Printable Conference Program š„ (PDF)
| Friday January 17, 2020 |
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|---|---|---|
| 08:00 a.m. - 08:30 a.m. | APC-110A | Optional: Mind & Body Session |
| 08:30 a.m. - 09:30 a.m. | APC-110D | Breakfast |
| 09:30 a.m. - 09:45 a.m. | Break | |
| 09:45 a.m. - 10:45 a.m. | APC-120 | College Learning Outcomes Pilot Report š„ |
| APC-170 | Ready for Awesome? Canvas in Here! š„ | |
| APC-180 | Ready for Awesome? Canvas is here! š„ | |
| 10:45 a.m. - 11:00 a.m. | Break | |
| 11:00 a.m. - Noon | APC-120 | College Learning Outcomes Pilot Report š„ |
| APC-170 | Ready for Awesome? Canvas in Here! š„ | |
| APC-180 | Ready for Awesome? Canvas is here! š„ | |
| Noon - 01:30 p.m. | APC-110BC | Faculty Council Potluck and Meeting |
| 01:30 p.m. - 03:30 p.m. | APC-165 | Optional: Canvas Workshops |
| APC-175 | Optional: Canvas Workshops |
Keynote
The Real Work of Faculty: Myths and Facts
Keynote Speaker: Dr. Judy Loveless-Morris, Vice President for Equity, Diversity, and Inclusion
Tacoma Community College
Session Description: Instructors often enter their professions with a list of unexamined myths about the nature of their jobs and students. One of the myths often perpetuated within educational intuitions is the notion that rigor and equity are mutually exclusive. The implication is that one comes at the expense of the other, and that instructors must choose between the two. We will dismantle this myth exploring its perpetuation at the individual and institutional level. To close opportunity gaps, rigor and equity cannot be exclusive; they should be inseparable.
Bio: Dr. Judy Loveless-Morris has over 15 years of experience in higher education as a tenured professor and dean. She has recently been appointed as the Vice President for Equity, Diversity, and Inclusion at Tacoma Community College in Washington State. Judy has taught sociology and statistics at University of Washington (Seattle), Pacific Lutheran University, Clover Park Technical College, and Tacoma Community College. In doing so, she has carried with her, not just her education, but a rich cultural history informed by her family and community. She represents her parents, who are intellectually curious and avid readers, but were never afforded the opportunity to attend college. She grew up 15, 10, and 50 minutes from the community college, 4-year institution, and graduate school (respectively) she attended. Judy represents students who grow up close in proximity to colleges, yet are never invited to the campuses prior to becoming students. She knows that she is accountable for representing and supporting populations that deserve a voice, a safe place to learn and work, and recognition for the assets they bring to their institutions.
General Session
Engaging Students from Day One
Facilitator: Dr. Carmen Macharaschwili, Director of Academic Programs
Association of College and University Educators (ACUE)
Session Description: For this session please bring a copy of a syllabus for a course you will teach in the Spring semester (Paper copy recommended). In this session, faculty will learn to explore the ābig ideasā of a course they will teach in the spring and how to communicate these ideas to students effectively. In this interactive session, faculty will use ACUE research-based teaching techniques to create a plan to engage and excite their students about the courses they are teaching from the first day of class and beyond. (ACUE faculty learners will complete modules 1d and 2a in this session.)
Bio: Dr. Macharaschwili is the Regional Director of Academic Programs for ACUE. She has dedicated her career to the study of teaching and learning working with students and training teachers from the elementary school level through graduate school. Macharaschwili is inspired by how effective teaching practice makes an incredible impact on student learning. Initially a consumer of ACUE resources through work with fellow faculty members in the development of a First-Year College Seminar program, she is thrilled to be able to share her experience and expertise in serving faculty and students in her native Midwest region.
Macharaschwili is a certified teacher, administrator, and educational consultant. She served as a tenured professor and Department Chair of Education at Holy Cross College and as a professor in the University of Notre Dameās Alliance for Catholic Education. Her research includes the study of the effectiveness of online and blended learning environments. Other research interests include professional development, first-generation and minority student success, language learning, New Literacy Studies, and the implementation of best practice in teaching and learning.
Macharaschwili earned a BS in Elementary Education from Indiana University, Bloomington with a bilingual endorsement and a specialty in Spanish. She holds an MSEd in Elementary Education and an Administratorās License from Indiana University, South Bend. She returned to Bloomington to complete her PhD in Language, Literacy, and Culture Education with a minor in Educational Leadership. Her strengths and experiences are in the implementation of innovative programming to promote student success through collaboration and innovation. She is passionate about advocating for students by supporting those who teach them.
