      During a conversation about evidence-based teaching, a faculty member piped up with some enthusiasm and just a bit of pride, “I’m using an evidence-based strategy.” He described a rather unique testing structure and concluded, “There’s a study that found it significantly raised exam scores.” He shared the reference with me afterward and it’s a solid study—not exceptional, but good.
    • Welcome Home: Veterans on Campus Training
      01/2014
      Flex/PD - Spring
      Monday, Feb. 3, 2014: 1 PM - 5 PM. The Welcome Home training is a program for faculty and staff about the specific readjustment and mental health needs of student veterans.
    • Welcoming Trans Academics
      06/2015
      Articles and Publications
      In the past few years, transgender people and the discrimination they face have become much more visible through the work of folks like Laverne Cox, Mara Keisling, Janet Mock, Michael Munson and a whole host of everyday people standing up for the rights of trans people to be who they are. Consequently, trans inclusivity has become much more regularly a part of conversations on issues of diversity in academe. However, while we are often supportive of trans people generally, many academic institutions and events need to take concrete steps to put these sentiments into action.
    • West Sac Campus Orientation - Fall 2014 Flex
      05/2014
      Flex/PD - Fall
      August 21, 2014. Presented by Janet Lake & Gurpreet Bhatia. Orientation will include important information about the new semester and a refresher on using the smart equipment in the classroom.
    • West Sacramento Center Faculty Orientation - Fall 2015 Flex
      05/2015
      Flex/PD - Fall
      August 20, 2015. Presented by Art Pimentel and Gurpreet Bhatia. Orientation will include important information about the new semester and a refresher on using the smart equipment in the classrooms.
    • West Sacramento Center Orientation - Fall 2016 Flex
      05/2016
      Flex/PD - Fall
      Presented by Art Pimentel.You will find teaching at an off-campus site often presents unique challenges for students as well as staff. For a smooth transition into off-campus instruction, we invite all instructors, especially first time off-campus instructors, to visit the Center before the semester begins, so that we may meet with you to address questions. Orientation will include important information about the new semester and a refresher on using the smart equipment in the classrooms.
    • West Sacramento Faculty Orientation (Flex Thursday)
      12/2014
      Flex/PD - Spring
      January 15, 2015. For a smooth transition into off-campus instruction, we invite all instructors, especially first time off-campus instructors, to visit the Center before the semester begins, so that we may meet with you to address any questions you may have.
    • West Sacramento Faculty Orientation - Spring 2016 Flex
      01/2016
      Flex/PD - Spring
      Presented by Art Pimentel & Gurpreet Bhatia. You will find teaching at an off-campus site often presents unique challenges for students as well as staff. For a smooth transition into off-campus instruction, we invite all instructors, especially first time off-campus instructors, to visit the Center before the semester begins, so that we may meet with you to address questions. Orientation will include important information about the new semester and a refresher on using the smart equipment in the classrooms.
    • What Components Make Group Work Successful?
      03/2014
      Articles and Publications
      Thomas Tomcho and Rob Foels decided to explore this question by looking at the research on group learning in the field of psychology, as reported in the journal Teaching of Psychology.
    • What is the Puente Project?
      01/2016
      Flex/PD - Spring
      We will describe the history of the Puente Project, mission and model. There are over 500 Puente students on campus! Puente faculty will describe the three components of the program, student outcomes and share ideas about culturally inclusive instruction. Our program components are: Mentoring, English Writing, and Counseling. The Puente Project began as a pilot program at SCC in 1983. English and Counseling faculty work collaboratively and, together with volunteer community Mentors, form a Familia atmosphere for our students. In the last three years, we have had a 100% course completion rate in English writing and we would love to share our ideas with the SCC community.
    • What One Student Learned by Teaching His Peers
      05/2016
      Articles and Publications
      Peer teaching is popular — and effective. A "learning assistant" in math at Florida International University says it even helped make him a better student.
