Breakout Session Descriptions

​​​​N​ote: Some breakout sessions are Double Sessions. For these, please sign up for the same session for both Sessions 1 & 2, or 3 & 4.

ADA Compliance in Online Education

Presenter: Dan Petrak, DMACC
Offered: Session 1; Session 2
Location: Room 215
This interactive session will go over many of the ways DMACC is changing to comply with the updated standards for the Americans with Disability Act with regards to digital content delivery.  This session will cover topics like closed captioning of video, new software to flag content, and other methods used in Universal Design of online courses.   This session would be relevant for anyone teaching online or in a web-enhanced environment.

Be Mindful of Your P’s and Q’s When Working with Learners

Presenter: Todd Behrends, DMACC
Offered: Session 3; Session 4
Location: Room 114
Join me as I share my “P”s and “Q”s when working with today’s learners. Just like there are 4 “P”s in the marketing field, I’ll share with you the “P”s and “Q”s I have discovered to effectively meet educational needs of learners in a fast-paced interactive discussion that will leave you evaluating the techniques you use to educate students. See you there!

Becoming Involved in Honors

Presenter: Laurie Linhart & Matt Sprengeler, DMACC
Offered: Session 1
Location: Room 214
Considering becoming involved in the DMACC Honors Program?  Attend this session to learn about the exciting opportunities to become a discipline faculty and/or a seminar professor.

Choose a topic that interests you: The “why” and “how” of crafting effective research assignment des

Presenter: Emma Clausen & Lindsay Healey, DMACC
Offered: Session 3
Location: Room 107
Research assignments remain a staple of college classes across disciplines, and also pose some of the more formidable challenges that students face. Studies show that assignment descriptions provided by instructors are one of the primary guides that students use to complete an assignment and understand expectations. Assignment descriptions frequently express requirements for structure, format, and information source expectations; however, students often struggle because handouts typically do not give adequate guidance on the development of a research question, formulation of a research strategy, and selection and evaluation of appropriate information source types.  In this session we will explore today’s information landscape, learn about how students typically approach the research process, and consider approaches to crafting assignment descriptions that better meet student needs and encourage critical thinking. Attendees will examine samples and discuss strategies for improving and clarifying research assignment descriptions and handouts to promote student learning.

Competency Integration in Assessment Design for the World Language Classroom

Presenter: Carrie Morris & Stacy Amling, DMACC
Offered: Session 3 & 4 (Double Session)
Location: Room 115
Dual credit instructors will have the opportunity to integrate world language competencies into some common assessments. Short presentations on a variety of topics (Seal of Biliteracy, professional development opportunities, etc.) will be offered, but this larger block of time would also allow participants  to create more of a workshop environment in order to build assessments that all could implement. Dual-credit instructors have more students in FLS 241 and FLS 242, therefore we would like them to have a hand in creating any assessments they are required to implement for these courses.

Developing Emotional Intelligence

Presenter: Marilyn Jerome, DMACC
Offered: Session 1; Session 2
Location: Room 112-113 (Session 1); Room 209 (Session 2)
In this 60 minute session, we will define the term “emotional intelligence” (EI) and discuss the importance of developing one’s emotional intelligence as it relates to the role of faculty in higher education. Based on Daniel Goleman’s concepts, this presentation offers each participant an opportunity to assess/explore one’s own EI, determine methods for improving one’s EI, and envision the potential outcomes of improving one’s EI in both the workplace and in interpersonal relationships.

Enhancing Student Learning by Embracing a Culture of Diversity and Multiculturalism

Presenter: Patricia Merck, Purdue University Global
Offered: Session 2
Location: Room 112-113
Colleges and universities can and must create an environment where every student feels valued and celebrated for the diverse dimensions that are within all of us. Students must feel safe in order to succeed academically. Safety includes both physical and mental safety. Mental safety is created in an environment where all students are welcomed, respected, and supported. Some perspectives and a brief history of Diversity and Multiculturalism (M& D) in higher education will be examined. The importance of M&D and approaches of some colleges and universities will be explored. The focus will be on how colleges and universities can improve inclusiveness on their campuses and ways to involve the entire campus in these efforts.