Track 1A: E-HIP
What Makes Students Stay: Exploring Involvement Factors on Student Persistence at the Community College
Facilitators:
Dr. Scott Peska, Assistant Vice President of Student Services
Dr. Mary Tosch, Student Life Manager
Session Description: Involvement in Student Organizations is widely attributed to influencing Student Persistence (Astin, 1999). At two-year non-residential campuses involvement is a challenge. Waubonsee Community College has completed a 5 year quantitative study tracking co-curricular involvement in student organizations and impact on student success metrics. This session will share how campuses can invest in the student organizations for an ROI on persistence.
Bio (Dr. Scott Peska): Dr. Scott Peska serves Waubonsee Community College as the Assistant Vice President of Student Services with responsibility for Athletics, Testing Services, Access Center for Disability Resources, Registration and Records, Financial Aid and oversight of the Campus Assessment Team. Prior to Waubonsee, Dr. Peska worked at Northern Illinois University and the University of Illinois at Urbana-Champaign in various Student Affairs positions. He received both his baccalaureate and masterās degrees in Communication from Illinois State University, and a doctoral degree in Higher Education Administration with an emphasis on Community College Executive Leadership at the University of Illinois at Urbana-Champaign. Dr. Peska actively teaches doctoral classes through Northern Illinois Universityās Counseling and Higher Education department and serves in numerous leadership roles in professional and local organizations. Dr. Peska speaks publicly on overcoming adversity, moving forward after campus tragedies, benefits of laughter in diversity education, juggling multiple priorities, and engaging in servant leadership.
Bio (Dr. Mary Tosch): Dr. Mary Tosch serves as the Student Life Manager for Waubonsee Community College. Prior to Waubonsee, Dr. Tosch worked at Bemidji State University, Northern Illinois University and Angelo State University in various Student Affairs positions. She received her baccalaureate degree from Grand Valley State University, her Masters of Education from Illinois State University and a Doctorate of Education from St. Cloud State University. Dr. Tosch is actively involved in volunteering in her community and with several professional organizations.
Track 1B: Cognitive Bandwidth
Transparent Assignment Design: Using Assignments as a Tool for Equity in the Classroom
Facilitator: Dr. Judy Loveless-Morris, Vice President for Equity, Diversity, and Inclusion, Tacoma Community College
Session Description: This session builds on the rich tradition of āgoodā assignments are āgoodā assessments. Transparent Assignment Design offers a simple (three additions to just two assignments), research-based strategy for not only creating āgood assessments,ā but equitable ones. Participants are asked to bring an assignment or classroom activity. We will review the empirical evidence behind this practice and work through an assignment/activity charrette, so that workshop attendees leave with one transformed assignment. For this session, please bring a copy of at least one assignment/activity (Paper copy recommended)
Bio: Dr. Judy Loveless-Morris has over 15 years of experience in higher education as a tenured professor and dean. She has recently been appointed as the Vice President for Equity, Diversity, and Inclusion at Tacoma Community College in Washington State. Judy has taught sociology and statistics at University of Washington (Seattle), Pacific Lutheran University, Clover Park Technical College, and Tacoma Community College. In doing so, she has carried with her, not just her education, but a rich cultural history informed by her family and community. She represents her parents, who are intellectually curious and avid readers, but were never afforded the opportunity to attend college. She grew up 15, 10, and 50 minutes from the community college, 4-year institution, and graduate school (respectively) she attended. Judy represents students who grow up close in proximity to colleges, yet are never invited to the campuses prior to becoming students. She knows that she is accountable for representing and supporting populations that deserve a voice, a safe place to learn and work, and recognition for the assets they bring to their institutions.
Track 1C: ACUE
Course Design (Part 1 of 2)
Facilitator: Dr. Carmen Macharaschwili,Director of Academic Programs, Association of College and University Educators (ACUE)
Session Description: In this collaborative session, faculty will use ACUE research-based techniques to design a course that effectively aligns course outcomes to assessments and assignments that allow students to demonstrate whether theyāve understood and mastered, to the appropriate level, the set outcomes. For this session, please bring a copy of a syllabus and at least one assignment/assessment that you will use in the spring semester (Paper copy recommended). (ACUE faculty learners will complete modules 1a, 1b, and 1c in this session.)
Bio: Dr. Macharaschwili is the Regional Director of Academic Programs for ACUE. She has dedicated her career to the study of teaching and learning working with students and training teachers from the elementary school level through graduate school. Macharaschwili is inspired by how effective teaching practice makes an incredible impact on student learning. Initially a consumer of ACUE resources through work with fellow faculty members in the development of a First-Year College Seminar program, she is thrilled to be able to share her experience and expertise in serving faculty and students in her native Midwest region.
Macharaschwili is a certified teacher, administrator, and educational consultant. She served as a tenured professor and Department Chair of Education at Holy Cross College and as a professor in the University of Notre Dameās Alliance for Catholic Education. Her research includes the study of the effectiveness of online and blended learning environments. Other research interests include professional development, first-generation and minority student success, language learning, New Literacy Studies, and the implementation of best practice in teaching and learning.
