Schedule
Friday, April 26, 2024
8:30 - 9:15
Registration & Breakfast
Wilcox Hall
9:15 - 10:30
Welcome & Keynote
Shafer Theater
10:45 - 11:30
Concurrent Session #1
11:45 - 12:30
Concurrent Session #2
12:30 - 2:00
Lunch
Alumni College Center Commons
2:00 - 2:45
Concurrent Session #3
3:00 - 3:45
Concurrent Session #4
KEYNOTE ADDRESS
MVCC President's Welcome
ACE THAT TEST: Supporting Student Learning
CONCURRENT SESSION #1
KEYNOTE BREAKOUT: The Nature of Memory
Althea Need-Kaminske
Shafer Theater and virtual
In this session we will discuss the power of retrieval practice (bringing to mind what you can remember) for learning and memory. Dr. Kaminske will cover how this simple strategy leverages the nature of memory to improve student learning. We will discuss challenges, limitations, and recommendations for using retrieval practice in the classroom.
Overcoming Stigma of Learning Disabilities
Academic Building 127 and virtual
Using life experience, Mr. Thompson will discuss the stigmas that he faced growing up with a learning disability. Using humor, life experiences, and often at times honesty, he will discuss how educators, parents, staff can help and encourage students to reach their potential.
Generative Thinking on Using AI Across Disciplines
Nicholas Fargnoli
Dr. Trevor Johnson-Steigelman
Wilcox Hall 225 and virtual
AI is reshaping the landscape of education. While one could argue about whether or not this reshaping is positive or negative, the fundamental truth is undeniable–AI is changing education. Our decision as educators is whether to embrace, ignore, or fight it. As faculty members at Finger Lakes Community College, we have decided to embrace Generative AI in our Physics and English courses over the last few semesters, and have had some surprising experiences.
The aim of this session is to share our approaches to incorporating AI into our classwork. We will discuss how AI can enhance problem-solving skills, foster creativity, and facilitate deeper conversations about writing. We will share our classroom experiences–positive and negative-and offer ideas about implementing AI tools and techniques tailored to your subject area.
Regardless of what discipline you teach, we hope this session will offer valuable strategies for leveraging AI to enrich teaching and learning experiences. We encourage participants to bring laptops to this session as there will be time for hands-on learning.
CONCURRENT SESSION #2
Intrinsic Motivation in the Classroom: A Discussion
Wilcox Hall 225 and virtual
There will be a short (10-11 slide) Powerpoint presentation that introduces some basic terminology and ideas related to Intrinsic Motivation (Autonomy, Mastery, Competence, Purpose, Relatedness). The presentation is designed as a foundation for discussion, as the session should really invite participants to share what has worked well (or not so well) in their own experiences.
Chat GPT and Me: gAI Comes to Your Class
Claire Ehrlich
Danielle Del Giudice
Wilcox Hall 149 and virtual
Generative AI has likely shown up in your classroom already, whether you invited it or not. One survey of US college students found that 30% of respondents used generative AI tools like ChatGPT for schoolwork last academic year. It’s also not going away: many experts predict that gAI will be a significant factor in our students’ professional lives. How can you ensure that students truly learn the skills you need them to learn, and also prepare students for those future workplaces? If you suspect a student used generative AI unethically on an assignment, how do you respond?
Faculty at all levels of familiarity with gAI are welcome at this hands-on presentation. We will discuss detecting AI-generated text, AI policy statements, and assignment possibilities so that when gAI arrives in your class, you are ready! Please bring a laptop and at least one assignment that you suspect is vulnerable to cheating with AI or one you feel is AI-proof. Be prepared to talk about your experiences with AI this past academic year.
OUTCOMES
Participants will learn how AI is being used/could be used in the classroom
Participants will gain resources and understanding to tackle AI issues that may come up in their classes.
Participants will create one AI-ready object of their choice:
A syllabus statement addressing how/whether AI use is allowed in their classroom
An assignment that incorporates AI
A revised assignment that deters AI use
When the Teacher Becomes the Student
Academic Building 127 and virtual
As an educator for almost 30 years, with experiences ranging from teaching preschool students through college students, it was extremely humbling and eye-opening to become a student again. Beginning a Doctor of Education degree twenty-four years after last being in school proved challenging both personally and professionally. However, that challenge sustained the desire to both explore and appraise activities that promote career awareness for K-12 students (in the researcher role) and make intentional changes to the college courses being taught (in the faculty role) for the benefit of the students. This session aims to investigate the transformative potential of teacher becoming student. The facilitator will share her own experiences while promoting a reflective discussion on the benefits of this type of role reversal. Key perspectives include discussion around:
Empathy and Understanding
Pedagogical Innovation
Professional Growth
Community and Collaboration Building
Challenges
The goal is for participants to leave the session with a renewed enthusiasm for the power of a student-centered approach to teaching and learning for both the student and the teacher.
