2021 Virtual Summer Collaborative

Registration & Feedback

Charting Uncertain Waters: Learning Beyond Quarantine

Providing fresh ideas for you every Thursday in June from 10:00 am - 3:00 pm CST with keynotes, panels, workshops, and more!

The first 300 guests to register and attend will receive a copy of Connected Teaching: Relationship, Power, and Mattering in Higher Education by Dr. Harriet L. Schwartz

Registration has closed. Please contact Dr. Melynda Conner to register. Session login information will be available in the agenda boxes below for the event.

Questions? Please reach out to Dr. Melynda Conner, HIP Specialist, melynda.conner@tbr.edu 


Please fill out the feedback survey for Week 4 of the Virtual Summer Collaborative: Proposals, Pilots, and Prepping for the Future by Wednesday, June 30! You can access the feedback survey at the following link: https://www.tbr.edu/student-success/2021-summer-collaborative-feedback-survey 

Times all in CST

Session Description Presenter This event has ended
9:45 - 10:50 am Plenary: Creating Transparent, Equitable Learning Opportunities For All Tennessee Students: How TILT Works

Transparent instruction can offer more equitable opportunities for all college students to succeed, whether online or on campus or both. Data from an AAC&U study of students' learning at seven Minority-Serving Institutions identifies transparent instruction (involving faculty/student discussion about the relevant knowledge, skills to be practiced, required tasks, expected criteria and examples before students begin working) as an equitable teaching intervention that significantly enhances students' success, with greater gains for historically underserved students [Winkelmes et al, Peer Review, Spring 2016]. Transparent instruction also enhances students' persistence and retention rates [Gianoutsos and Winkelmes 2016; Winkelmes et al. 2019]. In this highly interactive plenary and workshop, participants will review the research findings, discuss example assignments before and after the transparency intervention, and practice applying the Transparency Framework to assignments and activities from their own courses.

Dr. Winkelmes invites you to respond to a 3-question online survey before June 1, 2021
Mary-Ann Winkelmes, Brandeis University  
10:50 - 11:00 am

Break

Break

   
11:00 - 11:50 am Breakout Sessions      
  TILT Your Own Assignment Workshop   Mary-Ann Winkelmes, Brandeis University

 

 

Betting on our Students

This workshop will involve brainstorming and creating a template to explore the idea of betting on our students. It will also include a way to transfer the process to other situations (for example, asking students what it would mean to bet on themselves). Harlan Pease, Nashville State

 

 

Engaging Students

In order to fully engage students in online courses, we must analyze our curriculum, design methods, and overall perception from students. Are you aware of how your course setup and communication style may be assisting or hindering students from success? In this session, we will hold an engaging and lively discussion about how we can best engage our online students and move them toward influential and meaningful course outcomes. Marci Reiter, Cleveland State

 

12:00 - 12:50 pm Lunch Options      
  Accessibility Hour Lunch and Learn: Accessibiltiy 101

Accessibility is everyone’s responsibility. Accessibility ensures independent access to acquiring the same information, engage in the same interactions, and enjoy the same services within the same timeframe as individuals without disabilities, with substantially equivalent ease of use. Join us as we explore the who, why, and laws of accessibility, as well as some of the basics you need to know in getting started in accessibility with Word.

Accessibility Team

 

  Lunch Break Sanity Hour    
1:00 - 1:50 pm Plenary: Four Sparks on the Path to Engaged Learning

When we weave wonder into our classes and plant puzzles and mysteries in our courses, we're on the way to kindling magical moments in our teaching. The four sparks explored in this session help bring renewed creativity to the classroom by capitalizing on a range of tools and tactics that encourage active learning

Jeremy Caplan, CUNY’s Newmark Graduate School of Journalism  
1:50 - 2:00 pm Break Break    
2:00 - 2:50 pm Breakout Sessions       
 

4 Sparks on the Path to Engaged Learning Workshop

When we weave wonder into our classes and plant puzzles and mysteries in our courses, we're on the way to kindling magical moments in our teaching. The four sparks explored in this session help bring renewed creativity to the classroom by capitalizing on a range of tools and tactics that encourage active learning

Jeremy Caplan, CUNY’s Newmark Graduate School of Journalism

 

 

Online Tools for Student Engagement

Check out how these TBR instructors use Kahoot, Book Creator, Infographics, NearPod & JamBoard.