Macharaschwili earned a BS in Elementary Education from Indiana University, Bloomington with a bilingual endorsement and a specialty in Spanish. She holds an MSEd in Elementary Education and an Administratorās License from Indiana University, South Bend. She returned to Bloomington to complete her PhD in Language, Literacy, and Culture Education with a minor in Educational Leadership. Her strengths and experiences are in the implementation of innovative programming to promote student success through collaboration and innovation. She is passionate about advocating for students by supporting those who teach them.
Track 2A: E-HIPS
Creating High-Impact Learning Experiences for All Students (live webinar)
Facilitator: Dr. Stephanie Foote, Associate Vice President, Teaching, Learning, and Evidence-Based Practices, John N. Gardner Institute for Excellence in Undergraduate Education
Session Description: This address will explore the ways in which faculty at Waubonsee Community College can incorporate High-Impact Practices (HIPs), full or scaled "mini" HIPs, into their courses with the goal of intentionally introducing and engaging all students in these high-impact learning experiences. Participants will leave the address with a plan and resources to design, redesign, or enhance existing courses through the incorporation of one or more HIPs.
Bio: Stephanie M. Foote, Ph.D. is the Associate Vice President for Teaching, Learning, and Evidence-Based Practices at the John N. Gardner Institute for Excellence in Undergraduate Education. Prior to joining the Institute staff in August 2017, Stephanie was a professor of education, the founding director of the Master of Science in First-Year Studies, and the faculty fellow for High-Impact Practices at Kennesaw State University (KSU). Her scholarship and consultative work span a variety of aspects of student development and transition, including: the role of first-year seminars and experiential pedagogy on student engagement in the early college experience, the community college transfer student transition, self-authorship development, engagement and learning in online environments, faculty development, metacognitive teaching and learning approaches, and high-impact educational practices. Stephanie is a recipient of the McGraw-Hill Excellence in Teaching First-Year Seminars award.
Track 2B: Cognitive Bandwidth
Putting the achievement gap into context with data: Understanding who are our students
Facilitator: Dr. Antonio Rodriguez, Institutional Data and Analytics Manager
Session Description: The purpose of this session is to paint a picture of who are our Waubonsee Community College students with visual data that demonstrates the extent to which students share different socioeconomic backgrounds. This session will use institutional data from Waubonsee Community College to provide some examples of how these different socioeconomic characteristics are associated with disparities in academic achievement. Furthermore, to help illustrate why steady academic progress is important this session will utilize the Early Momentum Metrics (EEM) framework when presenting different data points. Additionally, Antonio will share his own experiences with implementing more inclusive teaching practices and share additional information on inclusive teaching.
Bio: Antonio Rodriguez, Jr. serves as Waubonsee Community Collegeās first Institutional Data and Analytics Manager in Institutional Effectiveness. His team fields various data requests from both internal and external campus stakeholders. Antonio has an Associate Degree from John A. Logan Community College, a Bachelorās Degree and Masterās Degree in Political Science both from Southern Illinois University Carbondale, and a Doctorate in Government and Politics from the University of Maryland at College-Park. His dissertation, āFour Essays on how Presidential Policy Representation on the Issue of Immigration Affects Latino Political Behavior,ā examined the impact of the Deferred Action for Childhood Arrivals (DACA) policy on various Latino political attitudes. Antonio has taught political science courses at both two year and four year institutions. He previously taught Introduction to American Government at Waubonsee Community College. Prior to his current role at Waubonsee Community College, Antonio served as a Supervisory Survey Statistician for the U.S. Census Bureauās Chicago Regional Office where he managed data-collection for several ongoing surveys.
Track 2C: ACUE
Course Design (Part 2 of 2)
Facilitator: Dr. Carmen Macharaschwili, Director of Academic Programs, Association of College and University Educators (ACUE)
Session Description: In this collaborative session, faculty will explore grading philosophies and use ACUE research-based techniques to develop fair, consistent, and transparent grading practices. For this session, please bring a copy of a syllabus and at least one assignment/assessment that you will use in the spring semester (Paper copy recommended). (ACUE faculty learners will complete module 5a in this session.)
Bio: Dr. Macharaschwili is the Regional Director of Academic Programs for ACUE. She has dedicated her career to the study of teaching and learning working with students and training teachers from the elementary school level through graduate school. Macharaschwili is inspired by how effective teaching practice makes an incredible impact on student learning. Initially a consumer of ACUE resources through work with fellow faculty members in the development of a First-Year College Seminar program, she is thrilled to be able to share her experience and expertise in serving faculty and students in her native Midwest region.
Macharaschwili is a certified teacher, administrator, and educational consultant. She served as a tenured professor and Department Chair of Education at Holy Cross College and as a professor in the University of Notre Dameās Alliance for Catholic Education. Her research includes the study of the effectiveness of online and blended learning environments. Other research interests include professional development, first-generation and minority student success, language learning, New Literacy Studies, and the implementation of best practice in teaching and learning.
