Theme: Innovate, Integrate, and Motivate: Creative Approaches to Student Engagement
CONFERENCE PROGRAM
Sponsored by the Maryland Consortium for Adjunct Faculty
Professional Development and Participating Maryland Colleges and Universities
12th Annual FALL CONFERENCE Saturday, October 6, 2018
Contents
Conference Agenda………………………………………………………..3
Day-At-A-Glance – Workshop Themes …………………………..4
Day-At-A-Glance – Session 1 ………………………………………….5
Day-At-A-Glance – Session 2 ………………………………………….6
Day-At-A-Glance – Poster Session…………………………………..7
Day-At-A-Glance – Session 3…………………………………………..8
Session 1 Abstracts ...……………….…………………………………….9
Session 2 Abstracts …….………………………………………………..13
Poster Abstracts …………………………………………………………..17
Session 3 Abstracts ………………….…………………………………..20
K Building Main Level Floorplan ……………………………………24
K Building 2nd Level Floorplan ……………………………………….25
Information about MCAPD……………………………………………26
Campus Map………………………………………………….…back cover
Conference Agenda
8:30 – 9:00 AM Registration and Continental Breakfast Room K100
9:00 – 9:15 AM Welcome and Opening Remarks Dr. Rose Mince, Vice President of Academic and Student
Affairs, Carroll Community College
Dr. Caroline Toscano, MCAPD President
The Scott Theater (T Building)
9:15 – 10:00 AM Keynote Speaker: James Lang, Ph.D. Professor of English and Director of D’Amour Center for Teaching Excellence Assumption College, Worcester, MA
10:00 – 10:15 AM Move to Workshops All workshops located in K Building, 1st & 2nd floors
10:15 – 11:15 AM Concurrent Workshops: Session One
11:15 – 11:30 AM Break and Move to Next Session
11:30 – 12:30 PM Concurrent Workshops: Session Two
12:30 – 1:30 PM Lunch Room K100
1:00 – 1:45 PM Poster Session and Networking
K Building Main Floor Lobby
1:50 – 2:50 PM Concurrent Workshops: Session Three
3:00 – 3:30 PM Networking Session, Prize Drawing Final Return of Evaluation Forms Room K100
Please submit your evaluation forms during the day or at the end of the day to any MCAPD Member
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SESSION ONE WORKSHOPS
10:15 AM – 11:15 AM
Session 1-a: Room K127
Faster Grading Using Video and Audio Feedback
Tom Cantu, Montgomery College
This session will present a method of using video to grade assignments
submitted electronically or audio only to grade assignments submitted as
hard copy. This method has enabled the presenter to provide more detailed
and personalized feedback while reducing his workload. Learners love it,
because the video is almost like sitting with the instructor. Other ideas will
be discussed such as minimum standards before grading / assignment
checklists to ensure work submitted is as complete as possible.
Session 1–b: Room K128
Must Classroom Assessment Always Be Content-Based?
Ijeoma Ozed-Williams, Baltimore City Community College
Education leads to permanent change, not only in cognition but also in
attitude and skills. Most customers and employers value attitude and skill
above knowledge. Knowledge is still essential, but deficiencies in attitudes
and skills could lead to difficulty in getting and retaining employment. It
is therefore reasonable to examine aspects of professionalism, and attach
at least a token rubric for how this could be incorporated into classroom
assessments and final grade allocations.
Session 1-c: Room K129
Diversity: What a Difference It Makes!
Marja Humphrey, University of Maryland University College
Diversity, an institutional focus, is also an evolving area of public
discussion. For undergraduate students, a course in diversity is frequently
required, and is often their first academic experience highlighting
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differences. Instructors must capture students’ attention, provide relevant
content, model courageous conversations, and maintain a congenial
collegiate environment. This is a tall order, but not an impossible one.
Diversity is exciting and necessary for personal and professional
development. For each student and instructor, diversity truly makes a
difference!
Session 1-d: Room K132
Exploring Gender
Roxanna Harlow, Carroll Community College
Still confused about the differences between sex, gender, gender identity,
and sexuality? Not quite sure what all of the letters in LGBTQIA mean? Are
the terms “cisgender,” “transgender,” and “gender queer” foreign or
confusing to you? If you answered “yes” to any of the above questions, this
workshop is for you. We’ll cover the basics, then discuss the importance of
understanding these issues and the consequences for our students when we
don’t.