Rick Merritt, Northeast State; Robin Ringer, Walters   State; Antija Allen, Pellissippi State; and Krista Mazza Carter & Erin Bloom, Volunteer State

 

 

TILTed Practices in Our Classrooms

Find out how to implement Transparency in Teaching and Learning (TILT) techniques in your classroom to increase student engagement, success, and community. Faculty practitioners will share classroom tested techniques that you can implement in your own classrooms.

Columbia State and Volunteer State Faculty

 

 

Times (all in CST Session Description Presenter Session Login Links
10:00 - 10:50 am Plenary: Connected Teaching: How a Relational Approach Fuels Learning and Builds Faculty Resilience

What does it mean to be a relational teacher in the current moment? How do we connect with students and energize the learning space? How do we balance care for our students and ourselves with commitment to the essential teaching of our disciplines? Through the lens of Relational Cultural Theory, a human development theory centered on growth-in-relation, we will explore connected teaching stances and strategies. In addition, we will discuss the emotional demands of teaching and consider approaches that help us respond to our students’ humanity while also honoring our own.

Harriet Schwartz, Carlow University

 

10:50 - 11:00 am Break Break    
11:00 - 11:50 am Breakout Sessions       
  Time, Space, & Self-disclosure: Faculty Boundaries and Authenticity Amidst a Changing Higher Education Landscape The context in which we set boundaries with students seems ever-changing. Email, text, and other technologies opened the door to 24/7 communication. In addition, for many faculty the pandemic has intensified questions regarding authenticity and self-disclosure. In this program, we will explore boundaries through a relational teaching lens, with a focus on authenticity and role clarity. Participants are invited to bring questions and examples from their practice to this interactive session. Harriet Schwartz, Carlow University

 

  Men of Color Achieving Success (MOCAS) MOCAS (Men of Color Achieving Success) is an initiative that seeks to improve the retention and completion rates for men of color, a population with nationwide low graduation rates. Through a series of structured sessions, MOCAS targets critical areas to educate, support, retain, and promote participants. This initiative focuses on the personal aspect of each participant to help them excel both academically and professionally. According to the data, these types of programs are a part of the solution and a step in the right direction to increase the success rates for men of color. Melva Black & Taylor Moore, Volunteer State

 

  How to Use Vulnerability in the Classroom to Create a Sense of Belonging and Community This session explores the integration of “Permission Slips,” “Containers,” and “Living into Our Values” into a classroom setting. When students know that the classroom is a safe place to explore, create community, and express themselves, they can become more engaged with their classmates and instructors. Yvonne Simerman and Valerie Belew, Nashville State

 

  Multicultural Course Interventions The Northeast State history project coordinated by Taby Garman, Reclaiming Our Past:  The Truth about Tennessee, recognizes that in history and literature consequential choices are made about which stories and people to include or exclude.  By focusing on some aspects over others, we limit students’ understanding of history and culture.  Decisions they make moving forward are based on a narrow understanding of who we are, as Tennesseans and as Americans.  But that limited view is incomplete-- it isn't the true story, it isn't the full story. The multiple interventions utilized by Professor Garman are beginning to broaden the story-- not just to include diverse cultures and peoples as addendums, but to tell and experience the full story in real time, helping students to better understand the complexities of diversity in their own lives.  Tabetha Garman, Northeast State

 

12:00 - 12:50 pm Lunch Options      
until 12:30 pm Time, Space & Self-disclosure Workshop Continued   Harriet Schwartz

 

  Accessibility Hour Lunch and Learn: Accessible Virtual Synchronous Classes

 