    • What to Expect This November: Demographic Change and California’s Shifting Political Landscape
      10/2014
      Flex/PD - Fall
      October 29, 2014. 3:00pm - 4:00pm. The Sociology Club has invited UC Davis’ Mindy Romero to SCC to talk about the changing demographics of California and how this shift will affect the political landscape. The timing of the presentation serves as a reminder for students to be politically engaged and active in the upcoming election. Please share this event information with students and encourage them to attend. Faculty and staff are also welcome.
    • What Types of Support Do Adjuncts Need?
      05/2014
      Articles and Publications
      With part-time faculty now the majority of instructors at most higher education institutions, it’s important to provide them with the support they need to succeed. But what kind of support do they find most useful? The answer to this question can help administrators meet adjuncts’ needs and make the best use of limited resources.
    • What We Can Learn from a Bad Day of Teaching
      05/2014
      Articles and Publications
      In this piece, I will reflect on a bad teaching day and what I learned from it. I will encourage you to take a reflective approach to your own teaching for your students’ benefit and for your professional development.
    • What We Can Learn from Unsuccessful Online Students
      11/2014
      Articles and Publications
      There are many studies that look at how online students differ from those in face-to-face classes in terms of performance, satisfaction, engagement, and other factors. It is well-known that online course completion rates tend to be lower than those for traditional classes. But relatively little is known about what the unsuccessful online student has to say about his or her own experience and how they would improve online learning. Yet these insights can be vital for distance educators.
    • What We Learn from Each Other
      05/2016
      Articles and Publications
      When teachers tell me about some new strategy or approach they’ve implemented, I usually ask how they found out about it and almost always get the same response: “Oh, a colleague told me about it.” I continue to be amazed by the amount of pedagogical knowledge that is shared verbally (and electronically) between colleagues.
    • What’s an Empowered Student?
      04/2014
      Articles and Publications
      That was the question, followed by, “Are they students who want to take over the classroom?” “No,” I replied, “it’s about how students approach learning—motivated, confident, and ready to tackle the task.”
    • What’s the Story on Learning Styles?
      05/2014
      Articles and Publications
      We have this tendency in higher education to throw babies out with bath water. It derives from dualistic thinking. Either something is right or wrong, it’s in or out, up or down. As mature thinkers, we disavow these dichotomous perspectives, but then find their simplicity hard to resist. They make complicated things easy.
    • What’s Your Learning Philosophy?
      03/2014
      Articles and Publications
      Neil Haave, who teaches on the Augustana Campus of the University of Alberta, was struck by how few insights the seniors preparing ePortfolios had about themselves as learners and came to the conclusion that they should start writing about how they learn long before the end of their academic careers.
    • Wheelchair Ramps and Extra Time for Learning
      03/2016
      Articles and Publications
      “A wheelchair ramp is an alternate mode of access for the physically disabled so that they may access the same benefits as others. Similarly, being allowed extra time gives the learning-disabled extra time to process what they know. My reading…
    • When More Is Less
      01/2016
      Articles and Publications
      New study suggests that when it comes to writing assignments and instruction, quality -- not quantity -- matters most.
    • When Should We Lecture?
      10/2014
      Articles and Publications
      There are purists among us who would say that we should never lecture, but I don’t think that’s terribly realistic, and I’m still not ready to totally rule out lectures. As faculty, we bring expertise to learners and having an expert around when you don’t know something can be very helpful. Do most teachers still talk too much? They do. Are lectures fraught with well-established impediments to learning?
    • When Students Lead the Discussion
      03/2016
      Articles and Publications
      A few years ago, my colleague Brenda Whitney spoke at a workshop about how class discussion can take on many different forms, each with its own style and descriptive moniker. Paraphrasing and borrowing language from her handout, with a few revisions of my own, these discussion styles include…
    • When Students Transfer, Credits May Not Follow
      09/2014
      Articles and Publications
      A study’s findings about the paths transfer students took, and how many credits came with them, may help policy makers close gaps in the process.
