symposium2014 handbook 13may2014 dediehl...

May 23, 2014

Welcome Symposium Participants!

It is my honor and joy to welcome each of you to the second annual Center for Teaching and Learning

Excellence’s (CTLE) instructional design symposium.

This year’s symposium promises to be fun and fulfilling as we continue to build upon faculty teaching

successes from across the district. Today’s event has been designed to be a rich learning opportunity for

faculty to share with one another the best student engagement practices experienced while implementing

active and collaborative teaching strategies. The focus of faculty lightning round presentations is on critical

thinking – one of the core competencies. This event also serves to move forward our district‐wide efforts to

contribute to student success by fulfilling HCC’s Strategic Plan to ensure that programs and courses are

student‐centered.

You will notice a small name change for this event placing more emphasis on student engagement, thus, the

new name CTLE’s Faculty Student Engagement Instructional Design Symposium.

During today’s event, we will honor one of HCC’s most recognized and successful faculty and instructional

leaders, and most recent retiree. For nearly 35 years of service to HCC, Judy Hayman has contributed

greatly to student success as an instructor and as a forefront leader of the student engagement movement.

She is a model for all of us who teach and lead.

I like to refer to this event as being really fun. The aim for the CTLE team is to make this experience

enjoyable, all the while studying serious matters of teaching and learning. So, our fun theme this year is

Hollywood. That being said, to go along with this year’s theme, PBS TV personality Dr. Chet Garner, better

known as “The Daytripper,” will join us to serve as our edutainer.

Let us all get engaged to make this into a prolific and pleasurable experience.

Respectfully,

Director

HCC Center for TLE

“A REALLY FUN” Faculty Student Engagement Instructional Design Symposium

HCC Southwest – West Loop Center Auditorium

May 23, 2014

Reaching for Excellence with Intentional Engagement Strategies

Agenda 8:15 AM Sign‐in/Breakfast/Fellowship

8:55 AM Welcome David Diehl

9:00 AM Highly Engaging Presentation Surprise Guest Lecturer

9:30 AM Inauguration of the Judy Hayman Student Engagement Innovation Award David Diehl

Presentation of the 2014 Hayman Student Engagement Innovation Awards Kimberly Davis, Wendy Maboudian

9:40 AM By Faculty – For Faculty Lightning Rounds Focus: Core Competency – Critical Thinking

10:45 AM Break

11:00 AM Engaging and Collaborative Critical‐Thinking Activity Judy Hayman, Facilitator

11:45 AM Presentation of the CTLE Faculty Development Coordinators Xemplary Service Award David Diehl

Presentation of the CTLE’s Teaching and Learning Program Certificate of Teaching Excellence Awards Kimberly Davis, Wendy Maboudian

12:00 PM Pick‐up lunch and return to seat

12:15 PM Introduction of Guest Speaker David Diehl

Engaging Edutainment Hour CHET GARNER Creator, Executive Producer, Writer, Editor, and Host of PBS’s Lone Star Emmy‐Award TV Series “The Daytripper”

1:15 PM Photo‐Op with Chet

1:45 PM Closing

STUDENT ENGAGEMENT INNOVATION AWARD

HCC defines learner‐centered teaching as implementing active and collaborative student engagement techniques connected to real‐world scenarios that result in increased student performance. Learner‐centered leadership is defined as an institution‐wide effort led by educational leaders at all levels collaborating to make their institution into a learner‐centered environment. CTLE’s Student Engagement Innovation (SE I )Award was established in 2013 to recognize faculty and instructional leaders who have demonstrated an established commitment to implementing learner‐centeredness in their educational practice, both in teaching and leadership.

Recipients of the SEI Award have made an innovative difference as evidenced in one or more of the

following areas:

1. Student Academic Performance a) Completed the CTLE’s Teaching and Learning Program;

i) Designation as a TLE Certified – 21st Century Xemplary Faculty ii) Designation of a course as TLE Certified by implementing learner‐centered principles

into teaching practice; and b) Contributed to increase student academic performance as supported by quantitative

and/or qualitative data.

2. District‐wide Teaching, Learning, and Leadership

Offered learner‐centered growth opportunities to both part‐time and full‐time HCC faculty

through the TL Program (and other CTLE‐sponsored learning opportunities) and by providing

district‐wide leadership that advances learner‐centeredness in various student support

services.

3. State‐wide and National Impact Offered learner‐centered consultation through conference presentations and organizational leadership.

The JUDY HAYMAN Student Engagement Innovation Award

Judy Hayman Educator Educational Leader Teaching and Learning Consultant

Judy Hayman served as an educator for over 40 years. She began studying the philosophy of engaging students in learning while attending graduate school to become a reading specialist. In her role as a reading specialist in public school, she discovered that students who could not read well could still think at higher levels. As she introduced lessons that actively engaged students to analyze and synthesize, Judy found they met higher expectations of academic success. Judy implemented a student‐centered teaching approach during her 34 years of service at Houston Community College; first as faculty for 28 years, and then for 6 years as Associate Dean of Academics at HCC Southwest. She became involved in HCC Center for Teaching and Learning Excellence in order to facilitate faculty professional development that encouraged faculty to include in their curricula student engagement teaching strategies, learning tasks, and assessment methods. She provided educational leadership throughout HCC that strongly encouraged her peers get engaged themselves, and then to engage their students. Judy has presented at state and national conferences on “Engaging Students in the Learning Process.” She regularly presents at national conferences; and her presentations have been recognized nationally. Judy retired in spring 2014. She now offers her student‐centered teaching and learning expertise as an independent teaching and learning consultant. Today, HCC Center for Teaching and Learning Excellence proudly honors Judy Hayman for her exemplary service in education, and more particularly, for her important contribution to student success at HCC. We do so by renaming the “CTLE Student Engagement Innovation Award” to the “Judy Hayman Student Engagement Innovation Award.” For years to come, as CTLE recognizes HCC faculty who commit to student engagement teaching approaches, Judy will be honored for making a difference in the way faculty produce learning environments that increase student success.