Virtual classrooms have become the norm during the pandemic. Join us for our ChSCC perspective on:

  • Collaborating to meet accessibility and accommodation needs for all students
  • Pros and Cons of Zoom and MS Teams
  • Tips and tricks learned for virtual classroom accessibility

 

Adrian Ricketts and Kristi Strode, Chattanooga State Community College

 

 

 

  Lunch Break Sanity Hour    
1:00 - 1:50 pm Plenary: Opportunity-Centered Education for Equity: The Essentials Focused on educational equity, this session highlights essential elements of Opportunity-Centered Educators for community college faculty, staff and students. Students tend to succeed when mechanisms are in place to support them. Opportunity gaps, particularly for Black and Brown students, those who live below the poverty line, Muslim students, those whose first language is not English, and those who have learning differences can result in students’ lack of academic and social success.  Educators in higher education and P-12 tend to have good intentions and work overtime to meet the needs of their students. However, they may not possess the kinds of knowledge, attitudes, dispositions, mindsets and practices necessary to meet the complex needs of a diverse cadre of learners. With an explicit focus on disrupting inequity in community college classrooms and campus life, this workshop addresses imperatives necessary to build and cultivate learning opportunities for justice in education and society. Rich Milner, Vanderbilt University

 

2:00 -2:50 pm Breakout Sessions       
  Opportunity-Centered Education for Equity: Q&A   Rich Milner, Vanderbilt University

 

  Teaching Beyond the Gender Binary: Welcoming Transgender and Non-Binary Students According to Brielle Harbin of Vanderbilt University’s Teaching Center, “Students on campuses across the country have become increasingly vocal in resisting binary thinking with respect to gender identity and expression.” As more and more students claim their transgender and non-binary gender identities, it's important for instructors to have a degree of fluency with gender non-binary vocabulary and an understanding of how to make trans, non-binary and other gender non-conforming students feel welcomed. This session will cover the spectrum of trans and non-binary gender identities and offer a set of best practices for making these students feel recognized and respected in our classrooms. Jeani Rice-Cranford & Mark Helm, Nashville State

 

  CRT Learning Communities & Certificates This session will share the ins and outs of how Volunteer State and Southwest Tennessee Community Colleges have developed Learning Communities to analyze and discuss the book Culturally Responsive Teaching and The Brain, and how Nashville State has developed a Culturally Responsive Teaching Practices Certificate. The creation, criteria, and implementation of these professional development opportunities will be discussed. Nashville State, Southwest TN, & Volunteer State

 

  Advancing Equity & Inclusion: Learning from a Title III Grant

Participants are invited to join in an in-depth workshop and collaborative discussion regarding the momentum building work of an innovative Title III grant to advance equity, inside and outside the classroom in the community college space.Please join Dr. Jacqueline Taylor, Achieving the Dream Teaching & Learning Coach and former Associate Vice President for Retention & Student Success, Title III IDEAS Project Director, and Equity and Inclusion Chair at Southwest Tennessee Community College, to discuss how strategic leadership led to the design and implementation of a transformative Logic Model to scale equity and inclusion for holistic student success. Training and developing first-generation Equity & Inclusion practitioners; increasing data capacity; scaling advising and academic support; infusing high-impact practices; and increasing culturally responsive professional development opportunities through intentional, cross-collaboration focused on Professional Learning, Dr. Taylor, will offer key ways in which Title III (and other external funds) can be leveraged to build an equity-minded, student-centered campus culture with an aggressive goal towards closing equity gaps to promote social, racial, and economic justice.

Jacqueline Taylor, Achieving the Dream

 

 

Time (all times in CST) Session Description Presenter
10:00 - 10:50 am Plenary: Crafting Learning Environments of Compassionate Challenge

Our young people are experiencing an epidemic of mental health problems, especially of anxiety. To set them on a path toward resilience, students need to learn in environments that are both compassionate and challenging.  If we build vibrant living and learning spaces where students feel that they belong, where they feel it is safe to take risks, where they are exposed to novel ideas, where we model open, curious behaviors for them—essentially, where they can strive to play, they will be more likely to make the sorts of mental attributions that are associated with resilience and mental well-being. We can do this by intentionally shaping our classrooms with compassionate challenge in mind—creating learning environments characterized by safety, belongingness, and play.