Macharaschwili earned a BS in Elementary Education from Indiana University, Bloomington with a bilingual endorsement and a specialty in Spanish. She holds an MSEd in Elementary Education and an Administratorās License from Indiana University, South Bend. She returned to Bloomington to complete her PhD in Language, Literacy, and Culture Education with a minor in Educational Leadership. Her strengths and experiences are in the implementation of innovative programming to promote student success through collaboration and innovation. She is passionate about advocating for students by supporting those who teach them.
Parts 1 and 2 are combined as one video š„
Optional: Walk ān Talk
Session Description: Need to burn off some holiday calories or just need to move your body before sitting through sessions all day? Then join hosts Dr. Janette Funaro and Amy Frankel for 30 minutes of conversation and walking on the indoor track in the Fieldhouse. Bring a friend! Various topics will be provided to spur on interesting conversations between walking partners.
Division Meeting for Full-time Faculty
Facilitated by the Deans
Adjunct Faculty Welcome, but not required
| Division | Room |
|---|---|
| Academic Support | COL-125 |
| Adult Education | COL-204 |
| Business and Career Technologies | COL-205 |
| Communications, Humanities and Arts | COL-220 |
| Counselors | COL-206 |
| Health Professions and Public Service | COL-144 |
| Mathematics and Sciences | COL-236 |
| Social Sciences, Education and World Languages | COL-137 |
Track 3A: E-HIPS
Global Challenges of Mosquito Borne Disease: Adapting Cases & VALUE Rubrics for Associateās Level
Facilitators:
Dr. Jeanne McDonald, Professor of English
Dr. Sheela Vemu, Assistant Professor of Biology
Session Description: āThe Challenges of Mosquitoes and Disease: Making Sense of Complexityā from Global Health Has No Barriers, a publication of the International Union of Biological Sciences, we show how to adapt this case study into a signature assignment and assess it for global awareness as a college learning outcome. We also show how to adapt two of the relevant VALUE rubrics into one rubric scaled to the associateās level by using the DQP (Degree Qualifications Profile) as guidance. Participants will practice adapting VALUE rubrics, aligning them with the DQP for leveling, and discuss the value of a global awareness assignment in biology.
Bio (Dr. Jeanne McDonald): Jeanne Gillespie McDonald is Professor of English at Waubonsee Community College, Sugar Grove, IL. She holds a Ph.D. English Studies, Illinois State University; M.A. English, Western Illinois University; M.A. Theology and Philosophy, Lincoln Christian Seminary, and A.B. Lincoln Christian University. She has written and presented on topics ranging from antislavery, assessment, teaching strategies, composition, creative writing and American literature. She has over thirty years teaching experience and was named the 2019 Outstanding Faculty member. She was awarded a sabbatical Fall 2019 during which she researched for a forthcoming book on the Illinois Antislavery Movement.
Bio (Dr. Sheela Vemu): Dr. Sheela Vemu is a founding member of the Council for Access and Inclusion at Waubonsee. She is a community college scholar in CC-Bio INSITES, a network to support inquiry into teaching and education scholarship, and an active participant in Bio QUEST curriculum consortium that involves using case studies and quantitative data to help students evaluate biological concepts.
Track 3B: Cognitive Bandwidth
Beyond Pronouns: Pedagogical Practices that Support Queer and Trans Students in the Classroom
Facilitator: Dr. Kathryn Jaekel, Assistant Professor of Counseling and Higher Education, Northern Illinois University
Session Description: Queer and trans* students have become more visible within higher education (Nicolazzo, 2016), however their needs often go unmet within the classroom (Pryor, 2015; Jaekel & Nicolazzo, 2017). Studies have outlined queer and trans* students have experienced chilly campus climates, discrimination, and a lack of inclusion on campus and in the classroom. To support queer and trans* students, this interactive session will discuss ways in which faculty can use strategies that promote inclusion, safety, and success in their classroom.
Bio: Dr. Katy S. Jaekel is an Assistant Professor of Higher Education and a Faculty Associate for the Center of the Study of Women, Gender, and Sexuality at Northern Illinois University (NIU). After receiving her Ph.D. in 2011 from Iowa State University, Dr. Jaekel served as the Assistant Director of ISUComm, a first-and-second year writing program, before transitioning to a faculty role at NIU in 2015. Her research centers queer and trans* students' experiences, faculty development, and critical pedagogy.
Track 3C: ACUE
Assessment
Facilitator: Dr. Carmen Macharaschwili, Director of Academic Programs, Association of College and University Educators (ACUE)
Session Description: In this collaborative session, faculty will learn how to create an effective rubric and checklist using ACUE research-based techniques. For this session, please bring at least one assignment/assessment that you will use in the spring semester (Paper copy recommended). (ACUE faculty learners will complete module 5b in this session.)