CONGRATULATIONS JUDY!

CONGRATULATIONS!

The Judy Hayman Student Engagement Innovation Award Recipients for 2014

Tineke Berends Leslie Comfort Aiden Eblimit Mary Louis

Charles Rucker

CTLE’s Teaching and Learning Program

Certificate of Teaching Excellence

Recipients for 2014

Brian BaldwinTineke BerendsJudith Boykin

Laura BozemanGina CalderoneJames CampbellJames Connery

Shane DeHorneyOla George

Jennifer GravesJeff Gricar

Robbe HallmarkCharles Imo

Desmond Lewis

Raul Lopez Mary Louis Cynthia Lundgren Ali Nikzad Jennifer O'Neil Janet Pena Robin Raborn Charles Rucker Malek Shawareb Jennifer Stidham Mohammad Tlass Teddy Tovar Michele Voight Sheila Williams

CTLE Faculty Development Coordinators

Xemplary Service Award

Evelyn Ballard

Janis Innis

Olumide Ogunmosin

Viengvilay Oudonesom

Faculty development instructional design resources created and disseminated by the HCC Center for

Teaching and Learning Excellence are founded upon the following student engagement concepts:

Community College Survey of Student Engagement (CCSSE) Benchmarks

of Effective Educational Practice*

1. Active and Collaborative Learning

2. Student Effort

3. Academic Challenge

4. Student‐Faculty Interaction

5. Support for Learners

*Reference: The CCSSE Report 2005 Finding – Engaging Students, Challenging the Odds; http://ccsse.org

Critical Keys of Effective Student‐Engagement Teaching Strategies

(Implemented by HCC Center for TLE through its programs and services.)

Effective teaching…

1. Encourages student autonomy and responsibility for learning.

2. Encourages students to link new information to existing knowledge and life experiences in meaningful ways through multiple learning styles.

3. Encourages students to use a repertoire of critical thinking and reasoning strategies to achieve higher‐order learning outcomes.

4. Encourages student‐faculty partnership in the learning enterprise.

5. Encourages active and collaborative engagement among students in the learning process.

6. Provides reinforcement of student learning through prompt feedback.

7. Communicates high expectations for those involved in the learning partnership.

8. Promotes deep understanding of vital course concepts.

Symposium Presentation Abstracts

__________________

Lightning Round Table Assignment

Table #1

Flipped PowerPoints

Presenter: Kathi Abba

Professor, Teacher Education, HCC Southwest

Topic: Flipped PowerPoints (or “Empower Points”)

Materials: Pre‐existing PowerPoints or students create their own.

Activity: As a warm‐up, provide blank sentence strips to participants. Brainstorm in small

clusters; 2 groups generate the positive aspects of a PowerPoint and 2 groups generate

the negatives. Under a large cut‐out plus and negative signs, participants post the

positives/negatives associated with use of a PowerPoint. Then students take ownership

of instructor PowerPoints, the entire semester. Instructor provides outline of content to

be covered, or outline on slides for each chapter, at least one week PRIOR to class. Two

or three students are assigned each chapter (and accompanying slides) to cover. Assign

no more than 10‐12 slides and limit students to 20 minutes of “talk time.” Students are

required to:

ANALYZE the text information and EXPLAIN the major points in the outline

CREATE their own version of the teacher’s basic outline of the PowerPoint slide by

adding their own videos/hyperlinks/animation/music to the slide;

APPLY and EXTEND the main points from the assigned content by providing real‐life

examples or problems to solve.

EVALUATE all students then evaluate the discussion points. What needs further

clarification? What questions remain unanswered? Was the information relevant?

Application: Students engage with their readings and classmates; may aid note‐taking strategies and

how to concisely present/outline the most important material. It does not have to be

done with PowerPoints. Instructors can present students with outlines, particular

concepts to be covered, or objectives.

Personal Note: Encourages students to use these critical thinking skills: explain and analyze text/course

material in their own words and use real‐life application and extension of the material

by including examples from current events or their own experiences.

Online Variation: Students can generate and post the PowerPoint (or outline) from a chapter each week

and/ or create a class quiz or discussion online, based on the content for which they

were responsible. For online purposes, they must submit their assigned chapter a week

ahead of time for instructor review. Each week, a different student can be responsible

for a chapter, topic, or review. It must fulfill the same requirements listed above.

Critical Engagement Key: 1 – Encourages student autonomy and responsibility for learning.

Table #2

Too Cool for School

Presenters: Dr. Cammy Shay,

Division Chair; Professor, Government, HCC Southeast

Dr. Jane Cirillo

Professor, Psychology, HCC Southeast

Topic: Too Cool for School

Materials: With a focus on student learning, all faculty need is imagination, playfulness, creativity,

and time online looking for resources to build into their courses. The possibilities are

endless.

Activity: For course design: use cool, hip, fun, and substantive short videos that augment other

course materials to engage different learning styles. Also, use themes, narratives, and

images to organize the course and provide a sense of exploration, adventure, and

discovery. Likewise, use glogs as a creative means to boost student learning, memory,

and viewing concepts globally. Lastly, use current event blogs to facilitate critical

thinking and interdisciplinary exploration as well as to apply course content to their

daily lives.

For student engagement: use exploratory and revelatory discussions that include free

writing techniques to encourage students to explore real‐world controversies, reflect on

their own thoughts/feelings about them, and synthesize a response. Use discussions to

embody core elements of civil engagement through agreeing to disagree respectfully

and to openly exchange points of view. Also, use and/or collaboratively construct glogs,

vlogs, and blogs in order to push beyond narrative. And explore audio and visual

representations of knowledge. Students can relate to the types of activities presented in

this course. Therefore, they are more apt to have a vested interest in studying course

content and as a result take an active interest in their class.

Online Variation: Using classroom technology, the activities can be done in a physical classroom or online.