Sarah Rose Cavanaugh
10:50 - 11:00 am Break Break  
11:00 - 11:50 am Breakout Sessions    
  Compassionate Challenge Workshop   Sarah Rose Cavanaugh, Assumption College
  Virtual Escape Room Simulation

Come Experience our Chattanooga State Virtual Escape Room: Diploma Dilemma. A truly fun, interactive, and collaborative way for students (and YOU) to learn about our Institutional Student Learning Outcomes (ISLOs). Please be prepared to enter THE ESCAPE ROOM using your own device so you can connect to the internet - including cell phones. Access to The Escape Room will be made available during the session. Come one, come all and FIND THAT MISSING DIPLOMA.

Eric Niemi & Anita Polk-Conley, Chattanooga State
  Online Tools for Student Engagement Check out how these TBR instructors use Remind/MS Teams, FlipGrid, & Padlet. Antija Allen, Pellissippi State; Karen Stooksbury & Jessica McClure, Walters State
12:00 - 12:50 pm  Lunch Options    
  Accessibility Hour Lunch and Learn: Accessibility and Procurement: What Works/What Doesn't

This 50-minute session will explore the procurement processes at Roane State and Walters State. The AIMT database will be reviewed and provide helpful hints for searching the database as the first step to procurement. We will wrap up the session with Q&A’s.

 

Lora Duvall, Walters State & Susan Sutton, Roane State
  Lunch Break Sanity Hour  
1:00 - 1:50 pm Breakout Sessions    
  Trauma-Informed Instruction This session will discuss the impact of trauma on learning, including how the brain responds to trauma and trauma-related behaviors in the classroom (virtual, online, and face-to-face modalities). Strategies to reduce trauma-reactions and ways to respond to inappropriate trauma-related behavior will be discussed. Krista Mazza Carter, Volunteer State
  International Studies Online Explore it, Experience it, Do it! Immersive travel experiences mean endless inspiration! Studying abroad goes virtual! This interactive session will take a critical look at how the International Studies Department at Southwest Tennessee Community College  Jessica Miller, Southwest Tennessee
  Using Adobe Spark for Student Engagement In this session, we will focus on the benefits of utilizing Adobe Spark. Adobe Spark is a FREE app that allows for the creation of engaging graphics and presentations. It can be easily added and/or integrated into a variety of D2L platforms and makes sharing/collaborating easy and fun. This app can be utilized by students and faculty, individually or collaboratively. Perfect for our virtual learning environment or to simply ignite a SPARK of interest from your audience!   Raquel Adams, Southwest Tennessee
  True Grit: Leveraging Motivation to Increase Student Success In this session, participants will discuss how providing transparent outcomes can demonstrate the importance as well as the implementation of meta-cognition and real, tangible goals for student motivation. Participants will also explore how connecting student goals to course outcomes affects student engagement. Examples will be provided of how to help students set goals, and how agency can be used to motivate students. A final brainstorming session will reveal methods and applications for different disciplines and ways to improve and align students’ thinking more closely with our desires for student success. Robert Ladd, Nashville State
1:50 - 2:00 pm Break Break  
2:00 - 2:50 pm Breakout Sessions     
  Building Faculty Community By creating a support community, faculty members can face challenges and celebrate victories together. Nashville State’s Faculty Forums allow instructors to build partnerships, share information, brainstorm, and support one another. Pellissippi State’s Mobile Fellows provide support for online teaching. Volunteer State’s Online Faculty Mentors pilot program created a faculty support system during the pandemic and online transition. Join to hear the ins and outs and lessons learned.   Nashville State, Pellissippi State, & Volunteer State
  OER Panel with Q&A   Multiple Faculty
  Podcasting for Classroom Engagement & Program Development

Participants will explore the process of creating, recording, and distributing a podcast. The basic details of facilitating students' group podcast projects, which can be altered for many subject types, in any class environment, will be covered. A simple template will be reviewed as well as easy tech for using podcast development as a learning tool.