Bio: Dr. Macharaschwili is the Regional Director of Academic Programs for ACUE. She has dedicated her career to the study of teaching and learning working with students and training teachers from the elementary school level through graduate school. Macharaschwili is inspired by how effective teaching practice makes an incredible impact on student learning. Initially a consumer of ACUE resources through work with fellow faculty members in the development of a First-Year College Seminar program, she is thrilled to be able to share her experience and expertise in serving faculty and students in her native Midwest region.
Macharaschwili is a certified teacher, administrator, and educational consultant. She served as a tenured professor and Department Chair of Education at Holy Cross College and as a professor in the University of Notre Dameās Alliance for Catholic Education. Her research includes the study of the effectiveness of online and blended learning environments. Other research interests include professional development, first-generation and minority student success, language learning, New Literacy Studies, and the implementation of best practice in teaching and learning.
Macharaschwili earned a BS in Elementary Education from Indiana University, Bloomington with a bilingual endorsement and a specialty in Spanish. She holds an MSEd in Elementary Education and an Administratorās License from Indiana University, South Bend. She returned to Bloomington to complete her PhD in Language, Literacy, and Culture Education with a minor in Educational Leadership. Her strengths and experiences are in the implementation of innovative programming to promote student success through collaboration and innovation. She is passionate about advocating for students by supporting those who teach them.
Track 4A: E-HIPS
Re-Imagining Introductory-Level Courses
Facilitators: Dr. Amy Powers, Professor of History
Session Description: In this session Amy will share her thoughts and experiences from her participation in "History Gateways," a joint-project of the American Historical Association and the Gardner Institute. Although the project focuses specifically on History, its lessons can be applied to introductory courses in any discipline. The goal of "History Gateways" is to reconsider the role of "introductory" History courses in the General Education curriculum and determine the best methods to improve enrollment, retention, and completion. Amy is happy to share what she has learned so far in this process and is eager to hear feedback from colleagues in other disciplines who also teach introductory-level classes.
Bio: Dr. Powers has been teaching full-time at Waubonsee since 2003. She contributes to the college in many ways, ranging from Outcomes Advisory Council, Dual Credit Committee, Veterans Day Planning Committee, to serving as an Advisor to Waubonseeās History Club. In addition, Dr. Powers is actively involved in professional organizations including American Historical Association, Organization of American Historians, and American Association of Community Colleges, Faculty Advisory Council. Her passion for history and teaching has earned her several accolades: Waubonsee Community College Outstanding Faculty of the Year, Northern Illinois University History Alumnus of the Year, and Illinois Community College Faculty Associationās Instructor of the Year.
Track 4B: Cognitive Bandwidth
Understanding Cognitive Bandwidth
Facilitator: Ruby Kaur, Adjunct Instructor of Biology
Session Description: āMany lower income and minority students struggle in college not because of lower ability or poor preparation, but because they deal with life situations that deplete cognitive resources that are needed for learning.ā (Verschelden, 2017).
What is cognitive bandwidth and how we in higher education can help our students recover the mental bandwidth necessary for them to reach their academic, personal, and career potential? Is it our responsibility to help them regain their lost cognitive resources so they can learn and grow and, as adults, live a meaningful life and contribute positively to the future of our society and the world?
Evidence-based interventions and strategies for recovering cognitive or mental bandwidth and; To promote student success through student wellness; to help students reclaim cognitive resources lost to poverty, racism, and social marginalization; to provide a road map for reversing the current trend; to being able to fulfill the true promise of American higher education ā that of educating for democracy; to educate students so that their selves can emerge, and they can live the full potential of their life to find their passions. (In collaboration with AACU: Association of American Colleges and Universities).
Bio: Ruby Kaur is a professor of anatomy, physiology, and biology courses. She is currently pursuing a doctoral degree (dissertation phase) in adult learning and leadership in higher education. The focus of her research is to explore the role of faculty mentorship and content-based learning outcomes for students in STEM programs, especially URM (Underrepresented Minority) students. She has a masters in allied health programs and a masters in physiology, as well as bachelorās degrees in biology, chemistry, and education.
Ruby has served in various committees at her workplace to improve areas such as faculty professional development, faculty excellence team, curriculum development, outcome-based assessments, and student advising. In addition, she serves as a liaison for PDAC (Parent Diversity Advisory Council), the high school equity team, and a member of the PTSA (Parent Teacher Student Association) for a local school district.
She is also an educator of cultural and religious studies at the ILSCC (Illinois Sikh Community Center). Being a member of the Sikh Outreach Society, she coordinates events for interfaith groups. She has been an active member of youth committees within a local unity organization, which works towards bridging gaps between law enforcement and local communities.
