Winter Conference 2022
Winter Conference 2022 will take place on Wednesday, January 5th in a hybrid format. Participants can choose to attend virtually on Zoom or in person on campus.
Schedule
| 8:15 - 9:00 am | Breakfast and coffee at Sanford/Lake Mary campus
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| 9:00 - 10:00 am | Keynote Address with Dr. China Jenkins
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| 10:10 - 11:10 am | Session A Faculty Center Professional Development Workshops |
| 11:20 - 12:20 pm | Session B Faculty Center Professional Development Workshops |
| 12:20 - 1:10 pm | Lunch break
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| 1:20 - 2:20 pm | Session C Faculty Center Professional Development Workshops |
| 2:20 - 3:20 pm | Afternoon coffee and dessert reception
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| 3:30 - 4:30 pm | Faculty Senate/UFF Update |
Select the workshop title below to register on the Sign-me-up calendar. There are two different registration links for on campus participants vs. virtual Zoom participants. The on campus links will give you the on campus room number for the presentation. The virtual links will give you the Zoom link for the presentation.
- Download the Virtual Winter Conference Guide
- Download the On campus Winter Conference Guide
| On Campus | Virtual Zoom | Description |
|---|---|---|
| Session A Workshops: 10:10 - 11:10 am | ||
| A1 How to Cultivate a Continuous Learning Approach to Inclusive Teaching | A1 How to Cultivate a Continuous Learning Approach to Inclusive Teaching | This workshop with Dr. China Jenkins is based upon the information provided in the keynote address. Participating faculty will engage in a reflection activity in which they explore how they incorporate critical components of inclusive teaching in the classroom. Most importantly, faculty will be given tools to support continuous learning as they develop their own pedagogy of inclusion. |
| A2 Examining Equity Gaps in Courses with High Enrollments | A2 Examining Equity Gaps in Courses with High Enrollments | This presentation will provide data from the last several years of course outcomes for the courses with high enrollments at the College. Data are disaggregated by race and gender, allowing us to examine our success rates through the lens of equity. (Dr. Laura Ross and Dr. Thomas Hoke) |
| A3/B3 Introducing a Novel Model for Creating Equitable Learning Environments in the Classroom | A3/B3 Introducing a Novel Model for Creating Equitable Learning Environments in the Classroom | Presenter Claudia Morrell of the STEM Equity Initiative will introduce a novel, systemic change model that instructors from any discipline can implement to create equitable learning environments in their classrooms. The NEIR© model consists of three elements: (1) the four key indicators (Normalizing, Empowering, Inclusive and Relevant) that serve as the foundation for establishing equity in any classroom: (2) the maturity process model to support continuous improvement and (3) the implementer. Morrell will provide strategies that post-secondary instructors can use to incorporate these equity indicators into their teaching practices, as well as present evidence supporting the positive impact equitable learning environments have on academic outcomes, particularly in challenging STEM fields, for marginalized (and all) students. This workshop is presented by the Biology Colloquium, Biological Sciences Department, and Supported by the NSF S-STEM Award 193029. (Claudia Morrell) (This presentation will end at 12:20 pm.) |
| A4 The Hard Truth About Teaching Soft Skills | A4 The Hard Truth About Teaching Soft Skills | Many of our students arrive with fewer of the non-technical skills that are vital to their success out in the real world. They will need a wide variety of interpersonal skills that will enable them effectively to engage with colleagues and customers, neighbors, friends, and complete strangers. We can help. This workshop identifies several strategies we can employ that will help our students cultivate some of the critical skills they need to forge their future after they receive their sheepskin. (Jordan Camenker) |
| A5 Implementing Equitable Instruction in our Classrooms | A5 Implementing Equitable Instruction in our Classrooms | Instruction should be consistent with research-informed and equitable teaching practices. Equitable teaching practices are critically important because it is through equitable instruction that students develop positive learning identities. As educators, we build our students’ learning identities when we use teaching practices effectively to position our students as competent learners by creating opportunities for them to demonstrate agency and efficacy. In this presentation, we will discuss equitable teaching practices that can be implemented in our classroom to support our students’ participation and academic success. (Dr. Aline Abassian) |