Sara Amato, Cleveland State & Tracey Farr, Pellissippi State
  Using Video to Create Instructor Presence In this session, participants will discuss ways to use video to increase teacher presence. We will demonstrate and discuss ways you can set an agenda for your course, a module, or a topic. Also, create video tours, cover your syllabus, and explore a syllabus quiz you can give your students. Susan Sutton & Misty Anderson, Roan State 

 

Time (all times in CST) Session Description Presenter Session Login 
10:00 - 10:50 am Plenary: Strategic Technology Integration for 21st Century Teaching

In order to build an innovative educational system that meets the needs of today’s students and prepares them for our rapidly changing world, we must take a strategic approach to technology integration. But education technology isn’t inherently transformational: it’s the way we use technology that truly matters. In this session we’ll explore key high-impact instructional strategies to help you get the most out of the edtech software you use, as well as help you make purpose-driven decisions about new programs to introduce. 

Sam Kary, New Ed Tech Classroom

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+1 629-401-2817,,142104950#   United States, Nashville

Phone Conference ID: 142 104 950#
10:50 - 11:00 am Break Break    
11:00 - 11:50 am Breakout Sessions       
 

Strategic Technology Integration for 21st Century Teaching Workshop

  Sam Kary, New Ed Tech Classroom

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+1 629-401-2817,,142104950#   United States, Nashville

Phone Conference ID: 142 104 950#
  Piloting in the Classroom

Incorporating big changes to our instructional methods can be intimidating at first, but careful planning and honest reflection can make the process go a lot more smoothly. Join this session to learn strategies for piloting new ideas, delivery methods, and materials in the classroom.

Victoria Bryan, Cleveland State

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+1 629-401-2817,,645884953#   United States, Nashville

Phone Conference ID: 645 884 953#
  TBR Research Session Learn all about the TBR grants available to faculty, how to create a stellar proposal, and what happens once the grant is awarded. Josh Koller, TBR

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+1 629-401-2817,,718294006#   United States, Nashville

Phone Conference ID: 718 294 006#
12:00 - 12:50 pm Lunch Options      
  Strategic Technology Integration for 21st Century Teaching Workshop Continued   Sam Kary, New Ed Tech Classroom

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+1 629-401-2817,,142104950#   United States, Nashville

Phone Conference ID: 142 104 950#
  Accessibility Hour Lunch and Learn: An Integrated Approach to Accessibility and Accommodations

Join us as we explore the collaboration between disability services, instructional designers, and faculty as they work together for the successful execution of accessibility work. We will hear from Chattanooga State and Pellissippi State in their collaborative approach as the disability services and accessibility team works together with faculty to create meaningful access for students. Please come with your questions. 

Accessibility Team

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+1 629-401-2817,,773364265#   United States, Nashville

Phone Conference ID: 773 364 265#
  Lunch Break Sanity Hour    
1:00 - 1:50 pm

Plenary: Conducting research on digital, blended, and online education

Dr. Joosten will share how you can strategically ensure quality experiences and improve student access and success through research and thoughtful implementation, evaluation, and scaling of proven instructional and institutional practices and technologies using the DETA Research Toolkit and other DETA resources.

DETA (DETAResearch.org) was established as the National Research Center for Distance Education and Technological Advancements in 2014 with funding from the U.S. Department of Education, Fund for the Improvement of Postsecondary Education, at the University of Wisconsin - Milwaukee. DETA conducts and supports rigorous research from the course-level to cross-institutional studies for all educational institutional types, with a particular focus on traditionally underrepresented students.