Track 4C: ACUE
Panel of ACUE Course Participants
Facilitator:
Robin Luxton, Adjunct Faculty Development Coordinator
David Voorhees, Faculty Development Coordinator
Panelists:
Amy Chaaban, Assistant Professor of Information Systems
Jason Chatman, Instructor of Sociology
Dani Fischer, Associate Professor of Biology
Session Description: The ACUE Panel Discussion, led by David Voorhees and Robin Luxton, will feature three current Waubonsee participants in the ACUE Course in Effective Teaching Practices. As they reflect on their ACUE experience thus far, audience members will have the opportunity to discuss and ask questions about all aspects of the course, including content, assignments, facilitation, and scheduling. This is an ideal time for current course takers to communicate with each other in a relaxed environment and for those faculty who may be interested in participating in a future ACUE cohort to find out more about the course. Dr. Carmen Macharaschwili, ACUE's Director of Academic Programs, will also be available to answer questions if needed.
Bio (Robin Luxton): Robin Luxton has been with Waubonsee nearly four years and serves multiple roles as the Adjunct Faculty Development Coordinator (since 2019); an Adjunct Instructor of Developmental English and College Readiness (since 2017); and a Professional Writing Tutor in Sugar Groveās Tutoring Center (since 2016). In each role, her goal is to maintain a culture of excellence in support of positive student experiences and outcomes, both in and out of the classroom. Prior to Waubonsee, she was Manager of the Academic Success Center at DeVry Universityās flagship Addison Campus for 10 years. She also taught Developmental Reading and Writing and served as Tutor Coordinator at Moraine Valley Community College. She began her career in education with Sylvan Learning Centers, serving multiple roles in Chicago-area centers over five years. She has a Masterās of Education from National-Louis University, a Bachelorās Degree in English from Loyola University Chicago, and an Associate in Arts from Moraine Valley Community College. When sheās not working, Robin enjoys the Beatles, anything Harry Potter, and spending time with her wonderful husband and two amazing daughters.
Bio (David Voorhees): David Voorhees has been teaching geosciences full time at Waubonsee Community College since 2002, after several years of part-time teaching, a decade of working in the petroleum industry, and a MS in Geology. Dave is passionate about the geosciences and bringing that passion to his students and providing them with the tools for their success in his classes and in their academic careers. He takes great satisfaction when a student makes a comment that shows a deeper appreciation of this little planet, Earth. He is also committed to service to his fellow geoscientists and educators through participation in numerous committees, such as at the National Science Foundation (including a 3 year term on the Geosciences Advisory Committee, a first for 2YC representation), as well as participation in the recently completed 5 year-long SAGE 2YC : Faculty as Change Agents program. He also serves as a Full-Time Faculty representative to the Faculty Development and Engagement office, a continuation of his SAGE work. He is also a Fellow of the American Association for the Advancement of Science. He enjoys living on a horse farm, co-owned and managed with Rachel Kane, and 4 dogs. He also enjoys brewing beer, roasting coffee beans and fly fishing.
Bio (Amy Chaaban): Amy Chaaban, Assistant Professor of Information Systems at Waubonsee Community College, holds a Bachelor of Science in Computer Information Systems from Emporia State University and a Master of Education from Southwestern College. Instead of following the traditional path of going to college after high school, she married and started a family. During this period, she worked in sales and was in managerial roles for two restaurants until she was able to pursue her dream of going to college. Her non-traditional path to higher education has given her insight into the many issues that non-traditional students face.
While working on her master's degree, Amy helped edit and test an instructional computer book for Apple (Mac) computers, which led her to working in several businesses before pursuing her passion for teaching. She has decades of community college teaching experience, including almost twenty years at Waubonsee Community College. Service learning is another passion of Amyās, and she has been a part of the WEB program since 2008. During this time, students have created 42 websites for non-profits. Amy is on the board of two non-profits and teaches religious classes at American Islamic Association.
Bio (Jason Chatman): Jason Chatman has been an Instructor of Sociology with Waubonsee Community Since 2018. He holds a bachelorās degree in Sociology from the University of Wisconsin ā Milwaukee and a masterās degree in Sociology from Southern Illinois University ā Edwardsville.
Prior to joining Waubonseeās faculty, Jason taught sociology at Southern Illinois University in Edwardsville, IL; and Midlands Technical College and Aiken Technical College in South Carolina. He specializes and has presented on sociological issues of race and ethnicity, gender, politics, economics, and structural inequality.
Jason is an active member in the Midwest Sociological Association, the American Sociological Association, the Georgia Sociological Association, the American Civil Liberties Union, and the Southern Poverty Law Center."
Bio (Dani Fischer): Dani Fischer began teaching Biology at Waubonsee in 2006. In the year prior, her Masters Degree was awarded by exam in Entomology, specifically general entomology, insect physiology, and science education. Despite this, Dani wanted to broaden the discipline-specific content she shares with her classes (specifically to include contemporary examples), and to increase the number of tools in her pedagogical "toolbox." To do this, she has pursued additional graduate coursework within her discipline at the American Museum of Natural History in classes such as Diversity of Fishes, Evolution, and Ecology. In addition, she has taken every graduate course offered by Aurora University through Waubonsee Community College, except one, which she taught during her time as Faculty Liaison. This current ACUE course is the first of its type that she has participated in, and with its successful completion, will earn her 66 hours after her Masters degree. She is excited to share her reflections on the current graduate course with you.
