Schedule
Please see the tentative Agenda below for each day's activities. Click here for a list of helpful FAQs.
Please note: All times are Eastern Time (ET).
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Wednesday, April 20, 2022 |
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12:00 - 2:00 pm |
Pre-Conference Workshop Sessions I |
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Culturally Responsive Curriculum Scorecard: An Analysis Tool to Assess Teaching and Learning
How would faculty, students, staff, and community members rate the extent to which the curriculum in your department reflects the community your college serves? Where does your curriculum fall on the continuum between culturally responsive to culturally destructive? This workshop will provide a training orientation to ATD's Higher Education adapted version of the Culturally Responsive Teaching Scorecard. The Scorecard encourages rich reflection and discussion of multiple dimensions of the curriculum to ensure that equity-minded practice is centered in the course content. The tool includes a scoring rubric and an action plan for teams to guide their transformation efforts. |
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Students Shape Teaching and Learning: Empowering Student Voice in Professional Learning Programs |
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2:00-2:30 pm |
Break |
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2:30-4:30 pm |
Pre-Conference Workshop Sessions II |
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Implementing Shortened Academic Terms: Considerations for Institutional Capacity and Course Design Deconstructing the semester structure changes how classes are offered to students, giving them more flexibility and more continuous on-ramps. This helps support and accelerate students toward a credential of value. This workshop will guide participants through institutional and instructional considerations for implementing shortened terms, drawing from best practices and lessons learned. Participants will come away from the workshop with actionable strategies and tools to guide implementation on their own campus. |
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Thursday, April 21, 2022 |
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12:00-1:15 pm |
Welcome Plenary: Cultivating an Equity-Focused Mindset to Improve Educational Outcomes Achieving educational equity is a goal for most of our institutions, yet our systems and practices don’t always support our intentions. In this interactive plenary presentation, Dr. Tazin Daniels will address common barriers and resistances to this work and offer evidence-based principles and practices that center educational equity. In particular, she will focus on the importance of developing an equity-focused mindset as a powerful and sustainable way to improve educational outcomes for all learners. |
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1:15-1:25 pm |
Break |
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1:25-2:25 pm |
Concurrent Sessions I |
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Student Voices Panel: Students Explore their Experiences with Culturally Responsive Teaching Moderators:
Panelists: What can we learn when students share their first-hand accounts of culturally responsive teaching practices and the impact on their learning experiences? As they observe within their courses, in addition to researching practices that center students' cultural identities in college courses, what digital tools do they share and what are the strategies that faculty are using that students feel is impacting them and other learners? What interesting elements are they noticing in the classroom environment and interactions, material choices, activities, and assessments? Three students who are ATD fellows reflect upon these answers as they research and live culturally responsive teaching pedagogy. |
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A Framework for Using Open and Culturally Relevant Teaching Practices: Outcomes of the Teaching and Learning with OER (Open Educational Resources) study Over the past two years, Achieving the Dream and SRI have collaborated with eight community colleges with mature OER programs to explore how the adoption of openly licensed materials enable open educational practices and culturally responsive teaching. During this session ATD and SRI will share this newly published study, highlighting the study outcomes and presenting a new framework and free faculty resource that helps practitioners implement open and culturally relevant educational practices in their instruction. |
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The Paradigm Shift: What Happens When Taking an Equity-minded Approach to Teaching and Learning? Participants will learn from equity minded faculty who have successfully implemented culturally responsive teaching practices, tools, and strategies that are leading to student success, engagement, and improved outcomes. Presenters will share their experiences in developing course curriculum, assignments, and content that validate, affirm, and embrace the diverse perspectives, lived experiences and cultures of the student they serve. This session will provide guidance and support as it relates to intentionally making a paradigm shift to equity minded teaching and learning. |