Tanya Joosten

Join on your computer or mobile app

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+1 629-401-2817,,293981381#   United States, Nashville

Phone Conference ID: 293 981 381#
1:50 - 2:00 pm Break Break    
2:00 - 2:50 pm Breakout Sessions       
  Research in the Classroom Workshop

Dr. Joosten will share how you can strategically ensure quality experiences and improve student access and success through research and thoughtful implementation, evaluation, and scaling of proven instructional and institutional practices and technologies using the DETA Research Toolkit and other DETA resources.

DETA (DETAResearch.org) was established as the National Research Center for Distance Education and Technological Advancements in 2014 with funding from the U.S. Department of Education, Fund for the Improvement of Postsecondary Education, at the University of Wisconsin - Milwaukee. DETA conducts and supports rigorous research from the course-level to cross-institutional studies for all educational institutional types, with a particular focus on traditionally underrepresented students.

Tanya Joosten

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+1 629-401-2817,,293981381#   United States, Nashville

Phone Conference ID: 293 981 381#
  Tools for Interactive Online Lessons Check out how these TBR instructors use YouTube, EdPuzzle, PearDeck, and NearPod. Michele Glass, Northeast State; Keith Terrill, Motlow State; Katherine Stone & Suzanne Stephens, Walters State

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+1 629-401-2817,,972604503#   United States, Nashville

Phone Conference ID: 972 604 503#

 

Plenary: Creating Transparent Equitable Learning Opportunities for all TN Students (Mary-Ann Winkelmes)

 

Breakout Session: TILT Your Own Assignment Workshop (Mary-Ann Winkelems)

Breakout Sessin: Betting On Our Students (NSCC)

Breakout Session: Engaging Students (CLSCC)

Accessibility Lunch and Learn

Plenary: 4 Sparks on the Path to Engaged Learning Keynote & Breakout Session

Breakout Session: Online Tools for Student Engagement (NeSCC, WSCC, VSCC, PSTCC) 

Breakout Session:TILTed Practices in Our Classrooms (CoSCC, VSCC) 

 

*All presentation recordings & resources will be made available soon. Thank you for your patience.

Plenary: Connected Teaching: How a Relational Approach Fuels Learning and Builds Faculty Resilience (Dr. Harriet Schwartz)

  • Presentation Recording 
  • Presentation Slides
  • Presentation Resources

Breakout Session: Time, Space, & Self-disclosure: Faculty Boundaries and Authenticity Amidst a Changing Higher Education Landscape (Dr. Harriet Schwartz)

  • Presentation Recording

Breakout Session: Men of Color Acheiving Success: MOCAS (VSCC)

  • Presentation Recording

Breakout Session: How to Use Vulnerability in the Classroom to Create a Sense of Belonging & Community (NSCC)

Breakout Session: Multicultural Course Intervention (NeSCC)

  • Presentation Recording

Lunch Option Breakout Session: Time, Space, & Self-disclosure Workshop Continued (Dr. Harriet Schwartz)

  • Presentation Recording 

Accessibility Hour Lunch & Learn: An Accessible Online Presence (Chattanooga State)

  • Presentation Recording

Plenary: Opportunity-Centered Education for Equity: The Essentials (Dr. Rich Milner)

  • No recording offered for this session
  • Presentation Slides

​​​​​​​Breakout Session: Opportunity-Centered Education for Equity Q&A

  • No Recording offered for this session

​​​​​​​Breakout Session: Teaching Beyond the Gender Binary: Welcoming Transgender and Non-Binary Students (NSCC)

​​​​​​​Breakout Session: CRT Learning Communities & Certificates (NSCC & VSCC)

  • Presentation Recording

​​​​​​​Breakout Session: Equity & Inclusion: Learning from a Title III Grant (Jacqueline Taylor, Acheiving the Dream)

  • ​​​​​​​Presentation Recording

​​​​​​​

 

Plenary: Crafting Learning Environments of Compassionate Challenge (Sarah Rose Cavanagh)

Presentation Recording

Presentation Materials

Breakout Session: Compassionate Challenge Workshop (Sarah Rose Cavanagh)