Four Ways to Improve Your Students’ Learning in Your Online Courses

Presenter: Darrin Jones, Iowa State University'
Offered: Session 3; Session 4
Location: Room 108-109
We often think of online courses as places to store files for students to look at later or digital testing centers where we can send students to review the content of our courses. Sadly, this is too often the case, and most of the potential for promoting and assessing student learning in online courses is lost. While many think that having a successful online course requires that you have awesome IT skills, that is not necessarily what is needed at all; rather you can greatly improve the student learning in your online course by:

- Organizing your course content and making it more accessible to all of your students
- Providing a welcoming online environment
- Aligning your course objectives with your module objectives, assessments, activities, and technology
- Clearly outlining the grading guidelines in your course.

Using examples from the Quality Matters Standards and online courses, I plan to engage with participants on each of these topics. I will be providing my own examples, but I changes will only be made in their courses if the information becomes personal for them, and having them picture their own courses is essential. At the end of the workshops, participants will be able to:

- List three reasons why organization and accessibility can improve their students’ learning
- Develop welcoming online courses using the course design options from the workshop
- Explain how alignment of course objectives with other portions of the course affects student learning
- Critique the current grading guidelines in their online courses and design improved guidelines

From Inspiration to Instruction

Presenter: Aimee Langager, Aaron Alford, Laurie Linhart, Anna Conway, & Samantha O’Hara, DMACC
Offered: Session 2
Location: Room 106
Where do good ideas for the classroom come from? The short answer—everywhere! The long answer—is provided by this panel session! Instructors from two of DMACC’s campuses and from four different disciplines offer their experiences integrating inspired ideas into their teaching practices. For instance, reading a book and incorporating one of its concepts into a lesson plan or seeing social media post and using it to spark discussion in class. In this discussion session, each panelist will spend five to ten minutes briefly explaining where their initial spark originated and the process it took to implement it into the classroom. We’ll end with an opportunity to ask questions and get recommendations on where to look for your next memorable lesson plan. Panelists: Dr. Aaron Alford (Biology and Environmental Science), Dr. Laurie Linhart (Sociology), Dr. Samantha O’Hara (Criminal Justice), and Aimee Langager (Speech and English)

Group Projects for Student Learning

Presenter: Jeff Gullion, DMACC
Offered: Session 3; Session 4
Location: Room 112-113
Motivation is the key to all effective group projects. In this session, participants will discuss key considerations for effective group projects including team size, grading expectations, size, and available tools. Come find out how to use projects to increase student motivation, participation and success.

High School Career Advantage Instructors: Discussion and Collaboration

Presenter: Career Advantage Staff, DMACC
Offered: Session 1; Session 2; Session 3
Location: Room 106 (Session 1); Room 212 (Session 2); Room 214 (Session 3)
Do you teach a course in your high school for DMACC credit? Did you know over 400 teachers in 62 high schools teach concurrent enrollment courses in DMACC’s district? Please join Career Advantage directors and advisors to review and discuss various topics and updates related to high school programming. Some topics covered include: DMACC’s syllabi template, district-wide assessment initiative, Degree Tracker, drop date policy, roster verification procedure, accessing your DMACC email, blackboard community and much more!

I have a brilliant idea! Now what?

Presenter: Aimee Langager, DMACC
Offered: Session 1
Location: Room 213
As an instructor, it can be tempting to follow a routine. It is easy to use the same book, the same lecture slides, the same assignments from one semester to another. While consistency can be good in some respects, so can changing things up. Quite often instructors want to improve and like new ideas but need a little help, advice, or support when it comes to implementing them. Maybe you’ve attended conference sessions and left with a folder full of interesting things to try but are overwhelmed with where to start. Or perhaps you have an activity that you think would solidify a concept for students but are daunted by the amount of work it might take. In this interactive session, you are invited to bring in something that you’ve wanted to integrate into your curriculum but, for whatever reason, haven’t done it yet. We’ll work in groups to outline individual action plans and move closer to executing our brilliant ideas.