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Building Capacity for Change: Advancing Equity with High Impact Professional Learning
The evidence is now clear. High impact professional learning is key to effective efforts to engage educators, build student success and advance equity-focused change. ATD’s new program, Building Capacity for Change (BCC), brings network colleges together to strengthen their professional development programs and more effectively advance strategic, institution-wide innovation. This session introduces the BCC program, provides details about joining the 2022-23 cohort, and offers an opportunity to engage with experienced educators who have used the program to leverage change on their campus. |
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Culturally Responsive Teaching in English: Increasing Student Success for Black/African American and Diverse Students The College of Southern Nevada (CSN) SANKOFA English 101 project was driven in part by the need to provide African-American educators to teach African-American literature to African-American students. CSN analyzed the retention and persistence of students in their required core courses such as college-level English and recognized course redesign as an important step to a successful academic future in the spirit of SANKOFA. In this session, participants will gain a better understanding of Culturally Responsive and Culturally Affirming Teaching Practices as CSN offers concrete insights into their pedagogical practices using examples like the Harlem Renaissance and African-American writings by Hughes, Woodson, Hurston to engage students in ways that support the closing of close equity gaps for African-American/Black, and other racially/ethnically diverse student populations. |
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2:25-2:35 pm |
Break |
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2:35-3:05 pm |
Innovative Collaborations Sponsored sessions |
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3:05-3:15 pm |
Break |
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3:15-3:45 pm |
Emerging Ideas and Insights
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3:45-3:55 pm |
Break |
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3:55-4:55 pm |
Concurrent Sessions II |
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Adaptive Courseware use in Gateway Courses: Lessons Learned from the Every Learner Everywhere Initiative How can colleges use digital learning to catalyze instructional innovation and collaboration? How can faculty and students build mutually beneficial relationships around data and feedback? The lessons learned from 7 ATD Leader Colleges that participated in the Every Learner Everywhere adaptive courseware initiative will share their transformative experiences. This session will include administrator, faculty and student perspectives of the benefits and challenges of integrating active and adaptive pedagogy into gateway courses. |
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Understanding How Open Education and Open Educational Resources Can Support Dynamic Culturally Responsive Teaching Practices What is the relationship between Open Education, Open Educational Resources, and Culturally Responsive Teaching Pedagogy? Like a recipe with all the right ingredients these three elements come together to form a unique set of strategies that can contribute to implementing equity in college courses. Find out how a new free resource from Achieving the Dream can help braid these concepts together to create learning experiences that lead to more equitable outcomes for your students. |
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Leveraging the Co-req Model to Advance Equity Delaware Technical Community College recently redesigned mathematics and English courses and capitalized on new opportunities to embed professional development and to encourage faculty collaboration. Historically, content and pedagogical conversations took place amongst faculty at the campus level, but investments in technology and changes necessitated by the pandemic made cross-campus conversations easier and more productive. In this session, the math and English redesign coordinators will provide a brief overview of how faculty from each of the four campuses spanning the state of Delaware began to work with each other to discuss ideas, review data, and improve their courses collegewide. This session will address the timeline, professional development plan, data-collection tools, and the Year-1 evaluation plan that was established at the College in order for other institutions to model and try at their own institutions. |
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Student Learning Communities: Building partnerships Between Student Services and Academic Affairs to Support Student Success Panelists: Coordination and collaboration between academic and student affairs have been shown to foster student success and help mobilize resources to support students’ academic and non-academic needs. This workshop will explore student learning communities that promote not only academic development, but also personal growth, by strengthening bonds and connecting students with similar interests and cultural backgrounds to each other, as well as other staff and faculty. The panel of speakers will discuss their respective communities, as well as strategies for creating campus partnerships that contribute to the collaborative design and support of student learning communities that honor the student experience and voice, while activating their passion, talents, and skills. |