Presentation Recording

Presentation Materials

Breakout Session: Virtual Escape Room Simulation (Chattanooga State)

Presentation Recording

Presentation Materials

Breakout Session: Online Tools for Student Engagement (Pellissippi State & Walters State)

Presentation Recording

Presentation Materials

Accessiblity Hour Lunch & Learn: Accessibility & Procurement: What Works/What Doesn't (Walters State & Roan State)

Presentation Recording 

Presentation Materials

Breakout Session: Trauma Informed Instruction (Volunteer State)

Presentation Recording 

Presentation Materials

Breakout Session: International Studies Online (Southwest Tennessee)

Presentation Recording 

Presentation Materials

Breakout Session: Using Adobe Spark for Student Engagement (Southwest Tennessee)

Presentation Recording 

Presentation Materials

Breakout Session: True Grit: Leveraging Motivation to Increase Student Success (Nashville State)

Presentation Recording 

Presentation Materials

Breakout Session: Building Faculty Community (Pellissippi State & Walters State)

Presentation Recording 

Presentation Materials

Breakout Session: OER Panel with Q&A (Columbia State, Northeast State, Cleveland State, Volunteer State)

Presentation Recording

Presentation Materials

Breakout Session: Podcasting for Classroom Engagement & Program Development (Cleveland State, Pellissippi State)

Presentation Recording 

Presentation Materials

Breakout Session: Using Video to Create Instructor Presence (Roan State)

Presentation Recording

Presentation Materials

 

 

Plenary Speakers

Dr. Mary-Ann Winkelmes, Brandeis University

Mary-Ann Winkelmes is the executive director of the Center for Teaching and Learning, where her aim is to promote teaching and learning initiatives, student success, faculty development, and instructional research. Winkelmes has held senior leadership roles in the campus teaching centers at Harvard University, the University of Chicago, the University of Illinois and the University of Nevada, Las Vegas and has offered instruction as a member of history and art history departments at most of those institutions. She has also served as a senior fellow of the Association of American Colleges & Universities, an executive board member of Nevada Humanities and as an elected member of the Board of Directors of the Professional Development Network in Higher Education (POD), and Chair of its Research Committee. She founded and directs the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed), which promotes direct conversation between teachers and students about methods of teaching and learning and helps faculty to share data on students’ learning across institutions and countries. Winkelmes believes that research, teaching, and learning are best practiced as a unified enterprise that benefits students and society. 

Jeremy Caplan, CUNY’s Newmark Graduate School of Journalism

I'm Director of Teaching and Learning at CUNY's Newmark Graduate School of Journalism in New York City, where I work on ways to help strengthen our teaching and improve students' learning experience. I also lead the school's new Entrepreneurial Journalism Creators Program, a 100-day online-only curriculum for independent journalists around the world. As a reporter at Time Magazine, I wrote about digital innovation and some of the world's most creative people and companies. After studying public policy at the Woodrow Wilson School at Princeton University , I earned an MS in Journalism as a Knight-Bagehot Fellow at Columbia University and an MBA at Columbia Business School as a Wiegers Fellow. Before I was an educator and journalist I was a violinist, serving during that period as Concertmaster of the International Symphony Orchestra in Israel. I live in New York City with my wife and two young daughters. I write the Wonder Tools newsletter, sharing the tools I find most useful for productivity and creativity. You can find me on Twitter @jeremycaplan and online at jeremycaplan.com

Dr. Harriet Schwartz, Carlow University

Harriet L. Schwartz, PhD is the author of Connected Teaching: Relationship, Power, and Mattering in Higher Education (Stylus, 2019). She is at the forefront of applying Relational Cultural Theory (RCT) to teaching and learning in higher education. Her scholarly interests include teaching as relational practice, emotion and teaching, and qualitative research methods. Harriet is the Lead Scholar for Education as Relational Practice with the International Center for Growth in Connection, a virtual center for RCT and related research and practice.