Personal Note: In general, our students today are stimulated by the sights, sounds, and reinforcement

provided by the internet, texting, Instagram, Facebook, discussion boards, blogging,

YouTube, and other modes of communicating and researching information via cell

phone, iPad, and other small mobile devices that they use in their daily lives.

Understanding today’s students’ needs is critical to delivering course content in a

relatable manner. As a result, the activities in this presentation are designed to simulate

the means that students already use in their daily lives.

Critical Engagement Key: 5 – Encourages active and collaborative engagement among students in the

learning process.

Table #3

Art All Around Us

Presenter: Terri Bubb

CTLE Instructional Designer; Part‐Time Online Professor, Teacher Education, HCC

Southwest

Topic: Art All Around Us: A Critical Thinking Activity Incorporating

Activity: This activity presents a contextualized learning instructional activity using Bloom’s

Taxonomy, and a famous work of art. Students are asked to work a problem that uses a

famous work of art. For example, in MATH 1314, the students will calculate the

circumference of the mouth in Edvard Munch’s, The Scream. In PHYS 1401, the students

can determine the distance between two stars in Vincent Van Gogh’s, Starry Night.

Another example, is in LGMT 1325, the students construct a warehouse that will

effectively house the Campbell’s soup cans in Andy Warhol’s, 100 Cans. One last

example, in PTRT 1301 or HYDR 1301, the students can sketch the pneumatic/hydraulic

process of pumping water from the well in Giacomo Franceschini’s, Samaritan Woman

at the Well.

Application: This lesson will not only help faculty members practice using critical thinking and

contextualized learning techniques, but it may also be used in the instructors’ courses as

a student activity so that students also practice contextualized learning and critical

thinking.

Online Variation: It is possible to rewrite online activities with a contextual reference to art.

Personal Note: Contextualized learning has been around since the 1970s with situated cognition (Lave,

1988), experiential learning (Kolb, 1984), and communities of practice (Greeno, 2006;

Wenger, 1998). Contextual learning is a learning theory (Hull, 1993) that purports

teaching should be conducted in a way so that students are immersed in content that

relate either personally or professionally in their lives. In other words, a science major

would study concepts in her history class that are tied to science in some way.

Regarding the significance of contextualized learning, Cross (1981) positions that adults

are practical and want to concentrate on what is important to them by examining

course material more complex in nature and more focused on emphasizing practical

applications of knowledge relevant to their world that includes their chosen career.

Similarly, Galbraith (2004) claims successful instruction puts theory into practice, and

Brookfield (2006) advocates bringing real‐world opportunities into the classroom

through simulations, cases, technology, and collaborative learning opportunities

centered around a chosen profession or college major to keep adult learners engaged in

the learning process.

Critical Engagement Key: 2 – Encourages students to link new information to existing knowledge and life

experiences.

Table #4

Understanding the Student Experience at HCC

Presenter: Leslie Comfort, Ph.D.

Professor, Early Childhood Studies, HCC Central; Program Coordinator, Student Success,

District

Topic: Understanding the Student Experience at HCC

Materials: “Understanding the Student Experience” game board; one die; a game piece for each

player; writing tools; one consumable set of Influencer and Inhibitor cards per player

Activity: Each participant is given three Influencer cards and three Inhibitor cards to complete

using a writing tool.

Once the cards are completed, all Inhibitor cards are shuffled and placed in a pile. All

Influencer cards are shuffled and placed in a separate pile.

Participants take turns throwing the die and moving their game pieces around the

board. Participants also read aloud the instructions (and follow them) if they land on an

Influencer or Inhibitor card spot on the game board.

The first participant to reach the finish line wins the game.

Application: This game can be used for faculty training. One game board for each group of 6‐8

players will need to be generated. To play this game with college students, the

instructor should first make some sample Influencer and Inhibitor cards to get the

students started.

Personal Note: Playing this game may increase faculty awareness of the many positive and negative

influences HCC students have on their daily lives which contribute to, or interfere with,

the completion of a course.

Online Variation: Students could compile lists of Influencers and Inhibitors that they encounter during a

semester. They could then share that information with their classmates via an online

discussion.

Critical Engagement Keys: 2 – Encourages students to link new information to existing knowledge and life experiences in meaningful ways through multiple learning styles.

5 – Encourages active and collaborative engagement among students in the

learning process.

Table #5

Some Like It "HOT"

Presenter: Tineke Berends

QEP Director; Professor, Biology, HCC Northwest

Topic: Some Like It “HOT”

Materials: Ordered content material such as the steps of a process, or examples representing the

ordered steps of a process. Pre‐print content on colored paper or index cards, OR use

numbered rather than color‐coded content. Tape plus background pyramids drawn on

paper or on the whiteboard.

Activity: With the new Texas state emphasis on cultivating Higher Order Thinking Skills (HOTS)

with core objectives such as critical thinking, practice testing at higher Blooms levels

(apply and up) is more important than ever. Yet turning Lower Order Thinking (LOT)

exercises into HOT exercises can be surprisingly tricky. In this activity, faculty pairs will

use their HOTS to analyze and rank color‐coded test questions by Blooms level, creating

an instant visual display for whole group discussion.

Application: This type of activity is a visual modification of a think‐pair share (Lyman, 1981) or peer

instruction (Mazur, 1997) activity. It is ideal for analyzing and learning ordered content.

Online Variation: Students could upload color pictures of completed worksheets into Eagle Online for

side‐by‐side comparison and online discussion.

Personal Note: Most faculty think of testing as a useful tool to assess whether or not learning has taken

place. According to a recent meta‐study however, testing is also one of two most highly

effective ways in which students can learn (Dunlosky et al, 2013). Providing a safe

practice testing environment forms the basis for just about all active learner‐centered

activities. Making such activities collaborative further enhances the testing effect by

encouraging metacognition and correction of common misconceptions in real time.