Increase Adjunct Morale to Increase Student Learning

Presenter: Comanchette McBee, DMACC
Offered: Session 1
Location: Room 212
In 2005, the AAUP determined that approximately 48% of all faculty are employed on a part-time basis. At community colleges, the dependence on part-time faculty is known to be higher, with estimates ranging from 66% to 7% and higher (Green, 2007). While the employment of adjunct faculty certainly provides a number of economic benefits to colleges, questions arise about the quality of instruction adjuncts provide. A number of studies and reports prove that the use of adjuncts can actually be detrimental on student retention and learning (Umbach, 2007; Jaeger & Eagan, 2011). Unfortunately, this presents a conundrum for institutes of higher learning: how can we ensure our students are learning when more than half of our faculty are considered adjunct? The answer to this question is simple: we must prioritize the working conditions of part-time faculty. Based upon current research, many of the experiences adjunct instructors crave are also experiences that would benefit their teaching. Therefore, by focusing more on adjunct job satisfaction, not only can will we be improving relationships between part-time and full-time faculty, but we will also be improving the experiences our students have when they engage with these faculty members. This session will highlight key, easy-to-implement changes that will not only benefit adjunct faculty but our students as well. Furthermore, it will discuss some of the opportunities already available through DMACC and how to encourage part-time faculty to take part in them.

Learning and Relationships: Practical Strategies

Presenter: Peter Felten, University of Elon
Offered: Session 1 & 2 (Double Session)
Location: Room 107
In this workshop, we will dive more deeply into two key factors from the keynote. We will consider research-informed practices that enhance learning and educational relationships for all students. You will leave the workshop with a draft plan for how you can either deepen something you already to or introduce a new practice that will contribute to your students’ success.

One Economy: The Tale of Two Cities

Presenter: Marvin DeJear, DMACC
Offered: Session 1; Session 3
Location: Room 209
Data show significant racial disparities in the traditional economic and financial indicators including banking, savings, employment, and housing of African Americans, African refugees and immigrants in Polk County. How does this impact you as an educator in Polk County?

Online Strategies to Increase Student Engagement

Presenter: Travis Carrico, DMACC
Offered: Session 3; Session 4
Location: Room 212
The DMACC Mortuary Science program uses a variety of resources and techniques to increase student engagement in their online program. In this session, results of research on what teachers and students expect from a quality online course will be explored. In addition, common tools such as implementation of a weekly discussion forum and its impact on exam scores will be discussed along with other online projects/techniques such as video presentation assignments and weekly interaction between faculty and students.

Program Assessment at Kirkwood

Presenter: David Keller, Kirkwood
Offered: Session 1; Session 2
Location: Room 208
Assessment of program student learning outcomes is an essential component of the Program Annual Update at Kirkwood. This presentation will share Kirkwood’s approach to the assessment cycle at the program level. Key elements include curriculum maps, assessment plans, and assessment data and reflection; all managed and reviewed annually in a home-grown electronic platform.

Question Roll: A Teaching Technique for Building Classroom Community

Presenter: Benjamin Hassman, University of Iowa
Offered: Session 1; Session 2
Location: Room 108-109
Participants will leave this workshop understanding Question Roll, a teaching technique for building classroom community, and having developed individualized content for practically deploying that technique within their discipline/classroom in ways that give diverse classrooms new entry points into their course content. Learning requires students be comfortable enough to listen and engage with the teachers, their classmates, and especially course content. Rather than a traditional roll call merely asking student whether they’re present, Question Roll opens class with a unique question of the day that turns an administrative task into a creative opportunity for building classroom community that helps students: -Connect with their classmates -Be present in the classroom -Connect with their instructor -Find real-world entry points to understanding course content Additionally, Question Roll aims to engage a diverse classroom by allowing and encouraging each student to make their own connections to course content no matter how prepared (or distracted) they enter the classroom. This 60 minutes session includes presentation, audience participation, & small group work.

Student Research: What Needs Institutional Review Board Approval

Presenter: Laurie Linhart, Janet Emmerson & Anna Conway, DMACC
Offered: Session 3
Location: Room 215
More and more of our students are interested in conducting research.  Of course we want to encourage them to do this, but there are federal laws and guidelines that must be followed.  We invite you to attend this interactive session to learn more.

The Critical Importance of Aligning Learning with Testing

Presenter: Julie Schell, University of Texas, Austin
Offered: Sessions 3 & 4 (Double Session)
Location: Room 106
Most students develop their personal learning approaches over an extended period, through trial and error, by observing others, and with limited instruction on how to learn effectively. As a result, students' learning strategies are fundamentally misaligned with how faculty evaluate learning during exams. This misalignment is rarely if ever interrupted during a student's educational experience which leads to a ripple effect on academic success over time. In this session, we will work to redesign one instructional topic to ensure alignment between how students learn and how we evaluate them.