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Communication Strategies for Navigating the Critical Race Theory Backlash
Conversations about equity in education are increasingly politically charged and are consequently growing more common. This session will feature research-informed messaging strategies, campus voices and a discussion on tangible actions that can be taken in light of the ongoing backlash. |
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4:55-5:00 pm |
Break |
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5:00-6:00 pm |
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Friday, April 22, 2022 |
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11:00-11:55 am |
Action Planning Time (Teams and Individuals) |
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12:00-12:15 pm |
Welcome Back: Day II |
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12:15-12:20 pm |
Break |
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12:20-1:50 pm |
Concurrent Sessions III |
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An Equity Review Tool: Evaluating Instructional Materials for Equity-Minded Practice Dr. Ruanda Garth-McCullough, Director, Program Development, Achieving the Dream H Ray Keith, Program Development Consultant, Achieving the Dream Sarah Kinnison, Program Development Consultant, Achieving the Dream Tia Holiday, Education Strategist, Intentional Futures Tynan Gable, Senior Strategist, Intentional Futures
Ready to move from the "why", and "what" of equity, to the how? The Equity Review Tool guides educators to interrogate their practices and reflect on equitable language usage and employ strategies to support a more equitable teaching and learning process. Each step ensures that the instructional materials being used are conceptualized and constructed leveraging equity-minded skillsets and processes. Using this tool, teaching and learning professionals will be able to evaluate, develop or revise their resources to align with equity-minded practice. |
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Faculty Learning Communities: Making Professional Development Effective for Faculty and Students
Dr. Bret Eynon, Strategic Teaching and Learning Coach, Achieving the Dream
To make a difference for students, professional learning programs must go beyond conferences and one-shot workshops. Faculty Learning Communities (FLCs) offer a proven strategy that respects faculty expertise and engages them in sustained examination of their own classrooms. This hands-on session sets Faculty Learning Communities in the context of broader principles of good professional development practice and helps participants consider the steps needed to launch and sustain FLCs on their own campuses. |
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Humanizing the Student Experience: Implementing Culturally Responsive Pedagogies and Professional Learning Practices to Close Equity Gaps Dr. Scott Cason, Professor of Humanities, Florida State College at Jacksonville
Faculty at Florida State College at Jacksonville (FSCJ) have developed a Culturally Responsive Pedagogy certificate program in a strategic effort to close equity gaps with underrepresented student groups. With insights gained from ATD’s Building Capacity for Change seminar program, FSCJ’s faculty have created a new, multi-tier certificate aimed at preparing instructors to become more culturally responsive in their course design. This session will lay out the process of how the program leveraged the ongoing work of the Academy for Teaching and Learning and weaved in the creation of new workshops geared toward this objective. |
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Developing a Sense of Belonging for Students in the Classroom Dr. Paul Hernandez, Senior Advisor to the President, Achieving the Dream
Learn how the faculty from the Faculty Academy Consortium have implemented the Pedagogy of Real Talk in their classrooms to create a sense of belonging and increase student success. Dr. Hernandez will share some of the foundational pedagogical components that faculty learned and implemented in their classrooms. Additionally, faculty members from the Faculty Academy Consortium will present the implementation of what they learned and the data they have collected. |
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Digital Learning Strategy Guides: Supporting the Intentional Use of Digital Learning Technologies to Create Equitable Digital Learning Experiences Susan Adams, Associate Director, Teaching and Learning, Achieving the Dream Dr. Michele Hampton, Professor, Cuyahoga Community College Tonya Buchan, Instructional Designer, Instructional Innovation & Engagement The Institute for Learning & Teaching, Colorado State University
High quality digital learning experiences are built on the principle of providing equitable, inclusive, and accessible learning environments that facilitate student success. These experiences rely on the thoughtful use of the relevant features and functionality of digital learning technologies to create student-centered learning experiences and enable evidence-based teaching practices. To support faculty in their thoughtful use of digital tools and technology, this session shares three instructional strategy guides with actionable steps for implementing a robust student onboarding strategy, guidance on aligning course content with digital technology and optimizing learning analytics data available. |