Critical Engagement Key: 3 – Encourages students to use a repertoire of critical thinking and reasoning

strategies to achieve higher order learning goals.

Table #6

Principles of Scientific Reasoning

Presenter: Gina Calderone

Part‐Time Professor, Philosophy, HCC Northwest

Topic: Principles of Scientific Reasoning: Taxonomy

Materials: Two sets of objects, chosen so that it will be fairly easy to end up with different ways to

group the items, instructions, questionnaire.

Activity: In this activity, students are grouped randomly and given a set of objects (the same

sets). The students group the objects according to intuitive ideas about why these things

belong together but not with other things. Next they articulate (in writing) the principle

they applied in their groupings, and as necessary and sufficient conditions for belonging

there so that if a different object is introduced into the mix, they can group it. Groups

compare their taxonomies and see different principled ways for placing the items into

groupings. The next stage introduces a new set of objects and the students either place

the items according to the taxonomy they already have, or rethink their groupings. They

state new necessary conditions for new groupings showing how scientists redraw

boundaries when new discoveries are made. The final stage of the activity is to have

students, still in their groups, answer a set of questions that relate the activity to the

real conditions of working scientists.

Application: An important part of science is taxonomy: organizing individuals into groups on the

presumption that we can "carve nature at its joints". A learner‐centered activity puts the

whole process in the hands of students. This activity targets the upper levels of Bloom's

Taxonomy because in constructing groupings from scratch students must create these

groupings according to intuitive principles about how this should be done (Creating).

Once created, the group must articulate and defend its principles to other groups that

have found other ways to categorize the same objects (Evaluating). In providing a

defense and considering other such defenses, students can compare and distinguish the

theoretical underpinnings of the taxonomy (Analyzing).

Online Variation: Provide 2 distinct sets of virtual objects (images, perhaps), one for phase 1 and the other

for phase 2. Groups would be selected in Eagle Online and each group would be

required to decide (in an online chat room perhaps) how to organize the items and

according to what principles.

Personal Note: This exercise works because students are asked to do something that scientists must

also do.

Critical Engagement Keys: 3 – Encourages students to use a repertoire of critical thinking and reasoning strategies to achieve higher order learning goals.

5 – Encourages active collaborative engagement among students in the learning process.

Table #7 Tragedy of the Commons

Presenter: Richard Gosselin

Professor, Economics, HCC Central

Topic: Tragedy of the Commons – The Fishing Game

Materials: Materials include:

• A piece of flipchart paper (or an overhead transparency)

• Overhead projector (optional)

• A marker

• A handful of “goldfish” crackers or beans

• A roll of dimes or quarters, or a bag of candies

Activity: Students hypothesize about over‐fishing, hear a lecture, and then take part in an

interactive simulation where they “fish” and sell goldfish crackers for profit. In an

authentic way, they experience the issues involved.

Application: This is a very visceral activity. It is one thing to acknowledge that overfishing is a real

important economic issue but it is yet another matter to experience it first hand and to

intimately become familiar with the internal dynamics of what is going on as a

fisherman. It not only helps students understand the importance of having well‐defined

property rights but it also underscores the dilemma faced by members of the industry

who know full well that cooperation is crucial to insuring the survival of future harvests

even if that means having to engage in behavior that may limit their short term

economic gain.

Online Variation: Can be done through Cengage’s Aplia learning system titled “Tragedy of the Commons”

Personal Note: Students are able to see many sides of the issue from the perspective of the consumer,

the producer and of course the natural resource itself – the fish. What’s even more

powerful is that the example can extend itself very naturally to other applications like

overuse of national parks, freeways, Internet bandwidth, etc.

Critical Engagement Keys: 3 – Encourages students to use a repertoire of critical thinking and reasoning


8 – Promotes deep understanding of vital course concepts.

Table #8

Concept Maps to Develop Matrix Reasoning

Presenter: Kevin R. Hansbro

Part‐Time Professor, Business Administration, HCC Central

Topic: Facilitated Use of a Concept Map to Develop Matrix Reasoning:*

Materials: The instructor needs (1) concept‐mapping software and (2) a model problem that lends

itself to development over several weeks. Concept‐mapping software is available within

Microsoft® Office products; it is the SmartArt graphics tool.

Activity: The learner lists criteria to determine the nature of an apparent contractual

relationship. The learner will then evaluate a model concept map to recommend

changes that will facilitate better analysis of the apparent contractual relationship.

Using the learner‐developed concept map, the learner will select a feature of a

proposed contract and defend that selection with elements of the learner’s concept

map.

Application: To expand sensing, the project‐based concept map provides a glimpse into a real‐world

application and encourages sensing learners to translate newly organized facts or rules

into criteria for assessing the real‐world application. The intuitive learner is now

provided with a basis for his/her leaps as well as a tether for (a) facilitating a graceful

return when intuition is insufficient to address the real‐world opportunity or (b)

checking his/her intuitive results.

Personal Note: It is anticipated that the concept‐map method of teaching a complex subject would be

useful to both sensing learners and intuitive learners. It will appeal to sensing learners

by providing opportunities to generate lists, allowing the learner to organize facts or

rules, and giving the learner a means for setting forth all decision criteria. Intuitive

learners are equally likely to find that concept mapping supports their natural

inclination to discover possibilities and relationships, grasp the big picture, and navigate

the map as freely as they wish.

Online Variation: Two features are particularly useful for online presentation: (1) Q&A forums will cause

the learner to prepare each segment before revealing the model concept map or results

of other learners and (2) side‐by‐side images permit the learner to draw the connection

between the Key Concept and the Opportunities as previously explained.




*Full title of this activity is: Facilitated Use of a Concept Map to Develop Matrix Reasoning: While Advising a Minor on the Acquisition of Fine

Art through an Auction House, A Business Team Develops Model for Evaluating and Creating Contracts.