The use of case studies

Presenter: Hugh Stone, DMACC
Offered: Session 3; Session 4
Location: Room 208
I am willing to do a breakout session on using case studies. I regularly use case studies in my ethics classes. I would begin the session by using the Alligator River Story which comes from the book Values Clarification by Sidney Simon. Then I would break the group into smaller ones and have them discuss cases from Jacques Thiroux’s book Ethics. Each smaller cell would then report back to the larger group.

Tips and Theory for Assessing Learning in the Visual Arts

Presenter: Penelope Miller, DMACC
Offered: Session 3; Session 4
Location: Room 213
Assessing learning in the visual arts has discipline specific requirements that might be of interest to other professors. I have developed two concise forms that can be adapted in both formative and summative assessments. In addition to theoretical assessments in the arts, there are three holistic examples from my DMACC courses. In Art Appreciation’s field trip to the Des Moines Art Center, I assign an individual art criticism paper connected to one piece of the collection along with dividing the class into groups focused each of the three architectural building sections. This first is a written paper and second is a PowerPoint followed by an overall discussion. Finally, a truly holistic assessment is a student studio art show at the end of the semester. I invite the faculty and staff and a few students to the open house. Students do not realize that in presenting their work from the semester to others, they are summarizing and establishing their own learning in the course. It is solid visual evidence for the hard work of the semester. I think that the session audience will enjoy images from these examples and the practical handouts for using in their own classrooms. Included will be an extensive bibliography for further investigation.

Tips and Tricks in Using Blackboard Gradebook

Presenter: Joe Raineri, DMACC
Offered: Session 2; Session 4
Location: Room 213 (Session 2); Room 214 (Session 4)
Participants will learn some of the tips and tricks to become more efficient in using Blackboard Gradebook. Members of the distance learning group will offer insights and discuss best practices in the use of this electronic tool to enhance student learning.

Unit Design--From Competencies to Assessments

Presenter: Mary Larscheid, DMACC
Offered: Session 1 & 2 (Double Session)
Location: Room 114
If you are new to teaching, you may need a “Crash course” to provide you the skills to be up and running. Participants will learn how to intentionally construct a unit in a step-by-step process using competencies to guide instructional decisions and assessment. Each participant will leave with work completed on a unit of their own class. This is designed for college instructors in any field without a teaching background. Participants need to bring course competencies, course schedule, and other written materials for a particular unit or lesson to develop during the workshop. This is a fast-paced working session requiring active participation and group interaction.

Using Blackboard Collaborate: Creating an Effective, Efficient Way to Host Meetings and Class Sessions

Presenter: Laurie Linhart & Dan Petrak, DMACC
Offered: Session 4
Location: Session 4
Want to invite a guest speaker but don't have funds to cover travel? Need to have a meeting with your colleagues across the district? Need to connect with your online students face to face? Come learn about Blackboard Collaborate -- a tool built into Blackboard that all DMACC students, faculty and staff can access.

Work Engagement

Presenter: Kate Burrell Rice, DMACC
Offered: Session 4
Location: Room 107
As community college enrollments grow, it becomes increasingly important to have faculty who are engaged in their work. Recent research suggests engaged students require engaged faculty. One of the most significant factors in student learning and graduation are the interactions and relationships students develop with faculty members. However, the growing gap between the student ability and grade expectations, feelings of underappreciation, and a lack of support are increasing rates of educator burnout. Burnout researchers have proposed the conceptual opposite of burnout as work engagement, noting the contrast to exhaustion as vigor and the contrast to cynicism is dedication. This session will overview leading theoretical models of work engagement. Discuss ways faculty members experience work engagement and allow individuals to share successful strategies which promote work engagement.

World Languages Best Practices

Presenter: Stacey Amling, DMACC
Offered: Session 1 & 2 (Double Session)
Location: Room 115
During this time we will discuss a variety of topic relevant to world language instructors. Participants will receive an update on ACTFL Core Practices and the Seal of Biliteracy in Iowa. They will explore technology options and hold an activities swap.