Outstanding Adjunct Faculty Awards Recipients
Maria Fisher, Adjunct Faculty, Adult Education
Dr. Samantha Solecki, Adjunct Faculty, Biology
Department Meeting
Facilitated by the Full-time Faculty
| Division - Discipline | Room |
|---|---|
| Academic Support | |
| ENG (IRW) | APC-165 |
| MTH | APC-190 |
| COL | APC-180 |
| Librarians | APC-180 |
| Adult Education | APC-280 |
| Business and Career Technologies | |
| ACC | APC-170 |
| ABR | APC-170 |
| AUT | APC-170 |
| AMT | APC-170 |
| BUS/CMT/REL | APC Lobby-Pod C |
| CAD/EGR | APC-170 |
| HVA | APC-170 |
| CIS | APC Lobby by Psychology Display Case |
| MTT | APC-170 |
| WLD | APC-170 |
| Communications, Humanities adn Arts | |
| ART/GRD | APC-145A |
| COM/MCM/THE | APC-145C |
| ENG | APC-185 |
| HUM | APC-160 |
| MUS | APC-160 |
| Health Professions and Public Service | |
| CRJ | APC Lobby-Pod D |
| EMT | APC-270 |
| FSC | APC Lobby-Pod E |
| ITP/SGN | APC Lobby-Pod F |
| HIT | APC Lobby-Pod B |
| HSV | APC-270 |
| NUR | APC-258 |
| CNA | APC Lobby-Pod A |
| LGI | APC-270 |
| TMS | APC-270 |
| MLA/SUR/PBT | APC-270 |
| Mathematics and Sciences | |
| BIO/SUS | APC-120 |
| CHM | APC-194 |
| AST/ESC/PHY | APC-175 |
| Social Sciences, Education and World Languages | |
| ANT/SOC | APC-260 |
| ECE | APC-260 |
| ECN | APC-245 |
| EDU | APC-269 |
| HED/KPE | APC-260 |
| HIS | APC-260 |
| PHL/RLG | APC-260 |
| PSC | APC-260 |
| PSY | APC Loft |
| CHN/FRE/GER/JPN/SPN | APC-260 |
Division Meeting for Adjunct Faculty
Facilitated by the Assistant Deans
Full-time Faculty Welcome, but not required
| Division | Room |
|---|---|
| Academic Support | APC-180 |
| Adult Education | APC-280 |
| Business and Career Technologies | APC-170 |
| Communications, Humanities adn Arts | APC-160 |
| Health Professions and Public Service | APC-270 |
| Mathematics and Sciences | APC-120 |
| Social Sciences, Education and World Languages | APC-260 |
Optional: Mind & Body Session
Facilitator: Lisa Manning, Certified Yoga Teacher, Co-owner Aurora Yoga Center
Session Description: Chair Yoga & Meditation:
Start your Friday morning off with a half hour of stretching and quiet meditation. Lisa Manning will lead the group through some relaxation techniques. No yoga experience necessary. Appropriate for all abilities.
Bio: Lisa Manning has been practicing yoga for 20 years, and is a Certified Yoga Teacher with 300 hours of training. She and her husband Jeff own the Aurora Yoga Center on the West side of Aurora. Lisa is an artist and mom of 4.
CLO's
College Learning Outcomes Pilot Report
Facilitators:
Molly Durava, Outcomes Assessment Coordinator
Dr. Kathleen Gorski, Dean for Learning Outcomes, Curriculum and Program Development
Justin Hoshaw, Assistant Professor of Biology
Mike Moran, Assistant Professor of Human Services
Session Description: Join us to learn more about the Outcomes Advisory Council's pilot during fall 2019 to assess critical thinking using AEFIS. An overview of the process, assessment methods, and results will be shared. The pilot will continue in spring 2020. Faculty will have the opportunity to select a college learning outcome to assess in spring based on selections indicated on the Plan for Learning Improvement. Pair-share time will also be included.
Bio (Molly Durava): Molly Durava is currently the Outcomes Assessment Coordinator at Waubonsee. She received her bachelorās degree from North Central College with a major in sociology and a minor in math and computer science. Molly's passion for education led her to The University of Denver where she completed her masterās in degree Higher Education and Student Affairs and became interested in assessment. Her hobbies include reading, Orangetheory fitness, and eating dark chocolate.
Bio (Dr. Kathleen Gorski): Dr. Gorski, Dean of Learning Outcomes, Curriculum and Program Development at Waubonsee has over 25 yearsā experience in higher education including 10 in outcomes assessment. She is passionate about access, student learning and success. She loves teaching, learning, collaborating and sharing best practices with the higher education community. Professionally, she has presented at multiple conferences on assessment and program review topics. She serves on the Board of Directors for The Association for the Assessment of Learning (AALHE) and The Chicago Area Assessment Group (CAAG) and is Editor of Intersection: A Journal at the Intersection of Assessment and Learning.