OPWDD/SUNY/NADSP Collaboration for DSP I, II, III, Front Line Supervisor
Wilcox Hall 117 and virtual
I will do a presentation on the creation of micro-credentials in the in the area of Direct Support Professional I, II, III, and Front-line Supervisor that is currently occurring within the SUNY system. The presentation will include the collaboration with SUNY, OPWDD and the National Alliance of Direct Support Professionals. I will discuss the requirements for the micro-credentials and the requirements from NADSP to become a certified Direct Support Professional. I will also discuss OPWDD's involvement and the grant funding available to the SUNY schools. Participants will not need a laptop.
CONCURRENT SESSION #3
Resources for Teaching Students with Low or No Vision
Wilcox Hall 116 and virtual
The purpose of this session is to provide strategies for effectively communicating and presenting information to Blind or Low Vision (BLV) students. The presenters will share several resources for making a classroom more accessible to BLV students.
Impacts of OER on Student Outcomes in Community Colleges
Wilcox Hall 225 and virtual
This presentation covers the application and use of system IR data for Open Educational Resources (OER) as well as newly added IR section attributes enabling further study. The work uses the Postsecondary Data GPS guidebook from Institute for Higher Education Policy, applying it to use of OER to promote student success. Analyzing data from enrollment in OER courses since 2017, we uncovered significant contributions to student outcomes from instructors selecting OER for their courses. Specifically, we explore instances on one campus of increased passing rates and improved final grades resulting from the migration in 2019 of introductory math courses from proprietary to OER-based courseware, offered at no cost to students. The presentation will also showcase reduced time to degree attainment and heightened graduation rates through the implementation of OER Degree Pathways on SUNY campuses. Case studies illustrate the practical applications of affordable learning materials within the educational context. The presentation will end with details on capturing affordable learning sections using new attributes for Zero and Low textbook costs within SUNY SIRIS.
Emerging From the Darkness – One Instructor's Journey to an Engaging, Joyful Classroom
Wilcox Hall 119 and virtual
Especially after COVID, I found myself walking into a classroom of the “sitting dead.” No students were talking, fingers were flying over the cellphone key pad and speaking up in class was for the most part nonexistent. In fact, some students would not even make eye contact. Sound familiar? The day I realized I was not looking forward to class I decided enough and started my journey to an engaging, joyful classroom. Today my students talk to one another, come to class on time, stay late, laugh, engage in the discussion and display an eagerness to learn the material. I will discuss the strategies I used to turn around my classroom, followed by questions and brainstorming unique ways you can engage your students.
Ensuring that your online course meets its instructional hours
Wilcox Hall 149 and virtual
MVCC has required that all faculty teaching either an asynchronous or hybrid course complete a Structured Instructional Activity (SIA) form since the Summer of 2016. We will provide information and examples of our SIA form that are used to evaluate the number of Carnegie hours for your asynchronous or hybrid course, ensuring that they are equivalent to the instructional hours of an on-campus class.
CONCURRENT SESSION #4
How Specifications Grading Changed My Life
Wilcox Hall 116 and virtual
After reading the book "Specifications Grading" by Linda Nilson a few years ago, I've been incorporating the concepts of this grading style into my courses, moving away from other more traditional points/averages based styles. This method of grading has improved my students' overall engagement with the course material and their willingness to put time and effort into their assignments. It has also allowed me to incorporate more revision based processes that allow for deeper learning. Most importantly, it has saved me time and energy from my previous processes. Come learn all about what I did and how you could do the same!
Teaching and Learning Myths
Wilcox Hall 225 and virtual
Drawing from recent studies in cognitive science, this session will interrogate widely-accepted myths in the learning space. We will look at the studies that dispute these pernicious assumptions. We will also look at how to create research-based learning opportunities for our learners.
Breaking Barriers: Innovative Strategies for Equity and Student Success
Wilcox Hall 119 and virtual
In today’s educational landscape, achieving equity and nurturing student success are paramount objectives. However, systemic barriers often hinder progress toward these goals. This presentation will explore innovative strategies to address these challenges and cultivate inclusive, equitable learning environments.
I will dig into four key areas:
Understanding barriers to equity: I will begin by examining the various obstacles that hinder equitable access to education and student success. We will shed light on systemic inequities and their impact on marginalized student populations through insightful discussions.
Innovative approaches: I will showcase innovative strategies and programs that have successfully dismantled barriers to equity and promoted student success. Through real-world examples and case studies, I'll showcase pioneering techniques such as culturally responsive teaching and community partnerships.
Creating inclusive learning environments: I'll explore the principles of inclusive pedagogy and Universal Design for Learning (UDL) to create learning environments that accommodate diverse learning styles and abilities. Drawing from best practices, I'll discuss how to foster inclusive classrooms that honor diversity and promote belonging.
Strategies for implementation: Practical guidance will be provided on how educators and administrators can effectively implement innovative strategies to promote equity and student success within their institutions. Attendees will gain practical insights into overcoming resistance and fostering collaborative partnerships to enact meaningful change.
I aim to inspire attendees to rethink traditional approaches and embrace innovative strategies prioritizing equity and student well-being. By breaking down barriers, we can create pathways to success for all students, regardless of their background.
Cover image CC0 by Eric Rothermel via Unsplash