    • When the Only Seat Is in Front of a Screen
      09/2015
      Articles and Publications
      U of Central Florida is using lecture-capture technology to enroll more students than can fit in its classrooms. But is a live stream a sufficient replacement for a face-to-face lecture?
    • When to Use Whole Class Feedback
      09/2014
      Articles and Publications
      Whole class feedback … you know, when the teacher returns a set of papers or exams and talks to the entire class about its performance, or the debriefing part of an activity where the teacher comments on how students completed the task. Is it a good way to provide feedback? Do students pay any attention to feedback delivered in this way? When is whole class feedback most effective? Is it better to provide the feedback verbally or post it online? Should students be involved in this discussion of how well the class did or didn’t do?
    • When Wellness Is a Dirty Word
      05/2016
      Articles and Publications
      First came the anthropologist of Arctic poverty who found me on Instagram and confided that she was a Jazzercise fanatic. Then the intellectual historian who eloquently introduced herself as an expert on a similarly Serious Topic but rapidly and with sparkling eyes, before any of our fellow conferees entered the elevator, effused that it was really her Ashtanga yoga practice that sustained her. And the implacable administrator who waited for the meeting room to clear before explaining to me, her gaze softening, the admirable commitment of her Wednesday-night "Zumba ladies," who traveled from three boroughs to their class in the Bronx.
    • Who Are SCC's Student Veterans and Military Personnel
      05/2016
      Flex/PD - Fall
      Presented by Anh H. Nguyen, Ph.D. & SCC Student Veterans/Military Personnel.As a new faculty member, I noticed that our college need to become more aware of our students who have served in the military and the military personnel who are still serving. These students are one of the most academic successful group on campus. Yet, unlike their actual life experience, many people see them through the lens of Hollywood movies and television shows. One of the biggest challenge they face in coming to campus are the misunderstanding and lack of awareness from faculty, staff, and students.I believe that awareness is the first step towards understanding. Through understanding, I hope that SCC faculty, administrative staff, and management will provide better service and a more positive academic experience to this population of students.
    • Who Gets to Graduate
      09/2014
      Articles and Publications
      Looking at the graduation gap.
    • Who Melted My Cheese?
      01/2016
      Articles and Publications
      Too many people on campus still think that academic life will eventually return to "normal," if we just sit patiently.
    • Who Needs Algebra? New Approach To College Math Helps More Pass
      10/2014
      Articles and Publications
      Let's start with a little word problem. Sixty percent of the nation's 12.8 million community college students are required to take at least one course in subject X. Eighty percent of that 60 percent never move on past that requirement.
    • Who's Tying Money to College Performance, and How? A Report Breaks It Down
      02/2015
      Articles and Publications
      Over the past few years, performance-based funding has picked up momentum across the nation. Yet there's little consensus on the best way to carry out the controversial strategy, which rewards or punishes colleges for their graduation or retention rates.
    • Why a 'Big-Picture Education' Has Never Been More Important
      06/2016
      Articles and Publications
      Carol Geary Schneider, who is retiring in June after 18 years as president of the Association of American Colleges & Universities, describes what we know now about a high-quality education and its greatest threats. Even amid "a very toxic environment" about the value of college, Ms. Schneider explains why she sees reason for hope.
    • Why Aid for College Is Missing the Mark
      10/2014
      Articles and Publications
      It’s not just that many colleges and universities are bleeding taxpayers. The government’s overall strategy to subsidize higher education is failing at its core task: providing less privileged Americans with a real shot at a college degree. Alarmingly, it is burdening low-income students with risks they cannot bear and steering them into low-quality educations.
    • Why Can’t Students Just Pay Attention?
      06/2015
      Surveys and Survey Results
      We have all had the experience of having students sitting in our classes, looking directly at us, and knowing, just knowing, that they are not paying the least bit of attention to what we are talking about or what the topic of the day is. In fact, if we don’t see this in our classes (and I believe we all do…it’s just that some of us don’t wish to admit it), all an instructor has to do is review assignments, quizzes, or exams to find evidence that students don’t understand key concepts that were highlighted as “really important” or “critical” to understanding the material.