Session 1-e: Room K133
Intersecting Challenges: Equity, Pathways, and High Impact Practices
Mark Williams, Community College of Baltimore County
Guided Pathways encourages innovative ways to engage students in the
learning process, and is grounded in addressing the underlying issues
associated with equity and access. This interactive presentation will
continue the current conversation regarding equity in community colleges
in the context of Guided Pathways. The disturbing impact of the resistance
to learning occurs when faculty members are trying to encourage student
learning, and minority students most likely view faculty as representatives
of an oppressive structure. Information in this session will offer
participants’ background research as they develop HIP’s to engage students
in Guided Pathways, and a deeper understanding of equity’s role in the
designing of effective HIP’s.
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Session 1-f: Room K203
Motivating Students with Gamification Matthew Colburn, Montgomery College Christian Aguiar, University of the District of Columbia This workshop will introduce participants to four core strategies of
gamification through two classroom apps, Socrative and Kahoot.
Participants will leave the workshop capable of utilizing these apps in their
classroom to improve student engagement. This workshop is appropriate
for all faculty, including those who feel uneasy with technology.
Participants will have practice creating quizzes with Socrative and Kahoot
and are welcome to bring a quiz of their own for hands-on activities during
the workshop.
Session 1-h: Room K205
The Undiscovered Value of Adjuncts: Maintaining Currency and
Engaging Change
Michael Parsons, Morgan State University
Robin Spaid, Morgan State University
What is your undiscovered expertise? Too few higher education institutions
have the time to discover the many contributions that adjunct faculty are
able to make to attain their mission. In this workshop, we will explore the
nature of adjunct faculty expertise and strategies for marketing this
expertise within institutions in an effort to enact change.
Session 1-i: Room K207
Strategies and Tips for Obtaining a Full-Time Faculty Position:
Curriculum Vitae Development (Session 1)
Nichole Thomas, Anaiah Institute for Research Measurement and
Statistical Solutions
A how-to session for curriculum vitae development. There is frequently a
large number of applicants for a relatively small number of full-time
faculty positions at community colleges. The purpose of this workshop is
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to help each participant become a superstar applicant for faculty positions,
especially full-time faculty positions. Strategies and tips for curriculum
vitae development that individuals can use to increase the likelihood of
getting an interview and being hired for a full-time faculty position will be
applied in a hands-on computer-based session. If possible, participants
should access an existing draft of his or her resume or curriculum vitae in
MS Word during the workshop. (Tip: Email your curriculum vitae to yourself
before the workshop)
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SESSION TWO WORKSHOPS 11:30 AM - 12:30 PM
Session 2-a: Room K127
Selection and Effective Use of Instructional Media
Laurent Ndeze, Montgomery College
We have always used multimedia in instruction even as far back as the
1970’s, but since then technology has evolved. The options continue to
expand and instructors find it challenging to keep up as they strive to
identify the best resources for their students. This presentation will
explore a range of multimedia resources for online and face-to-face
classroom and provide guidance on optimal uses. The presenter will discuss
factors, including cognitive theory and learning environment, leading to
the selection and uses of appropriate multimedia for instruction.
Participants from different academic disciplines will find the ideas helpful
in identifying the most relevant and engaging material for their courses.
Session 2-b: Room K128
From Thinking to Learning: Demystifying Students’ Critical Thinking
Skills
Lauren Pollak, Community College of Baltimore County
Kris Messer, Community College of Baltimore County
Elizabeth Hart, Community College of Baltimore County
This session is designed for instructors who are seeking strategies to
demystify and develop critical thinking skills in their courses. Presenters
will share classroom strategies that promote critical thinking based on
techniques from Visible Thinking, a course offered through Harvard’s
Graduate School of Education and Project Zero. As part of an interactive
workshop, presenters will review instructional tools, student work
examples, and their experiences with implementing the tools. Participants
will be provided with opportunities to practice the tools, and to consider
how they can adapt the tools for their curriculum.
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Session 2-c: Room K129
Welcoming the Stranger: Engaging Refugee Students and Families!
James Hogue, Frederick Community College, Public School Teacher
More refugees have entered the United States in the previous 30 years than
ever before. Half of refugees in recent years have been school-aged
children. How can public school and community college leaders work to
building a trust-based, welcoming community that is also perceived by the
refugee community as welcoming and trustworthy?