Table #9

Creating Student Ownership

Presenter: Janis Innis

Professor, English, HCC Southwest

Topic: Creating Student Ownership in Your Course

Materials: A schedule for student presentations

Activity: Develop and use: collaborative skills by working with others; researching and

synthesizing the results; and presenting those results to the class. Create a schedule for

the presentations (online, they can be uploaded to the course for viewing). To achieve

this, the students can be put into groups of two or three. Each group then selects a topic

from the course textbook or lessons. Their choices are then incorporated into the

syllabus. With the topic or lesson each group has selected, the students work together

during class time or outside of class to prepare their own teaching presentation to the

entire class. This can be a PowerPoint they put together or some other type of

presentation. Some of my students have created their own video using their cell phone

cameras. In addition to the presentations, the student groups can also create quizzes,

puzzles, or writing prompts for the other students to complete after their presentation.

The group presenting earns a grade for their group work and the other students to

completing the accompanying assignment.

Application: By providing students a voice in the course syllabus, an instructor not only creates buy in

by the students, but they also become active participants in the course and their own

success.

Online Variation: “Creating Student Ownership in Your Course” can be used in an online course as well.

Students can work in groups together online to create their presentations. The students’

presentations can be uploaded to the course and viewed by all students.

Personal Note: “Creating Student Ownership in Your Course” exemplifies a learner‐centered activity in

several ways in that this classroom teaching method acknowledges student voice as

central to the learning experience for every learner; students choose what they will

learn, how they will learn, and how they will assess their own learning; students play an

active role rather than a passive, receptive role; and this activity requires students to be

active, responsible participants in their own learning.




Table #10

Live Auction

Presenter: Dr. Zivar Yousefipour

Part‐Time Professor, Physical Sciences, HCC Southwest

Topic: Live Auction!

Materials: Pictures of a well‐known and expensive building and of undisturbed nature.

Activity: At the beginning of the semester students will be provided with a picture of one of the

famous building in the U.S. (In this case Empire State building) and will ask to put a

monetary value on the building. In the next slide, students will be provided with a

picture of nature (in this case a swamp) and will be asked to determine the value of the

land. Next students will be asked to discuss their reasons for the prices selected and

they will be asked, based on the values they selected, which they will choose to be

destroyed in favor of the other. This will open the discussion of services provided by the

nature that people are not realizing and how this affects their decisions regarding

environment.

At the end of the semester, students do the same activity to review the concepts that

were discussed throughout the course and how their new knowledge has changed their

view of the value of the nature.

Online Variation: Use the discussion tool to show the graphics and get student responses at the start of

the semester and at the end. I have this for my online class using a book format which

students are directed to click on the next page to see the new picture and questions.

Personal Note: This is a fun activity, which will force students to make decisions regarding nature and

come up with the explanation/justification for their decision. Many students make

comments that they had never thought of some of the services nature provides free of

charge, and since they revisit the same concept at the end of the semester, the concept

will be more likely to stay with them.

Critical Engagement Keys: 2 – Encourages students to link new information to existing knowledge and life experiences in meaningful ways through multiple learning styles. 3 – Encourages students to use a repertoire of critical thinking and reasoning strategies to achieve higher order learning goals. 5 – Encourages active and collaborative engagement among students in the learning process.


Table #11

The Chef's Challenge

Presenter: Chef Charles Rucker

Professor, Culinary Arts, HCC Central

Topic: The Chef’s Challenge

Materials: Depends on the discipline and the activities.

Activity: In culinary class, we challenge our students to be creative and think critically to solve

problems that arise in the real world. Two situations that we use are to change the

ingredients available for an assigned recipe and to give them an incomplete recipe. For

example, a burned dish may turn into a delicious addition to another recipe being

prepared. As a result of this type of real‐world challenge, the students learn to think

critically and become confident that they can solve new problems that may arise in

future.

Application: This challenges students to think critically to solve a problem that will present itself

either in school or in a real‐world working situation. Helps learners collaborate with

other students in order to assure the success of a project. This activity also mimics real

life team scenarios in which students learn that there are different solutions that will

work, or not work, to complete a project. They learn to use mistakes to enhance

creativity.

Taking the prompt from culinary arts, plan how this sort of activity would work in your

face‐to‐face class. Remember that you must give your students a problem and then

have them solve it with collaboration for a real‐world application. You can use time as

part of the challenge and limited materials.

Personal Note: I’ve seen students grow and gain confidence over the course of a semester as they meet

these types of challenges. True story… a pan of accidentally burned brussel sprouts

became an ingredient in a contest entry for a savory cheesecake because of thinking

“out of the box” – the mark of a good chef.

Online Variation: Set up a scenario of an unfinished recipe in a discussion forum in invisible groups. Once

the groups have their recipes, change the forum to visible groups so they can see the

recipes the other groups have created.

Critical Engagement Keys: 2 ‐ Encourages students to link new information to existing knowledge and life

experiences in meaningful ways through multiple learning styles.

3 – Encourages students to use a repertoire of critical thinking and reasoning



Table #12

Bonds, Chemical Bonds

Topic: Bonds, Chemical Bonds: Shaken – Not Stirred

Materials: Instructions and index cards with information for students

Activity: Learners will are asked to think critically about the relationship between neutrons,

electrons, and protons in an atom.

Application: Students will: 1. Formulate hypothesis regarding the periodic table to solve deductive

reasoning statements of certain elements and their characteristics. 2. Recreate chemical

bonds between atoms based on their properties.

Part A: Split the class into groups of 12 students. Deal out one index card (see below) to

each student. Each set of 12 contains one carbon, 4 hydrogens, 2 oxygens, and 1 sodium,

potassium, chlorine, argon, and nitrogen. (See the handout for a list.)

Each student has access to a periodic table and works individually and then pairs with a

neighbor to figure out what element they are and give an interesting fact about

themselves and reports this to the class. For example, Hi, my name is carbon and I have

isotopes useful for fossil dating.