    • Why Colleges Don’t Want to Be Judged by Their Graduation Rates
      10/2014
      Articles and Publications
      The government's calculation of the rates ignores millions of potential graduates, a worrisome prospect as a controversial college-rating system is about to be unveiled.
    • Why Demand Originality from Students in Online Discussion Forums?
      03/2014
      Articles and Publications
      In the online college environment, discussion forums are designed to simulate a professor and his or her students engaged in a traditional classroom discussion. The point is to keep the discussion moving, keep students engaged in the topic for the week, and facilitate learning.
    • Why Don’t We Teach the Telephone Book?
      09/2014
      Articles and Publications
      Grudgingly, I am forced to admit that no real justification for memorizing telephone numbers exists, as tempting as it might be for me to teach this course.
    • Why EQUIP Really Matters
      02/2016
      Flex/PD - Spring
      Why new U.S. experiment with alternative higher ed models really matters (essay) in the 20th century. Pima Community College, LaGuardia Community College …
    • Why I Just Asked My Students To Put Their Laptops Away
      10/2014
      Articles and Publications
      "I teach theory and practice of social media at NYU, and am an advocate and activist for the free culture movement, so I’m a pretty unlikely candidate for internet censor, but I have just asked the students in my fall seminar to refrain from using laptops, tablets, and phones in class."
    • Why Open-book Tests Deserve a Place in Your Courses
      05/2015
      Articles and Publications
      With the proliferation of learning management systems (LMS), many instructors now incorporate web-based technologies into their courses. While posting slides and readings online are common practices, the LMS can also be leveraged for testing. Purely online courses typically employ some form of web-based testing tool, but they are also useful for hybrid and face-to-face (F2F) offerings. Some instructors, however, are reluctant to embrace online testing. Their concerns can be wide ranging, but chief among them is cheating.
    • Why Policies Fail to Promote Better Learning Decisions
      09/2015
      Articles and Publications
      Policies are necessary. They serve as a warning to students: this is what will happen if you are absent, miss an exam, turn work in late, text or surf the Web during class, and the like. Most institutions recommend teachers spell out consequences in their syllabi. Some schools employ institution-wide policies for certain behaviors like academic dishonesty. If policies are supposed to prevent these unproductive behaviors, why do students still engage in them? Are there reasons why policies don’t work?
    • Why Students Don’t Attend Office Hours
      01/2015
      Articles and Publications
      Here are some (not all) of the items that ended up being associated with the use of office hours: whether the instructor gave useful feedback during office hours, whether they were held at a convenient time and location, if the course was at the 100 or 400 level, if students perceived the class as small, if the course was required either as general education or as part of a major, and if the student was taking advantage of university-sponsored peer tutoring.
    • Why Students Should Be Taking Notes
      02/2015
      Articles and Publications
      Students nowadays can be pretty demanding about wanting the teacher’s PowerPoints, lecture notes, and other written forms of the content presented in class. And a lot of teachers are supplying those, in part trying to be responsive to students but also because many students now lack note-taking skills. If they can’t take good notes, why not help them succeed by supplying them with notes?
    • Why Successful People Never Bring Smartphones Into Meetings
      09/2014
      Articles and Publications
      You are annoying your boss and colleagues any time you take your phone out during meetings, says new research from USC's Marshall School of Business, and if you work with women and people over forty they're even more perturbed by it than everyone else.
    • Why We Believe in Our Students, a Timely Reminder
      12/2014
      Articles and Publications
      For most of us, it’s that time of the semester when we are least likely to think positively about students. We’re tired, they’re tired, and there are still the proverbial miles to go. Some students have finally figured out they’re in trouble in the course, but none of their difficulties derive from anything they’ve done (or haven’t done), or so they think. Others remain lost in a thick fog that obscures even very fundamental course content. Passivity is the default mode for what feels like an increasingly large group. If there’s any lull in the action, they settle back, quickly finding their way to places of mental relaxation.