Session 2-d: Room K132
Engaging Quiet Students: Including Silence in Active Learning
Caroline Mrozla-Toscano, Montgomery College
Faculty oftentimes wish that their quiet students would take a more active
role in classroom discussions and activities. This session examines the
reasons why some students do not participate and what faculty can do to
engage and encourage them to contribute their ideas in class. Participants
will interpret quietness from a cross-cultural perspective. In addition to
identifying some best practices in working with quiet students, participants
will brainstorm different strategies to use in engaging quiet students.
Session 2-e: Room K133
Conclusions and Recommendations from a Study of High Impact
Practices and Student Engagement
Raymond Rodriguez, James Madison University
Ekaterina Koubek, James Madison University
This session will describe the results of a study conducted with faculty and
students that examine the relationship between high impact instructional
practices (as described by the Association of American Colleges and
Universities) and student engagement (as measured by a modified version
of the National Survey of Student Engagement). The results point to
connections between specific components of these high impact practices
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and student reports of how these practices contributed to their
engagement with learning course objectives. Participants will gain an
understanding of how instructional practices that may be employed in a
variety of disciplines can contribute to student engagement.
Session 2-f: Room K203
Advanced Gamification Techniques: High Tech, Low Tech, What About
No Tech?
Antonio “Tango” Thomas, Montgomery College
For many faculty members, getting students to engage sufficiently with the
academic material from their courses frequently is a challenge.
Gamification may be the answer, including such game mechanics like
badges, leaderboards, point systems, and quests. These are the most
talked about game mechanics found in video games; however, these are
not the only ones. Learn about the not so common game mechanics such
as stealth assignments and assessment, Easter Eggs, etc. which can be
implemented within your course WITHOUT the use of technology. Session 2-g: Room K204
Encouraging Content Exploration through Google Forms
Mike Stein, Howard Community College
Amy Chase Martin, Howard Community College
What do “choose your own adventure stories”, low-stakes quizzes that
provide immediate feedback, and online escape-room puzzles have in
common? All of these can be created using Google Forms. Faculty can
leverage the familiar Google environment to easily build engaging,
interactive activities that connect students to content and assessment.
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Session 2-h: Room K205
The Classroom Conversation: Are You Asking Compelling Questions for
Student Engagement?
Lynne Carlson, Prince George’s Community College
What is "meaningful" content? How do we engage students? How do we
make them curious about what we teach? Come join in a conversation
about using your creativity, artistry and pedagogical knowledge to inspire
students! We will discuss how to craft compelling questions to engage
students and identify the different types of questions that can
promote/provoke students to delve deeper into your subject area. Let's
work together to connect our students to the content and its applicability
in the real world.
Session 2-i: Room K207
Strategies and Tips for Obtaining a Full-Time Faculty Position:
Identifying and Investigating Community Colleges (Session 2)
Nichole Thomas, Anaiah Institute for Research Measurement and
Statistical Solutions
A hands-on activity session focused on how to identify and investigate
target community colleges for full-time employment. Despite a relatively
large number of community colleges in the area, many part-time faculty
members focus on just a handful of colleges when seeking full-time faculty
work. The purpose of this workshop is to help each participant become a
superstar applicant by learning how to cast a wide net when applying for
full-time faculty positions. Participants will also learn how to determine
the entire set of courses they are eligible to teach relative to specific
community colleges. Strategies for identifying and investigating
community colleges to increase the likelihood of getting an interview and
being hired for a full-time faculty position will be explored in detail.
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POSTER SESSION 1:00 PM – 1:45 PM
Location: K Building Main Lobby
P1: Universal Design for Learning (UDL): Keys for Student Success
Kathy Andrews- Williams, Montgomery College
Universal Design for Learning (UDL) is a set of principles that supports the
learning needs of ALL students regardless of learning styles, preferences or
(dis)abilities. Traditional curricula are “one-size-fits-all,” often neglecting
the needs of a diverse student population. Colleges today serve a dynamic
and non-traditional population, from returning students to veterans to
English language learners to mature adults. UDL enriches instructional
goals, methods, materials, and offers flexible approaches that can be
customized and adjusted for individual needs.