| A6 Evidence-based Teaching Strategies in Canvas to Improve Equity | A6 Evidence-Based Teaching Strategies in Canvas to Improve Equity | In this presentation, we will explore some short Canvas activities for your students that have been shown in research studies to reduce equity gaps, including: transparent assignments, values affirmation surveys, goal setting surveys, social belonging surveys, student testimonials, and other techniques. The Canvas items are available to be imported from Canvas Commons and can be previewed here, along with links to supporting research (Douglas Holton). https://canvas.instructure.com/courses/3168265 |
| On Campus | Virtual Zoom | Description |
| Session B Workshops: 11:20 am - 12:20 pm | ||
| B1 More Equitable Courses: Ideas from an NEH Grant, an ACUE Course, and a Chatty Department | B1 More Equitable Courses: Ideas from an NEH Grant, an ACUE Course, and a Chatty Department | This presentation will reflect on the experiences of the Humanities Department in working to boost equity within their courses. We will discuss the NEH Grant's program and results on diversity and representation in curriculum. We will also discuss the recent Association of College and University Educators course for effective teaching with its suggestions for a skills-focused curriculum and its potential impact on equity issues. All of these ideas are part of our ongoing discussions about how best to achieve more equitable course outcomes!! (Dr. Diana Reigelsperger and Dr. Kathryn Steinhaus) |
| B2 Simple Strategies to Implement Diversity in Your Courses | B2 Simple Strategies to Implement Diversity in Your Courses | The presentation will focus on simple ways professors can incorporate diversity and inclusion into their current course content. I intend to show a variety of teaching strategies and demonstrate what can be done to promote diversity and inclusion. I will provide general concepts to consider when attempting to incorporate diversity into the course and then I will give practical examples from my courses (online discussion boards, PPT setup, activities, etc.). We will have time to discuss how these strategies can be applied to different disciplines. (Nadine Daniels) |
| B4 Start the Semester with an Equity Minded Syllabus Survey | B4 Start the Semester with an Equity Minded Syllabus Survey | You provided students with the syllabus. Do you now follow up with a syllabus quiz or a survey at the beginning of the term to ensure their understanding? This presentation will share some learning-centered and equity-minded survey and syllabus scavenger hunt questions, explore ways to structure meaningful questions to learn about your students, and provide them the opportunity to reflect. This can be a learning tool to bring equity to your class and further increase engagement and student success. (Fang Chmilnitzky) |
| B5 Building Equity and Community Through Mindfulness | B5 Building Equity and Community Through Mindfulness | Self-awareness is a critical aspect of equity minded teaching. And mindfulness practices, including meditation, are proven paths to increased self-awareness. In this experiential workshop participants will practice a mindfulness meditation and a compassion- based meditation. Additionally, the “contemplative tree” will be introduced; to encourage the self-reflection process and as a means of creating community for students. (Dr. Doreen Collins, Dr. Debbie Socci, Dr. Scott Freeman) |
| B6 TiLT Your Class for Student Success | B6 TiLT Your Class for Student Success | Transparency in Learning and Teaching (TiLT) is a teaching method that provides transparency to the learning process by making sure students know how they will learn and why they will learn material in a course. Students are more successful when the TiLT method is applied and the greatest increase in student success occurs with underrepresented students. The philosophy behind TiLT will be shared, what studies have indicated when TiLT is used, and techniques to TiLT your own class will be shared. This method is applicable to any modality of teaching and can be used across all disciplines. (Dr. Brian Crose) |
| B7 An Equitable Education is an Open One: Using OERs and Open Pedagogy to Address Equity | B7 An Equitable Education is an Open One: Using OERs and Open Pedagogy to Address Equity | Many of us know that in general the use of Open Educational Resources (OERs) can help reduce student costs, but did you know that OERs and Open Pedagogy can also specifically help address equity concerns? They do so in their impact on access for underserved populations and in their reflection of diverse student perspectives in the instructional content used in courses. Additionally, the Open approach has been proven to positively impact student success. Come to this session to learn how to leverage both OERs and Open Pedagogy to make your class more accessible and equitable for all of the students we serve! (Morgan Tracy and Ross Martin) |
| On Campus | Virtual Zoom | Description |
| Session C Workshops: 1:20 - 2:20 pm | ||