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1:50-2:00 pm |
Break |
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2:00-3:00 pm |
Concurrent Sessions IV |
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Open for Antiracism; Using the Tools of Open for Antiracist Teaching Dr. Richard Sebastian, Director, Open and Digital Learning, Achieving the Dream James Glapa-Grossklag, Una Daly, Dr. Debra Crumpton, Dr. Oliver Rosales
The Open for Anti-Racism program helps faculty to use OER and Open Pedagogy to make their teaching antiracist. In this session, you'll learn about the program design and results to date, as well as hear from faculty participants about changes to their teaching. In addition, you'll identify ways to adapt the program to your campus, and to leverage OER and Open Pedagogy as tools in your equity efforts. |
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The Role of Faculty in Supporting BIPOC Student Mental Health TBD, The Steve Fund
Students spend more time with faculty than with any other stakeholder on campus. Faculty play a critical role in recognizing need and connecting students to supports on campus. The COVID pandemic has exacerbated basic needs supports for our BIPOC students, especially in the area of mental health. This session, in partnership with the Steve Fund, will highlight ways that faculty can lead from their role and support the mental health of students from minoritized backgrounds on their campuses. |
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Changing the Narrative: Advancing Culturally Responsive Professional Learning Susan Adams, Associate Director, Teaching and Learning, Achieving the Dream Dr. Ruanda Garth-McCullough, Director, Program Development, Achieving the Dream Dr. Stephanie Whalen, Chair, The Academy for Teaching Excellence, Professor, English and Interdisciplinary Studies, Harper College Dr. Emily Stuckenbruck, Executive Dean of Academic Excellence, Northcentral Technical College
Grappling with how to embed and scale equity into your teaching and learning practice? Faculty development leaders share their strategies for shifting the framework in ways that advance equitable student learning experiences. Each worked with their professional learning teams to develop skillsets, structures and processes that support faculty to interrogate their practices and equip them to move the needle in transforming their colleges' instructional approach. |
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The Numbers and Beyond: Equity is Not all Quantitative H Ray Keith, Program Development Consultant, Achieving the Dream James Gray, Mathematics Faculty, Community College of Aurora
It’s never a question of whether our practices are working; it’s a question of who they are not working for. What do you do with this data? In this session participants will explore "in the moment” data in relationship to course level and trend data. We will begin to study the context in which practices are implemented and get certain outcomes. Engagement patterns, attendance, formative assessments, and grade distribution are ways in which faculty can begin to recognize inequities students with racialized and minoritized identities experience along with academic outcomes. Equity minded educators go beyond the use of quantitative data to transform student experiences in higher education |
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Doing HIPs at Scale: Transforming Student Learning with High Impact Practice
Jon Iuzzini, Director, Teaching and Learning, Achieving the Dream Dr. Bret Eynon, Strategic Teaching and Learning Coach, Achieving the Dream Dr. Dallas Dolan, Assistant Dean, Faculty Training and Development, Community College of Baltimore County Trevor Setvin, Assistant Professor of Communication, Community College of Baltimore County
The High Impact Practices identified by George Kuh link proven curricular innovations with evidence-based pedagogies. Yet all too often HIPs are implemented in small pockets and fail to reach at-promise students. This session spotlights a successful, award-winning effort to implement HIPs at scale, using the principles and techniques of effective professional development to effectively engage faculty collegewide in an equity-focused change initiative. |
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3:00-3:10 pm |
Break |
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3:10-4:25 pm |
Closing Plenary/Q&A and Wrap up: Critical, Inclusive, and Open Pedagogies: Centering Social Justice in Teaching and Learning Despite the transformative potential of higher education, it still too often replicates and reinforces existing societal power hierarchies. Our goal as critical educators ought not only concern teaching practices that are effective and engaging, but also the intentional design of learning environments that are inclusive, antiracist, and just. This talk will draw on insights from scholarship and practice in critical pedagogy, inclusive design, and open educational practices to share some practical ways in which social justice may be centered in teaching and learning. |
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4:25-4:30 pm |
Break |
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4:30-5:30 pm |
Action Planning Time (Teams and Individuals) |