P2: Intentional Engagement is the Key to Student Completion and
Success
Kathi Groover, Frederick Community College
Alex Akpodiete, Frederick Community College
Daniel Stoffer, Frederick Community College
Intentional engagement and outreach to community partners are key to
student completion and success in workforce development programs. This
session will center around lessons learned and best practices identified
over the last several years. The focus is on reducing student attrition rates,
maximizing success in skills training programs and increasing student
completion and certification rates across FCC’s workforce development
programs. We will share our experiences and invite others to do the same.
P3: From Start to Finish
Kristin Hadden, Carroll Community College
Becki Maurio, Carroll Community College
Small interventions can have a big impact in your classroom. When
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students feel connected at the start, it sets the tone for semester success.
This session will include classroom strategies to build rapport with students
and foster a supportive learning environment that encourages student
participation and engagement. We highlight ten techniques for getting the
semester started, checking in with students as the semester progresses and
ultimately helping students to finish strong.
P4: Unlocking Students’ Minds to Help Them Become Active, Creative,
Fluent, and Open Minded Learners
Sofya Kerzhner, Baltimore City Community College
This session is focused on helping all participants, including students,
faculty, and staff, unlock their creativity. Participants will view
unforgettable art samples and will learn to discover their potential and
unknown talents in order to create their own artwork.
P5: To Preview or to Review? Investigating the Impact of Course
Assignment Timing in Two Sections of Nutrition
Robin Minor, Community College of Baltimore County
Have you ever wondered if the timing of your course assignments could
impact the retention of course concepts? Come see data from a controlled
study and brainstorm about how assignment timing might be incorporated
into your classes!
P6: A Teacher’s Foreign Accent Can Promote Learning
Ijeoma Ozed-Williams, Baltimore City Community College
A teacher’s foreign accent is one of the benefits of diversity. Lecture
delivery with a foreign accent can affect sensitization, short-term, and
long-term memories, and thus permanent retention and eventual recall of
new material. As long as the accent is understandable, these are
advantageous to the student. Students tend to pay closer attention, and
are therefore able to retain information better. The perceived “funny
enunciation” of some words actually serve as memory cues for recall.
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P7: Students’ Involvement in Constructing Test Questions: A Means of
Improving Retention
Ijeoma Ozed-Williams, Baltimore City Community College
Testing and the standardization of test-questions is the last bastion of
power-sharing with students. I propose that having students set their own
questions challenges them to study more deeply, and better retain what
they have studied. Although not perfectly done, creating these questions
allow students to go beyond a mere scanning of the study material. In
addition, because students are forced to engage with the material at a
deeper level, the information they acquire in constructing test items has a
tendency to last longer.
P8: High Impact Practices and Student Engagement: Impact on Student
Success and Retention
Charles Seltzer, Baltimore City Community College
We will identify some of the basic tenets associated with the inclusion of
High Impact Practices in classroom pedagogy. In this session, we will
highlight some of the research that justifies this inclusion and focus
specifically on student success and institutional retention. We will discuss
our current HIP psychology project and the findings from our initial data
collection.
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SESSION THREE WORKSHOPS 1:50 PM – 2:50 PM
Session 3-a: Room K127
Creating Videos to Engage Your Students
Emily Taylor, Frederick Community College
Instructor-created videos can be used to flip or blend the classroom, prepare students for class, review difficult concepts, explain an assignment, and so much more. How might you create and use videos for your classroom? In this session, participants will learn how to easily develop videos (at no cost) to enhance student engagement in the face-to-face or online classroom. Various software options for creating videos will be presented, followed by a demonstration using Screencast-o-matic and YouTube.
Session 3-b: Room K128
Gathering Real-Time Feedback from Your Students Using Classroom
Assessment Techniques
Marissa Stewart, University of Maryland College Park
Hannah Jardine, University of Maryland College Park
Classroom assessment techniques (or CATs) include a variety of activities
that can be used to monitor student learning and student perceptions of
learning throughout the course. CATs can be easily integrated into class
sessions and can help monitor student learning prior to summative
assessments. In this workshop, we will introduce a variety of CATs that can
be easily integrated into instructors’ courses and discuss how CATs can be
effectively used to monitor students’ learning.
Session 3-c: Room K129
Reaching Across the Generations: Empowering Multigenerationalism in
the Classroom
Carole Quine, Baltimore City Community College
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Today’s college classroom often enrolls students from several generations.
This presentation offers participants an opportunity to learn more about
these generations and their unique learning styles and expectations. A
model program and course curriculum will be discussed and, during a mini-
workshop, adapted by participants for use in recruiting for, teaching, and
supporting their own multigenerational programs and classes.