Part B: Working in their groups, students complete the following four questions on a

worksheet/poster board and report their findings to the class. (See the handout for

questions.)

Personal Note: To transition students into a more successful learner role, Houston Community College

unveiled its Strategic 2013‐2015 Plan to implement strategies that build on learner

success. This plan and along with assessing the Core Competencies from the Texas Higher

Education Coordinating Board (2014) charges all faculty to design a more effective

curriculum and instruction for students. One way this can be accomplished is asking

students to think critically. This may lead to knowledge retention, which may lead to

higher student achievement and academic success.




Presenters:

Jennifer O’Neil, Ph.D. Professor, Biology, HCC Northwest

Leena Sawant Ph.D. Professor, Biology, HCC Southwest

Smita Savant Ph.D. Professor, Biology, HCC Southwest

Pauline Ward, Ph.D. Professor, Biology, HCC Central

Ammani Krishnaswamy, Ed.D. Professor, Chemistry, HCC Southwest

Table #13

ID Substances by Physical Properties

Presenter: Aiden Eblimit,

Part‐Time Professor, Chemistry, HCC Southeast

Topic: Identification of Substances by Physical Properties

Materials: Materials include:

10mL pipet, pipettor, spatula, weighing paper, 10 mL graduated cylinder

500 mL Erlenmeyer flask, test tubes (6), test tube rack, stirring rod

Digital balance, capillary with one end sealed, hot plate, ring stand

Clamp, 400 mL beaker, melting point tube

White board or oversized post‐its for lecture

Whiteboard markers [black, blue, red]

Post‐it notes

Activity: Students follow steps to solve a mystery using information they need to learn in class. In

this project, student will identify naphthalene(C10H8 ) as an active ingredient of mothball

that was used as pesticide in clothing, diapers or blankets. People have developed

headaches, nausea, dizziness, and/or vomiting after being exposed to naphthalene

vapors. If someone breathes in enough of the vapor or eats a mothball containing

naphthalene, they might develop hemolytic anemia.

Application: Learner‐centered instructional design helps students develop critical thinking using a

real‐world scenario activity in which students played the main role. I received positive

feedback from students on this scenario; I will continue to use similar strategies in my

future teaching.

Online Variation: Use the label tool and graphics. Use the discussion tool.

Personal Note: Distance Education is one of the popular option for education, I was teaching hybrid

classes in order to enhance teaching and student learning outcome. Implementation of

a learner‐centered instructional design in my Chemistry 1411 has resulted in significant

improvement of student learning outcome. I have designed a scenario in combination of

Avatar which linked chemistry lab work to a practical case. Everyone in my class was

actively involved in discussion and analysis of this case, just like a research scientist or

special agent in the movie. I was very impressed by this result. In general, students

were very excited about this project because it stimulated their enthusiasm and

provided activities that engage students in developing questions.

Critical Engagement Key: 3 – Encourages students to use a repertoire of critical thinking and reasoning


Table #14

Gearing Up for the Flipped Classroom

Presenter: James Connery

Professor, Manufacturing and Machining, HCC Central

Topic: Gearing Up for the Flipped Classroom

Materials: Use an online supplement that contains the content for student preparation prior to the

class session, such as Eagle Online 2, including multimedia video and images that are

relevant to the course content.

Activity: A flipped classroom provides pre‐work material, often online, for student review prior to

class, which enables using class time for discussion and collaboration. The value of the

flipped classroom is that it expands the amount of time that your students have to learn

the concepts. By utilizing multimedia and descriptive labels, you can set up a simple

learning environment online that effectively and efficiently takes the place of lecture

within the classroom. For example, in the MCHN 1338 Basic Machine Shop course,

students review videos depicting real‐world use of machines operated over 60 years

ago, that would be operated in the exact same manner today. This gives them a good

understanding of the complexity, and time to think critically about the foundations and

functions of machining before class. Interestingly, many of the same machines they view

in the video are still operational today. Imagine how long it would take to lecture on

these concepts in the classroom!

Application: In a flipped classroom, you can take many types of content and develop an online

component for students to use to prepare for your class. This engages students in a

format that reduces class lecture, and can be reviewed over and over again. Students

then use class time to apply concepts and engage in collaboration. This promotes critical

thinking at several higher levels of Bloom’s Taxonomy, including application, synthesis

and evaluation.

Personal Note: This workforce course lends itself to hands‐on activity, providing real‐world applications.

The flipped classroom frees machining students to spend more time in the lab applying

the real‐world concepts that they learned in the online supplement.

Online Variation: A flipped classroom is best utilized in a hybrid format, with a segment of online

instruction reviewed and learned by students prior to attending face‐to‐face sessions.

Coming into the classroom allows time for discussion and questions, and allows

additional time for hands‐on learning labs.

Critical Engagement Key: 1 – Encourages student autonomy and responsibility for learning.

7 – Communicates high expectations for those involved in the learning

partnership.

8 – Promotes deem understanding of vital course concepts.

The Bio and Story of Chet Garner

Dr. CHET GARNER Attorney-at-Law Creator, Executive Producer, Writer, Editor, and Host of the 5-time Lone Star Emmy-Award winning PBS series “The Daytripper.” Monthly Contributor, Writer, Texas Highway Magazine

BIO

B.S., Radio‐Television‐Film, University of Texas at Austin, Austin, Texas

J.D., Baylor Law School, Baylor University, Waco, Texas

Chet is a Texan who as a young boy travelled with his family extensively throughout Texas. As a young adult,

he left Texas to travel throughout Europe. Upon becoming a Texas attorney, Chet needed a way to meet his

need to travel; so he created and hosts what has become a multiple Lone Star Emmy‐Award winning PBS TV

series “The Daytripper.” This PBS series highlights the culture, outdoors and food of single Texas tourist

destinations such as Houston. (Read more about the Daytripper at: http://thedaytripper.com/.) Chet is a

monthly writer for the Texas Monthly Magazine. He has become an “official” expert on the topic of Texas Bar‐

B‐Q having compiled the Top 50 Bar‐B‐Q and Burger lists for the magazine. These experiences have made Chet

into a knowledgeable Texas historian and educator. He loves people. He particularly loves Texans, and enjoys

sharing his knowledge and experiences about Texas with Texans.

