Workshop Materials & Resources

A Good IDEA - Connecting Course Evaluations to Instructionpexels-photo-269315.jpeg
IDEA course evaluations should connect to instruction and IDEA feedback is an opportunity to take action to refine or strengthen your course. We will examine each element of the IDEA evaluation form; see how scores are determined, and learn strategies to apply what you learn from your IDEA.
Classroom Assessment Techniques
Active Lecture27D09F6D00000578-3048637-A_team_of_scientists_at_Brandeis_University_in_Massachusetts_bel-a-48_1429615738085.jpg
Cognitive experts report that students remember 5% of the content they hear. With lecture as the most common college instructional practice, we must find ways to amplify its impact. Engaging students throughout the lecture
with brief, meaningful activities can help them better comprehend and apply what they have learned.
Student Engagement
The Adult Learnernancy-ballesteros-995136_960_720.jpg
Adult learners differ in their instructional needs and goals. We recognize all students at HCC as adult learners. The materials here are intended to support faculty understanding and instruction of adult learners.
Student Engagement
Asking Powerful Questionsquestions-2245264_960_720.jpg
Assessing student learning is a dynamic, ongoing process and begins with asking effective questions. Whether in class discussion or developing questions for more formal assessments, asking the RIGHT question can be challenging. Learn quick strategies you can use in your next class to encourage higher-order thinking and help students connect what they know to new information. Powerful questions can produce meaningful learning.
Student Engagement, Classroom Assessment Techniques
Avoiding Death By PowerPointdeath-by-powerpoint-ppt.jpg

Do you use PowerPoint in nearly every class? PowerPoint is a great tool but overusing or over-relying on it can have devastating effects on student engagement. This workshop will give you 8 essential ways to avoid boring your students to death.
Student Engagment & Technology Integration
Classroom Assessment Techniques
Assessing student learning is a dynamic, ongoing process. It can inform the student and the faculty member about the student's progress as well as provide feedback on faculty approaches to instruction. This page provides some research-supported quick techniques to assess student learning WITHOUT adding significant work for the faculty member.
Student Engagement
Community College Teaching 10129734801501_52380e4be5_b.jpg
Designed for the new or nearly new community college teacher, this workshop offers a cross-disciplinary opportunity to reflect on the year's teaching experiences and to set goals for continuous improvement in the art of teaching. Topics include tips for new teachers for engaging the community college student, strategies for responding to student evaluation feedback, and research-based approaches for enhancing teacher-student relationships.
Student Engagement
Content Delivery Approaches

This workshop includes several different content delivery models including lecture, problem-based learning and flipped classroom.
Technology Integration
Copyright and Creative Commons170px-Copyright.svg.png

This page provides resources about copyright, creative commons and frequently asked questions.
Technology Integration
Creating & Leading Engaging Discussionsgroup-1825509_960_720.jpg
How do you start a real discussion? Once it’s started, how do you keep it alive? What about that awkward silence? This interactive workshop will get you and your classroom discussions up and moving. This workshop will cover how to ask thoughtful questions, encourage reflection and practice several techniques to get students interacting with each other and the material.
Student Engagement
Developing Self-Directed Learnershead-1345064_960_720.jpg

This page provides resources related to the current science on the concept of self-directed learners.
Student Engagement
1111. The Flipped Classroom
1112. The Flipped Classroom Workshop

The Flipped Classroom is an instructional model in which faculty typically assign recorded video lectures or readings as homework, and use class time for active learning exercises, peer discussions and direct engagement with students. The model is described as "flipped" because a traditional class tends to involve an instructor-led lecture with students directly engaging with the content via homework outside of the classroom.
Student Engagement
Generational Diversity10734541185_7cfac9749f_b.jpg
Diversity in the classroom includes students of a variety of ages, experiences and expectations. This workshop provides an opportunity to learn how generational differences can impact student learning. Participants will leave with research-based strategies for creating an inclusive, dynamic learning environment that supports generational differences
Student Engagement
Getting to Know Your Classroom

This page hosts the resources shared in the workshop designed to orient new instructors to the classroom technology setups and equipment available at Howard Community College.
Technology Integration
Group WorkRELS_452_852_The_Contemporary_Religious_Situation_Group_Work.jpg
Challenges with assigning Group Work to maximize student learning often leads to avoiding it as part of course design. This workshop provides participants with an opportunity to practice, review and develop research-based approaches to group work and includes ideas for assigning and assessing the group process to enhance student success.
Student Engagement

This page contains links to documents and external resources to support your use of PowerPoint.
Technology Integration
Teach From Anywhere2000px-Applications-internet.svg.png

Record lectures for students to review or to prepare before they attend your class. Lectures may be recorded on campus or in your home office. Maximize class time by having students review your remarks and course content outside of class. Supports the "Flipped Classroom" model.
Technology Integration
Teaching Students Who Are Challenging
Each semester faculty report that reaching ALL students can be difficult. Students with defined and undefined special needs and classroom behaviors can provide an opportunity to consider new strategies to enhance teaching. This page provides resources to help faculty address the how and why for engaging learners who are challenging while maintaining high-quality instruction for all.
Student Engagement
Teaching with Google Google.PNG
Is Google more than just a search engine? Yes! Did you know that HCC provides Google Suite for Education access to all HCC faculty and students? G Suite for Education provides unlimited storage space in Google Drive, access to Google Docs, Slides, Sheets, Forms, Sites, and Hangouts, as well as many additional Google Apps that can be used by students and faculty both inside and out of the classroom. What can Google's tools do for you, your class, and your pedagogy? This hands-on workshop will help you find out more and explore a variety of Google Apps that are ready to use immediately.
Technology Integration
TPCKTechnology, Pedagogy, Content Knowledge

Technology,Pedagogy and Content Knowledge are the framework of Mishra and Koehlor's (2006) expansion of Shulman's (1986) PCK model. The need to be an effective educator in each distinct domain and the way that each domain influences the other is the premise of the model. The resources on this page relate to elements of TPCK.
Technology Integration
Universal Design for Learning9101797199_9d1146c0ac_b.jpg

Universal Design for Learning (UDL) is a framework that guides the design of instruction to meet the diverse needs of ALL learners. The UDL framework emphasizes several evidence-based strategies and techniques that can be used to help minimize barriers and created flexible, enhanced learning experiences for students.
We have provided several easy-to-implement strategies, along with contextual examples, that can help you incorporate the UDL framework into your own instruction.
Student Engagement
Why Don't They Do The Readings?
The increasing challenge of college students choosing not to read course assignments is nationally recognized. This workshop provides insight and solutions for faculty who strive to change students' willingness and abilities to read in their discipline. Participants will leave with course appropriate, research-based strategies to increase student engagement in reading to learn behaviors.
Student Engagement