    • WordPress Consultation (Tech Wednesday)
      12/2014
      Flex/PD - Spring
      January 14, 2015. Want to do something a little different with your website, need a refresher on WordPress or want to just learn how to use it? Schedule a 30-minutes one-to-one consultation with Jen Schwedler, SCC webmaster.
    • WordPress Drop-ins - Fall 2015 Flex
      05/2015
      Flex/PD - Fall
      August 19, 2015. Presented by Don Button, Presented by Don Button. If you already have an SCC WordPress account and if you would like to drop in and get some quick one-on-one help, this is a perfect workshop for you. If you have documents that you need help uploading, please bring the digital files on a flash drive or cloud storage.
    • WordPress Drop-ins - Fall 2016 Flex
      05/2016
      Flex/PD - Fall
      Presented by Dawn Pedersen. Stop by if you already have an SCC WordPress account and get some quick one-on-one help. If you have documents that you need help uploading, please bring the digital files on a flash drive or cloud storage.8:30am-11:30am and 12:30pm-4:30pm
    • WordPress Drop-ins - Spring 2016 Flex
      01/2016
      Flex/PD - Spring
      Presented by Dawn Pedersen. Stop by if you already have an SCC WordPress account and get some quick one-on-one help. If you have documents that you need help uploading, please bring the digital files on a flash drive or cloud storage.
    • WordPress Workshop Series
      01/2016
      Flex/PD - Fall
      These hour-long workshops can be taken alone or as part of a series, in which each workshop introduces a web concept.
    • Work 1 Hour, Walk 5 Minutes
      09/2014
      Articles and Publications
      Sitting for eight or more hours a day can be deadly.
    • Work Experience Education & Internship Program: Next Step Information
      09/2014
      Articles and Publications
      An internship is a form of experiential learning, which offers you the opportunity to work in an entry-level, workplace-related position that relates to your major – “test the waters; is this what you want to do”. It gives you a chance to gain valuable experience and make professional connections in your field of choice. Internships can be paid or unpaid, and give employers the opportunity to guide and evaluate your talent.
    • Working with Operations
      01/2016
      Flex/PD - Spring
      “Working with Operations” is a briefing on how Operations works and why we do the things we do. This 2 hour training will provide insight and information on all aspects of the Operations Division and is highly recommended for those who frequently submit paperwork and/or requests to the division.
    • Working With Students With Disabilities
      03/2014
      Flex/PD - Online
      PLEASE COMPLETE (LINKED) ONLINE WORKSHOP EVALUATION FORM. Join Dr. Gwyneth Tracy, Coordinator of Disability Services & Programs for Students as she addresses a variety of issues to consider when working with students with disabilities.
    • Would Academe Make a Good Reality Show?
      05/2016
      Articles and Publications
      Tell us about a time (or many times) when your job in academe felt particularly ripe for reality-TV treatment.
    • Would They Play? Would They Learn? Finding the Sweet Spot between Games and Learning
      10/2014
      Articles and Publications
      What began as a routine summer workshop on incorporating games and game-like elements into instruction turned into the surprise of the summer; two weeks of fun and intense online game play by an engaged and committed cadre of faculty and staff who were working to apply the principles of gaming to their courses and student activities. I had planned to end the workshop with a two-week follow-up online game for participants, but I didn’t seriously think anyone would do it.
    • Writing Effective SLOs: Tips Gleaned from Our First Six-year Reporting Cycle
      01/2016
      Flex/PD - Spring
      Presented by Gayle Pitman and members of the SLO Assessment Committee. Now that we’re close to completing our first six-year SLO reporting cycle, we’ve learned a lot about the importance of well-crafted SLOs – and what happens when they aren’t. Come learn how to write SLOs that reflect what you want students to learn in your courses, and that are concise, measurable, and mappable. We will also address how SLOs are incorporated into other college processes, and why writing strong SLOs is so important. This will be a hands-on session, so get ready to write and revise sample SLOs!