Bio (Justin Hoshaw): Justin Hoshaw is a biology faculty member at Waubonsee Community College and currently an Outcomes Assessment Liaison. He has taught biology and microbiology for almost a decade, while striving to include new technologies, bring faculty together, and advance assessment. He has worked to edit textbooks, write test-bank questions, and even write lab manuals. He has also presented seminars on organic/GMO food and the science of dating, love, and sex. He received his bachelorās from the University of Wisconsin - Madison and his masterās from the University of Minnesota - Twin Cities. Aside from raising his four children, his hobbies include guitar, botany/gardening, and running.
Bio (Mike Moran): Mike Moran has worked in the field of substance use disorder treatment and prevention in a variety of roles since 1981. Mike has a Masterās degree in Clinical Psychology from Roosevelt University and is a Certified Advanced Alcohol and Drug Abuse Counselor (CAADC) in the State of Illinois. He is currently employed as an Assistant Professor in the Human Services Program at Waubonsee Community College. In that role he serves as the coordinator of the accredited Alcohol and Other Drug Abuse Counselor Training Programs, preparing students for careers as substance use disorder treatment professionals. Prior to his employment at the college Mike served for 17 years as the Executive Director at Breaking Free, Inc., an outpatient treatment and prevention agency located in Aurora, Illinois. He has also served in a variety of clinical, supervisory and staff development roles at both outpatient and residential treatment settings in Illinois. He has served as a volunteer for a number of nonprofit organizations, including Prevention First, IAODAOPCA, the DuPage Prevention Partnership, DuPage MISA consortium and currently with PATH. Mike and his wife currently reside in Wheaton, Illinois.
Ready for Awesome? Canvas is here!
Facilitator:
Woody Roper, Senior LMS Trainer for Instructure
Britain Woodman, LMS Trainer for Instructure
Session Description: We heard you! It doesnāt matter if you are teaching face-to-face or online courses. You need better tools. Waubonsee representatives from different offices and divisions unanimously selected Canvas as the new Learning Management System (LMS). Donāt you want to know why? We are here to provide an overview of what you can do on Canvas. While other LMSās can do similar things, we can do better! Are you ready to be awesome?.
Bio (Woody Roper): Woody Roper is the Senior Trainer for Learning Services at Instructure. Since 2014 he has worked directly with Administrators, Educators, Designers and Students in the building and delivery of training and support spanning all areas of Canvas for the Higher Ed, K12 & Corporate environments. Heās been a featured presenter at Instructure-Con and also develops and delivers internal professional development training for other Instructure Platforms such as Studio, Catalog and Practice. Heās also a proud veteran of the USAF. When not providing amazing customer support or delivering training to clients, he can be found at home in South Jordan Utah with his wife of 20 years and two kids.
Bio (Britain Woodman): Britain Woodman is a Canvas trainer for Instructure. Previously, he helped facilitate the move to Canvas at his R1 institution in the midwest US. His favorite part was seeing his faculty and librarians' eyes light up the first time they saw SpeedGrader.
Optional*: Canvas Workshops
Facilitator:
Woody Roper, Senior LMS Trainer for Instructure
Britain Woodman, LMS Trainer for Instructure
Session Description: Knowing how awesome you can be, do you feel like a kid who canāt wait to play with a new toy? We are going to get into the nitty gritty of how Canvas can support your course plan. Although some tools are crucial for the success of online courses, regardless of the modality and structure of your class you will find many common tools that are useful.
How is teaching online or hybrid courses different from teaching face-to-face courses? What strategies do you use to get students actively engaged and involved? We will be showing how Canvas can help you deliver the best course possible!
*Canvas training is required to be completed prior to delivering any online or hybrid course effective summer 2020. The optional 1:30 ā 3:30 p.m. Canvas Workshop will fulfill the Canvas training requirement. Alternative Canvas training opportunities will be offered online throughout the spring.
Bio (Woody Roper): Woody Roper is the Senior Trainer for Learning Services at Instructure. Since 2014 he has worked directly with Administrators, Educators, Designers and Students in the building and delivery of training and support spanning all areas of Canvas for the Higher Ed, K12 & Corporate environments. Heās been a featured presenter at Instructure-Con and also develops and delivers internal professional development training for other Instructure Platforms such as Studio, Catalog and Practice. Heās also a proud veteran of the USAF. When not providing amazing customer support or delivering training to clients, he can be found at home in South Jordan Utah with his wife of 20 years and two kids.
Bio (Britain Woodman): Britain Woodman is a Canvas trainer for Instructure. Previously, he helped facilitate the move to Canvas at his R1 institution in the midwest US. His favorite part was seeing his faculty and librarians' eyes light up the first time they saw SpeedGrader.