| C1 Breaking the Hetero Habit: Applying Anti-Oppressive Educational Approaches in Your Classroom | C1 Breaking the Hetero Habit: Applying Anti-Oppressive Educational Approaches in Your Classroom | In Kevin Kumashiro’s Toward and Anti-Oppressive Education, he discusses four approaches to eliminating discriminatory education. The four approaches include: “Education for the Other, Education About the Other, Education that Is Critical of Privileging and Othering, and Education that Changes Students and Society.” In this session we will focus on his third approach, “education that is critical of privileging and othering” because equity in the classroom is more than tolerance or surface level courtesies. It is the embracing of cultures and identities and the work towards ending the status of otherness. LGBTQ+ folks, while finding far better acceptance today than a decade ago, still exist outside of the normalization of heteronormative culture. If we can break the habit of heteronormative thinking/actions, we can begin to bring equity to these students in our classrooms. The session will conclude with a panel discussion related to how to put Kumashira’s 3rd approach into practice. (Frankie Huff, with panelists Dr. Stacy Tanner, Simone Nelson, Kristine Buddemeyer) |
| C2 Creative Equity: Fostering Equity Through Creative Assessments | C2 Creative Equity: Fostering Equity Through Creative Assessments | One of the most difficult aspects of course design is the creation of equitable assessments that align with the wide range of abilities our students demonstrate while remaining academically rigorous and still serving to achieve learning objectives. This presentation will offer personal and anecdotal descriptions of one humanities teacher’s experience using "Creative Assessments" and will discuss the development, implementation, and revision of multiple assignments as well as offering completed student work as examples. (Kevin Beers) |
| C3 Collaboration to Create and Update an Open Educational Resource (OER) Course | C3 Collaboration to Create and Update an Open Educational Resource (OER) Course | In this workshop, we will discuss how we created an OER course through collaboration between the librarian, instructional designer, and faculty. In this process, we started by gathering materials, setting up a timeline to develop the content, and making decisions of what to use as supplemental materials. Each semester, we review the material and do necessary updates/revisions based on student success. (Susan Bitar, Shahin Kanani, Ross Martin) |
| C4 What Games Design and Technical Writing Have to Teach Us about Transparency in Learning and Teaching (TILT) in Assignment Instructions | C4 What Games Design and Technical Writing Have to Teach Us about Transparency in Learning and Teaching (TILT) in Assignment Instructions | This presentation will demonstrate how you can apply principles and lessons from technical writing and game design to produce higher-quality assignment instructions that reinforce the concept of TILT (Transparency in Learning and Teaching). You will learn practical techniques to better communicate to your students what you want them to produce and how it relates to the course learning objectives and their personal goals, with an emphasis on clarity and usability. In this manner, you can focus on assessing students based on the skills and knowledge you want them to possess and how it relates to the course objectives versus their capacity to understand and follow instructions and ability to grasp why the assignment matters. These techniques are particularly applicable to beginning learners (undergraduates in 1000- and 2000-level courses) but are useful at any level. (Devin Monnens) |
| C5 DEI in the Classroom: A Review of Instructional Strategies that Promote Inclusion, Equity, and Justice | C5 DEI in the Classroom: A Review of Instructional Strategies that Promote Inclusion, Equity, and Justice | During this presentation, attendees will explore and discuss what inclusive instructors do, restorative teaching practices, and grading for equity. Everyone who attends and participates should expect to leave with at least one strategy they can implement right away. (Barbara Coleman-Foster) |
| C6 Faculty Working Across Disciplines for the Success of Students | C6 Faculty Working Across Disciplines for the Success of Students | Join representatives of faculty and staff working with students in Health programs as we introduce the Title III Program (a U.S. Department of Education Strengthening Institutions funded program) designed to increase the persistence and success of students interested pursuing a career in health/healthcare by exposing them to career-related curriculum and support throughout their courses. This session will focus on the grant initiatives that are helping to address equity gaps and increase student success through the newly developed, cross-disciplinary collaborations between general education (English/General Biology) and limited access faculty (Health). Faculty will be provided an overview of the cross-disciplinary collaborations, the courses, and anticipated impact of increasing student success. (Concetta Duren with faculty panelists) |