Session 3-d: Room K132
He, She, Ze, They: Pronouns Matter
Becki Maurio, Carroll Community College
Laurie Shields, Carroll Community College
Learn about the importance of pronouns - especially for transgender,
gender nonconforming and non-binary people. In this workshop, we'll
review basics of sex, gender, gender identity, and explore the how
pronouns connect to these concepts. We will also hear from students about
their experiences in the classroom and on campus. Participants will learn
best practices that can be implemented to create a more welcoming
environment for individuals of all genders.
Session 3-e: Room K133
Effective Teaching Strategies to Enhance Student Engagement in
Practical Skills Courses
Jennifer Moxley, Towson University
Andrea Barton, Towson University
Practical skills courses blend didactic content and practical application in
order to strengthen the link between theory and practice. A quality
educational experience should not only provide students with effective
instruction, but also offer them opportunities for practice, active
engagement, and individualized feedback. Strategized teaching methods
in practical skills courses ensure students receive sufficient, one-on-one
time for skill development and comprehension. Examples include the use
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of formalized critiques, structured lab assignments, additional practice
time outside of class, and the incorporation of peer-mentoring. These
methods provide valuable opportunities for preparation for practical exams
and foster confidence in skill proficiency.
Session 3-f: Room K203
Don’t Be Dull: The Psychology of More Effective Presentations
Terry Portis, Anne Arundel Community College
We all sit through too many uninspiring and ineffective presentations that
look alike. New research suggests the average person tunes out within the
first ten minutes. How can we do better? This workshop uses insights from
the field of psychology to help you break free from tired, worn out ideas
of presentations and gravitate towards what is fresh and engaging. After
all, presenting is not about PowerPoint, it is about people.
Session 3-g: Room K204
Open Educational Resources: Embracing the Change, Understanding
the Challenge
Rahel Gans, Prince George’s Community College
The idea of using Open Educational Resources (OER) seems daunting to
many; however, the cost saving benefit to students, especially those that
find that college expenses leave education out of their reach, make its
exploration and consideration a necessity. This workshop will discuss the
use of OER and allow participants to explore the functionality of using
these materials in the classroom.
Session 3-h: Room K205
Good Questions: Fixing the Textbook Publisher’s Test Bank – A Guide
to Writing Better Test Questions
Iris Antoons, Prince George’s Community College
Sade Walker, Prince George’s Community College
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Are your test questions being misinterpreted by students? Are you not
happy with the test bank questions that come with your textbook? Do you
have to argue with students about what the correct answer is to a question?
Come join us and learn more about how to fix poor questions and create
true/false, matching, multiple choice, short-answer and essay questions
that will allow you to assess if students grasped the course materials.
Session 3-i: Room K207
Strategies and Tips for Obtaining a Full-Time Faculty Position: Cover
Letter Development (Session 3)
Nichole Thomas, Anaiah Institute for Research Measurement and
Statistical Solutions
Strategies for cover letter development will be discussed in this workshop.
There is frequently a large number of applicants for a relatively small
number of full-time faculty positions at community colleges. The purpose
of this workshop is to help each participant become a superstar applicant
for faculty positions, especially full-time faculty positions. Strategies for
cover letter development that individuals can use to increase the likelihood
of getting an interview and being hired for a full-time faculty position will
be explored in detail.
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Mission Statement of MCAPD
“To foster comprehensive and innovative adjunct faculty development to improve teaching and enhance student learning"
Our thanks to all those who have supported our mission and goals since
our very first meeting in 2002, including those who have served on the
board, attended our conferences, or completed our adjunct faculty
survey. Over the past decade, your efforts have allowed MCAPD to
support, serve, and celebrate hundreds of adjunct faculty members
across the region.
The MCAPD Board meets monthly on the 4th Friday of every month. Our
meetings are open to the public and we welcome your participation. If
you are interested in learning more, please contact us at
Thank you for attending our conference! We hope to see you again
next year.
Follow Us:
https://www.facebook.com/mcapdev
@AdjunctMcapd
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2018 MCAPD Board
President, Caroline Toscano (Montgomery College)
Vice President, “Tango” Thomas (Montgomery College)
Treasurer, Mel Hall (Carroll Community College)
Secretary, Katherine Im (UMUC)
NOTES
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