Chet is a full‐time father and husband and proudly asserts that “No day trip comes close to the joy of home.

And when you take home on a day trip – that’s golden.”

Chet has joined us today to serve as our edutainer.

Please join together to extend a warm HCC welcome to Dr. Chet Garner.

___________________________________________________________________________________________

Awards Received: 2014

Daughters of the American Revolution ‐ Outstanding Media Award 2013

Lone Star Emmy Award Winner‐ Outstanding Magazine Program‐Series

Lone Star Emmy Award Winner ‐ Outstanding Program Host

Lone Star Emmy Award Nomination ‐ Outstanding Texas Heritage Segment 2012

Lone Star Emmy Award Winner‐ Outstanding Magazine Program‐Series

Lone Star Emmy Award Nomination ‐ Outstanding Program Host

Lone Star Emmy Award Nomination ‐ Outstanding Texas Heritage Program/Special 2011

Lone Star Emmy Award Winner‐ Outstanding Achievement in a Texas Heritage Program/Special


Lone Star Emmy Award Nomination ‐ Outstanding Editor ‐ Program (non‐news) 2010

Lone Star Emmy Award Winner‐ Outstanding Achievement in a Texas Heritage Program/Special


Lone Star Emmy Award Nomination ‐ Outstanding Achievement in a Magazine Program

Story of Chet by Chet

Chet Garner combines favorite past times from his youth and turns them into one heck of an adventurous profession as the hosts of acclaimed PBS travel show “The Daytripper.” Childhood for Chet meant growing up as part of the first wave of the video camera generation and exploring the hidden treasures found along the vast expanses of the Texas countryside. Riding in the back of the family suburban, he saw Texas like a true Texan should - rarely passing up a roadside picnic table or small town museum and stopping at just about every Bar-B-Q joint within view. Not too much has changed since then, only now, he documents his exhilarating journeys and shows them throughout the state of Texas with “The Daytripper.” The Daytripper is all about bringing Texas to Texans so they can have all access to the richness of the state’s culture right from home. Garner, who describes himself as a “crazy, BB-Q loving, outdoorsy” type, says his enjoyment of navigating mazes of backcountry roads and his love of Texas in general are more than just a personal passion. He feels strongly that “far too few Texans tend to explore all the amazing things that lie right in their own backyards,” which is why he has taken it upon himself and his tightly-knit production team of four known as HOGABOOM ROAD, Inc. to show Texans the many reasons why their state is an international tourist destination while inspiring them to go have a “new” experience of their own. “The Daytripper” first started out as a show about the endless adventures in and around Austin called The Austin Daytripper on local PBS affiliate KLRU. As the show’s popularity escalated after only the first few episodes, Garner realized how interested people really are in what the vast state has to offer and made the decision to “share the Daytripper love with the rest of Texas.” Within only a year of their first episode’s premiere, “The Daytripper” will be launched to viewers in most major markets across the state. The show focuses on attractions just outside of big city limits – everything from dive restaurants and hidden swimming holes, to the breathtaking beauty within the state’s parks, upscale wineries, and of course the tastiest of authentic Texas Bar-B-Q. Garner has actually become an “official” expert on the topic having been responsible for compiling Texas Monthly’s Top 50 Bar-B-Q and burger lists. Each episode of “The Daytripper” is conceived around a specific destination. Garner and his team leave no stone unturned (sometimes literally) in search of every bit of fun the town and its surroundings have to offer. Garner explains, “Every town in Texas has something that makes it unique, something that sets it apart. Sometimes it’s obvious, and sometimes you have to look a little deeper, but it’s there.” And since they are all meant to be “day trips,” not too much money or time is needed to explore these charming destinations. As the host, Garner describes himself as “hormone free, cage free, but definitely not grass-fed.” With every well-plotted step along each adventure, he personally embraces the show’s mission to “highlight all the natural and man-made wonders that lie throughout the state and to enrich the lives of our viewers by inspiring them to venture out on day trip excursions of their own to explore the great wonder that is TEXAS!” His already contagious energy is somehow enhanced while taking the viewers to every inch of the grand state. The crew that helps makes it all possible is there for literally every move whether he is maneuvering through the extremely claustrophobic depths of the Enchanted Rock cave or taking a spontaneous break to swing from a tree into the San Marcos River. Upon first conceiving of the idea, Garner called fellow UT Film School Alum, Nate Locklear, who was instantly convinced to become his co-producer and cameraman. The other members who joined them in their mission are Richie Lozano as editor and sound technician, Mary Adolph who oversees production and Kellie Baldwin who began as their intern but became a “full-fledged” member of the Daytripper team. As natural as this career path has been for Garner, he actually took some “back roads” to land where he is today with the show. After graduating from the University of Texas with a degree in film, he went to law school and graduated first in his class at Baylor University. Almost immediately after graduation, he found the “high paying law job” he had strived for and realized shortly thereafter he needed to map out an escape route. Returning to his true passions – toting around a video camera and eating Bar-B-Q – his inspiration was reignited, and “The Daytripper” was born. Outside of hosting the show, Garner is a full-time father and husband and proudly asserts, “No day trip comes close to the joy of home. And when you take home on a day trip – that’s golden.” And these family values obviously carry over into his vision for the show and his plans to keep it all in Texas. “Our purpose is to show Texans the beauty of Texas. Taking it any bigger than that would defeat our purpose.” For more information on “The Daytripper,” please see: www.thedaytripper.com.

A message from David Diehl:

To everyone who contributed to make this event meaningful, a very heartfelt…

SUPER THANK YOU!!! You are the best! ………….….