Currently a professor in the Department of Psychology and Counseling at Carlow University in Pittsburgh, Harriet will join the faculty of Antioch University’s PhD in Leadership and Change program this summer as Professor of Relational Practice and Higher Education. Prior to her faculty career, Harriet worked in student affairs.

As a public scholar, Harriet has written about racism, sexism, and homophobia, publishing in spaces such as Medium and Public Source.

Rich Milner, Vanderbilt University

H. Richard Milner IV (also known as Rich) is Cornelius Vanderbilt Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education.  Professor Milner’s research examines practices and policies that support teacher effectiveness in urban schools.  Professor Milner is President-Elect of the American Educational Research Association, the largest educational research organization in the world. He is an elected member of the National Academy of Education and a Fellow of the American Educational Research Association.

Professor Milner’s work has appeared in numerous journals, and he has published seven books. His most recent are: Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms (Harvard Education Press, 2010 and 2020, Second Edition), Rac(e)ing to class: Confronting poverty and race in schools and classrooms (Harvard Education Press, 2015) and These kids are out of control: Why we must reimagine classroom management for equity (Corwin Press, 2018).  He can be reached at rich.milner@vanderbilt.edu.

Sarah Rose Cavanaugh, Assumption College

Sarah Rose Cavanagh is an associate professor of psychology and neuroscience and the Associate Director of the D’Amour Center for Teaching Excellence at Assumption University. Her research considers whether the strategies people choose to regulate their emotions and the degree to which they successfully accomplish this regulation can predict trajectories of psychological functioning over time. Her most recent research project, funded by the Davis Educational Foundation, focuses on whether giving students tools from emotion regulation at the start of class can improve their same-day and semester-long learning. Sarah’s first book, The Spark of Learning: Energizing the College Classroom with the Science of Emotion, was published in 2016 and her second book, HIVEMIND: The New Science of Tribalism in Our Divided World, was published in 2019. She is currently at work on her third book Vanquishing Our Monsters: Responding to the Student Mental Health Crisis with Learning Environments of Compassionate Challenge. She gives keynote addresses and workshops at a variety of colleges and regional conferences, blogs for Psychology Today, and writes essays for venues like Literary Hub and The Chronicle of Higher Education. She’s also on Twitter too much, at @SaRoseCav. 

Sam Kary, New Ed Tech Classroom

Sam Kary is the founder of The New EdTech Classroom, an organization dedicated to teaching teachers how to create engaging, innovative, 21st century classrooms. Sam worked in public education for over a decade as a classroom teacher and instructional coach, and now works full time supporting teachers as a technology integration specialist. His mission is to help educators use technology to design interactive, personalized, authentic learning experiences that cultivate students’ skills in the 4 Cs. Sam is a Google Certified Trainer, National Geographic Certified Educator, and ISTE presenter, and his YouTube channel has been featured in Forbes for supporting teachers during emergency distance learning.  

Tanya Joosten

Tanya Joosten, Ph.D., is a Senior Scientist, the Director of Digital Learning Research and Development, and co-PI and co-Director of the National Research Center for Distance Education and Technological Advancements (DETA) at the University of Wisconsin-Milwaukee. She is nationally recognized in her work in blended and online learning as an Online Learning Consortium (OLC) Fellow and works to guide strategic digital learning efforts on campus, across the UW System, and nationally as an advisor to the Provost, a member of the University of Wisconsin System Learning Technology Executive Council, and a member of several national boards and committees. Currently, Dr. Joosten leads a national research initiative supported by the U.S. Department of Education working to provide access to research models and methods, facilitating innovate processes of data collection, and encouraging the replication of research across institutions through the DETA Research Toolkit to identify key instructional and institutional factors that influence student success with particular attention to underrepresented students. Dr. Joosten has a background in the social sciences hailing from the field of communication. Her book on social media is available from Wiley Publishing. Dr. Joosten previously worked as the Director of the Learning Technology Center leading faculty development and engagement initiatives, pedagogical and technological innovation projects, core learning technology oversight, and blended and online program development.