Fall 2014 Schedule

October | November | December Coming SOON


Unheard Voices: Making the Most of Students' Unique Contributions in Group Settings
Facilitator(s): Lindsey O'Connor

Date: Friday, October 24
Time: 1:00pm - 3:00pm
Location: Broome Library 1756

Arguably, the best classrooms are ones in which all students feel they are able to make a contribution to group dialogue. All too often though, students do not participate in group discussions, or worse, they are not really heard when they do. In this workshop, participants will learn how gender dynamics operate in group settings to often stifle or undermine women's contributions. Drawing on research on team dynamics in the workplace, participants will work together to develop classroom-based mechanisms to reduce the likelihood that women's voices go unheard in group discussion.

Sustainable Information Literacy: Facilitating the Information Literate Classroom
Facilitator(s): Colleen Harris-Keith, Debi Hoffmann, Monica Pereira, and Janet Pinkley

Date: Friday, October 31
Time: 12:00pm - 1:30pm
Location: Broome Library 1756

How can faculty help first-generation and underrepresented students achieve greater information literacy in their classes? This workshop is an opportunity for faculty to work with librarians to learn how to incorporate high impact information literacy practices into their courses. PLEASE NOTE: This is a hands-on session-please bring your course syllabus and research assignments with you to the session.

October Registration


Teaching in a Connected Age II
Facilitator(s): Jill Leafstedt and Julia Balén

Date: Wednesday, November 5
Time: 5:00pm – 7:00pm
Location: FIT Studio - Solano Hall 1201

What does it mean to teach in an age where students can connect with anyone, at anytime about anything? An age where information is free, knowledge is created, shared, and questioned collaboratively across boundaries, and problems are increasingly collaboratively solved by people around the globe? Does the question change if we ask, 'What does it mean to learn in an age where we can connect with anyone, at anytime about anything?’ What does this mean for our student populations: increasingly underserved and first generation. Join us as we discuss how the connectedness of the world today changes what it means to be a learner and what it means to be a teacher. Facilitators will offer short presentations on how these issues are currently taking shape and facilitate discussion about how we would like to shape our responses at CI.

Teaching Academic Reading Strategies
Facilitator(s): Marie Francois 

Date: Wednesday, November 12
Time: 12:00pm – 1:30pm
Location: TBD

Faculty are often dismayed at the undeveloped reading skills some of our students bring to the university. Reading is a metacognitive skill. Research shows that teaching reading strategies result in students' deep learning of texts and disciplinary content. How can we model and embed reading strategies into our teaching to help students synthesize prior knowledge and information from academic texts to create new knowledge?

Infusing Service-Learning into Curriculum
Facilitator(s): Dennis Downey, Pilar Pacheco, and Kaitlyn Cotton

Date: Thursday, November 13
Time: 9:00am – 12:00pm
Location: TBD

Participants will learn about Center for Community Engagement resources, engage in SL course design, and brainstorm on developing key assignments that foster student learning through service, including reflection. This workshop is co-sponsored by the Center for Community Engagement.

Infusing International Perspectives into Curriculum
Facilitator(s): Antonio Jiménez Jiménez

Date: Thursday, November 20
Time: 11:00am – 12:30pm
Location: Broome Library 1756

This interactive workshop addresses ways of incorporating an international dimension into the curriculum to help prepare globally competent students. It also includes ways for involving faculty in campus internationalization.

November Registration


Building Bridges for Transfer Success: Threshold Concepts and Wicked Problems Featuring Nika Hogan, Pasadena City College and 3CSN 
Date: Friday, December 5
Time: 9:00am – 1:00pm
Location: TBD

How can community college and university colleagues together re-envision the alignment of our curriculum and pedagogy to foster transfer success through a focus on discipline-specific “threshold concepts” applied to real world complex “wicked problems?” 

Threshold concepts are ideas that disciplinary practitioners see through and think with, the ideas they use to ask questions, to problem-solve, and to create new knowledge.  Often so ingrained as to be invisible to the expert, they are notoriously troublesome for novices, often serving as a barrier to deep learning. Examples might include opportunity cost in economics, social deviance and/ or social construction of reality in sociology, or probability in statistics.

A curriculum focused on approaching complex social problems through the lens of threshold concepts explicitly teaches students how to problem solve from distinct disciplinary perspectives, to explore the affordances and limitations of different disciplinary habits of mind, and to make visible the need for multi-disciplinary approaches to “wicked problems,” urgent challenges such as climate change, homelessness, and sustainability that are difficult to resolve because they are complex, contested, and constantly changing.
As CI and the Ventura County Community College District embark on a new cooperative Title V grant focused on transfer success, join us for this opportunity to build on previous Student Success workshop collaborations to take us to the next level. Sponsored by CSU Katalyst and Giving Students a Compass Grants.

December Registration


Coming in November/December - General Education Course Design and Assessment: Signature Assignments, Outcomes, and folioCI
Facilitators: Geoff Buhl and Marie Francois

As you incorporate GE outcomes to your GE courses, turn your favorite assignment into a Signature Assignment that aligns with GE outcomes; learn to assess outcomes achievement using on-line rubrics; discover what assessment report data can tell you about teaching and learning in your classroom.
Can be repeated as needed/desired.