“Inquiry and Democracy: Questioning as a Tool for Democracy and Student Success”
When: Friday, 3/30/18, 8:30 am to 3:30 pm
Where: Haverhill Campus, Hartleb Technology Center, Room TC 103
Schedule
| Time | Activity |
|---|---|
| 8:30 am | Arrival and breakfast (TC-103) |
| 9:00 am | Welcome and Keynote speaker: Luz Santana |
| 10:05 am | Break |
| 10:15 am | Session I – DATA SHOWCASE: Moving from Numbers to “Intel” for Student Success |
| 11:15 am | Break and travel to session II |
| 11:30 am | Session II – Concurrent Sessions |
| 12:30 am | Lunch – Interactive Quiz “Professional Day Inquiry on Citizenship” |
| 1:15 pm | Travel to Assessment rooms |
| 1:30 to 3:30 pm | Assessment & Guided Curriculum Pathways Checklist time for academic departments and programs |
Keynote
Microdemocracy: A New Vision for Strengthening our Communities
Keynote speaker: Luz Santana, Co-Director of The Right Question Institute and co-author of Make Just One Change: Teach Students to Ask Their Own Questions.
Ms. Santana has lived and worked extensively in Lawrence and is a nationally recognized educational innovator. The mission of The Right Question Institute is to provide a wide range of innovative educational resources that make it possible for all people, no matter their level of education or income, to learn to think and act more effectively on their own behalf. She will share her ideas and lead us in an interactive session on generating the right questions using the Question Formulation Technique (QFT).
Concurrent Session II: 11:30 to 12:20
Leveraging OER for Trauma-Informed in Higher Education TC220
As part of the annual Title IX training requirements, Simmons doctoral candidate, Ms. Emily Wilson, will present on what becoming “trauma-informed” means and recognizing that students, faculty and staff often have many types of trauma. People who have been traumatized need support and understanding from those around them. Often, trauma survivors can be re-traumatized by well-meaning faculty, staff, caregivers and community service providers. Trauma Informed is a framework that involves understanding, recognizing, and responding to the effects of trauma. It emphasizes physical, psychological and emotional safety for survivors and service providers to help survivors rebuild a sense of control and empowerment. Traumatic exposures often result in barriers that can disrupt learning, but using OER can facilitate learning and provide educational access and opportunities for success.
Presenter: Emily J. Wilson, MPH, MS, CHES, Hazel Dick Leonard Scholar and Doctoral Candidate, Simmons College
NECC Students: Active and Informed Citizens TC131
NECC strives for its students to be active, informed citizens. The first part of this session will explore the “active” by examining data from NECC’s participation in Tuft’s NLSVE study. The second part of the session will focus on how to “inform” (and excite) students about the upcoming midterm election across all academic areas. Faculty from different disciplines will share strategies used during the 2016 election to link the election to class objectives/content.
Presenters: Janel D’Agata Lynch, Civic Engagement, Service-Learning and Community Resources Coordinator; Sarah Courchesne, Natural Sciences Professor; Patricia Portanova, English Professor; Stephen Russell, Global Studies Professor
Assignment Design: Inquiry into Careers and Majors, a Path to Success B106 Computer Lab
Clare Thompson-Ostrander and Trish Schade will share two assignments designed to help students succeed here at NECC and as they go forth to a career or a four year university. The assignments will support students who are investigating possible careers and major fields of study. Using the Virtual Job Shadow program students investigate and compare career choices, set goals, and learn to write mini research essays on their chosen fields as well as letters for both scholarships and four year college applications.
Presenters: Clare Thompson-Ostrander, Developmental English Professor; Trish Schade, Faculty Fellow, Developmental English Professor
Anti-Propaganda Education and Democracy TC211
This session will explore how journalism education can strengthen democracy, specifically looking at new anti-propaganda education efforts in Europe. I will discuss educational strategies for teaching anti-propaganda, emphasizing news literacy and journalism education.
Presenter: Amy Callahan, Professor and Program Coordinator, Journalism/Communication
Accessibility Feedback with Blackboard Ally TC214 Computer Lab
NECC recently acquired Blackboard Ally, a software tool that automatically checks documents for accessibility, displaying a score on a little dial. This workshop will show you how to modify your documents to move the needle from the red zone into the green. Learn how to combine the latest BB technology with Universal Design to make your courses both accessible and usable by the broadest student audience, for many students success hinges upon how we design and deliver our courses.
Presenters: Lance Hidy, Accessible Media Specialist; Minh Le, Media Specialist
Integrating the Question Formulation Technique (QFT) into the Classroom TC213
This session will provide an overview of how the Question Formulation Technique (QFT) can be used in the classroom. Questioning can be a powerful tool to introduce a new subject or lesson and it empowers all students to contribute and think more in-depth about what they are learning. The QFT can be a useful tool across all disciplines and examples of use across different subject areas will be provided.
Presenters: Laura Mondt, Research and Instruction Librarian; Kim Burns, Dean of Academic Innovations and Professional Development
How Does the Work of Ursula Le Guin Inform and Sustain Civic Engagement SC214
The late Ursula Le Guin was a passionate advocate of the idea of utopia but also one of its fiercest critics. This panel will discuss her short story NINE LIVES, a dystopian look at human cloning that urges us not to discriminate against the “other”; and THE DISPOSSESSED, an “ambiguous utopia” that anticipates the Occupy movement of 2011. Student products will be used to illustrate a more integrated and informed learning experience for NECC students.
Presenters: Lis Espinoza, Professor of English; Steve Slaner, Professor of Global Studies
A Cross-Disciplinary Approach to Informing Decision-Making in a Democratic Society SC203
This session presents a tool for decision-making that also serves as a framework for developing important questions about how societies are organized. Through a cross-disciplinary approach, we will examine a spectrum covering a purely free market through a centrally planned economy. It’s an integrated History, Sociology, Economics, and Mathematics activity all rolled into one lesson! Student engagement improves after learning about this spectrum because it gives them a new tool for inquiry. If you are looking for an integrated approach to understanding the world, this session is for you!
Presenter: Patricia Machado, Professor of Economics
Learning Communities – An Interdisciplinary Approach Across Disciplines SC213
What is a Learning Community and how can it enhance both my students’ academic experience and my professional growth as a teacher? We will discuss the benefits of fostering a learning-centered approach to assist students in understanding and creating awareness in applying academic skills across disciplines. We will share our experiences teaching a learning community and present tools that we designed to enhance our curriculum and connect our students’ class work to their major.
Presenters: Rebecca Rose, Professor of Mathematics; Mike Cross, Professor of Natural Sciences
Professional Day Committee
Melba Acevedo, Kathleen Bartolini, Kelly Boylan, Kim Burns, Lizzie Linn Casanave, Susan Martin, Sharon McDermot, Sharon McManus, Laura Mondt, Sheila Muller, Patricia Portanova, Trish Schade
Proposal Review Committee
Trish Schade, Susan Martin, Patricia Portanova, Janel D’Agata-Lynch, Kim Burns