PRESENTATIONS Faculty Lightning Round Presenters Kathi Abba, Tineke Berends, Terri Bubb, Gina Calderone, Jane Cirillo, Leslie Comfort, James Connery, Aiden Eblimit, Richard Gosselin, Kevin Hansbro, Janis Innis, Ammani Krishnaswamy, Jennifer O’Neil, Charles Rucker, Smita Savant, Leena Sawant, Cammy Shay, Pauline Ward, Zivar Yousefipour Student Engagement Presentations/Event Consultant Judy Hayman Edutainer Chet Garner

PRODUCTION /CREATIVE SUPPORT Center for TLE Staff Administrative Services: Violeta Vasquez, Maria Alvarado, Giovanna Garza Faculty Development Services: Kimberly Davis, Manager; Robert Hume, Eric Hunt, Vin Hennessey, Fran Trice, Don White, Tony Davila, Felecia Denman Instructional Design Services: Wendy Maboudian, Manager; Brian Baldwin, Laura Bozeman, Terri Bubb, Shane DeHorney, Patricia Weisz Technology Services: Jawad Mirza FACILITY USE/SUPPORT AND TECH SERVICES Fena Garza, President, HCC Southwest Sandra Roman and Staff, HCC Southwest – West Loop Center Auditorium HOLLYWOOD THEME DECOR Alexander Chapman, Professor, Fashion Design, HCC Central Suzette Brimmer, Faculty Division Chair, Applied Arts, HCC Central FUNDING and GIFT CONTRIBUTORS Lloyd Griffin, Manager, Half Price Bookstore, Montrose, 1011 Westheimer, Houston Contributed bookstore discount coupons and book gift certificate Rahim Makhnogia, Owner, Oak Cleaners, 602 West Alabama Rd, Houston Cleaning of CTLE table garments

Charles Rucker, Chef, Professor, Culinary Arts, HCC Central and Team Members Ashley Mealy, Anna Gomez, and Anita Longoria Delicious pastries

Bill Schaub, General Manager, HCC Bookstores Prize: Nook

Maria Straus, Director, Instructional Initiatives, District Funding from a grant for which was used to purchase faculty learning resources

HCC Strategic Plan 2012 – 2015

The CTLE contributes towards accomplishing numerous Action Items of Initiatives 3 and 4 of HCC’s

Strategic Plan 2012—2015. Below is a sampling of these items.

Initiative 3: Ensure instructional programs provide the knowledge and skill required for 21st century

learners.

“… all faculty must be trained and supported in using effective teaching strategies to

promote success for students in their learning today as well as throughout their

lifetime” (p. 19).

Action Item 3.2: Create new platforms and methodologies to teach and support students using

effective methods of course delivery, teaching practices, and support services

(p. 19).

Year One

Implement a learner‐centered instructional design in the creation of all courses (p. 20).

Year Two

Create and implement a required professional development plan for all adjunct faculty teaching development education and core curriculum courses (p. 20).

Initiative 4: Enrich institutional capacity for faculty and staff development and student leadership

development (p. 21).

“… we must prepare students, faculty, and staff for the leadership roles of tomorrow”

(p. 21).

Action 4.2: Develop a system‐wide strategy for ongoing professional and leadership development

for faculty (p. 21).

Year One

Ensure all HCC full‐time faculty are scheduled and complete Eagle Online training (p. 21).

Ensure orientation activities for new full‐time faculty include training in terms of classroom management and all HCC guidelines and handbooks (p. 22).

Action 4.3: Develop a system‐wide strategy for provision of professional and leadership development for HCC personnel at all levels and function of the organization (p. 22).

Year One

4. Provide mandatory training for front‐line personnel in terms of customer services

and HCC‐related information (p. 22).

5. Develop a plan by which existing HCC sources of professional development information

(Library, Learning Web, iTunes, EduTube, etc.) are supported and strengthened (p. 22).

CTLE’s EXECUTIVE ADVISORY COUNCIL 2014 – 2015

Dr. Doretha Eason – Executive Dean, HCC Northeast Dr. Michael Edwards – Executive Dean, HCC Coleman Dr. Betty Fortune – Executive Dean, HCC Southwest Dr. Butch Herod – Executive Dean, HCC Northwest Dr. Cheryl Peters – Executive Dean, HCC Central Dr. Pauline Warren – Dean, Academic Development, HCC Southeast Advisors At‐Large Mikki Novak – President of Faculty Senate 2013 – 2014 Dr. Madeline Burillo – District, Associate Vice Chancellor, Workforce Beverly Hixon – Division Chair, HCC Southeast Dr. Stephen Levey – Director, Associate Vice Chancellor, Academics Dr. Maria Straus – Director, Learning Initiatives Dr. David E. Diehl, Director, HCC‐CTLE, Chair

WHAT IS JUST-IN-TIME ORIENTATION FOR PART-TIME FACULTY? Just-in-Time Orientation (JITO) is a set of professional development resources designed by the Center for Teaching and Learning Excellence (CTLE) to help part-time faculty quickly become acclimated to HCC. These resources offer an overview of policies and procedures, and teaching resources that are critical to effective service, both administratively and in the classroom.

WHAT WILL I LEARN?

As part-time faculty, you will learn:

▪ Information that you need to know to perform your jobs well ▪ Why it is important that you know this information ▪ Where to find the information you need ▪ How to do a particular function

JITO contains general information on policies that every faculty must follow and procedures that every faculty must use to be effective. It also provides teaching tips to help faculty be more successful in teaching.

Topics provide information on course attendance and grades, what is included in a syllabus, how to post required online information, help with accommodation services, early alert, and student surveys, as well as classroom teaching tips and finding technical help.

HOW DO I ACCESS JITO?

To access this important resource, please visit the JITO website at: http://hccs.edu/jito.

CENTER FOR TEACHING AND LEARNING EXCELLENCE ♦ http://www.hccs.edu/ctle ♦ 713‐718‐CTLE ♦ [email protected]

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