Session 0
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SESSION TIME: 09:15-9:55AM
TDCJ Program
TDCJ Program
Location: Room: 1089, Session 0
Location: Room: 1089, Session 0
Talk about all aspects of the TDCJ program. How the prison program can be successful. What it is like to teach in the prison and the hurdles that you have to overcome to be successful .
Talk about all aspects of the TDCJ program. How the prison program can be successful. What it is like to teach in the prison and the hurdles that you have to overcome to be successful .
AC's Principles of Assessment
AC's Principles of Assessment
Location: Room: 1070, Session 0
Location: Room: 1070, Session 0
Learning Outcomes Assessment is a major component to understanding student success in the classroom. Through AC’s assessment process, faculty participate in a longitudinal study of student learning in both general education and program-specific outcomes.
Learning Outcomes Assessment is a major component to understanding student success in the classroom. Through AC’s assessment process, faculty participate in a longitudinal study of student learning in both general education and program-specific outcomes.
This presentation will focus on AC’s Principles of Assessment. These eight principles guide our work in assessment and understanding them allow us to look at how and why we assess student learning through a different lens. If faculty have ever considered redesigning their Common Assessment or editing their program’s Curriculum Map, this session will walk through best-practices to keep in mind. Assessment might look different for our technical, health-professions, or transfer programs.
This presentation will focus on AC’s Principles of Assessment. These eight principles guide our work in assessment and understanding them allow us to look at how and why we assess student learning through a different lens. If faculty have ever considered redesigning their Common Assessment or editing their program’s Curriculum Map, this session will walk through best-practices to keep in mind. Assessment might look different for our technical, health-professions, or transfer programs.
In this presentation, I will talk about how faculty can incorporate the eight principles of assessment into their coursework, regardless of which program they serve. I will also include, time permitting, a brief overview of the overall assessment cycle for new faculty and as a refresher for seasoned faculty. Assessment isn’t just checking a box for accreditation; it’s about understanding what students are learning in the classroom to ensure it aligns with AC’s vision, mission, and goals.
In this presentation, I will talk about how faculty can incorporate the eight principles of assessment into their coursework, regardless of which program they serve. I will also include, time permitting, a brief overview of the overall assessment cycle for new faculty and as a refresher for seasoned faculty. Assessment isn’t just checking a box for accreditation; it’s about understanding what students are learning in the classroom to ensure it aligns with AC’s vision, mission, and goals.
Elisa Alvarado currently serves as the Director of Institutional Effectiveness with Amarillo College, where she’s been employed since 2023. Elisa earned her B.A. in Technical Communication from Texas Tech University and continued on to receive her M.A. in Interdisciplinary Studies. During her graduate work, Elisa focused on technical writing, agricultural communications, and business while also working in the Fraternity & Sorority Life office. Following a family move to the Permian Basin, Elisa rejoined higher education as the Student Life Coordinator for Howard College. In this role, she expanded on her love for higher education and eventually moved into administration and grants. Another move brought Elisa up to the Panhandle and to her current role. Elisa enjoys getting into the weeds and details of assessment, hoping to make the process user-friendly and meaningful for all faculty.
Principles of Retention
Principles of Retention
Location: Room 1107, Session 0
Location: Room 1107, Session 0
We’ve all been told how important student retention is. But what is it? And, more importantly, how can you contribute? One of the key values of First Year Seminar is the impact it’s shown on retention, with record rates from Fall to Fall, even if students aren’t successful in the class.
We’ve all been told how important student retention is. But what is it? And, more importantly, how can you contribute? One of the key values of First Year Seminar is the impact it’s shown on retention, with record rates from Fall to Fall, even if students aren’t successful in the class.
In this interactive session, we’ll discuss just a few of the principles of retention this class applies, the research behind them, and how you can apply them in your own class. Whether you’re interested in new teaching methods to keep students engaged and enrolled or looking for ideas to incorporate into an individual course redesign, this session offers practical application of techniques that increase student retention.
In this interactive session, we’ll discuss just a few of the principles of retention this class applies, the research behind them, and how you can apply them in your own class. Whether you’re interested in new teaching methods to keep students engaged and enrolled or looking for ideas to incorporate into an individual course redesign, this session offers practical application of techniques that increase student retention.
Get answers to questions about how we keep students coming back and leave with a plan to put into action this semester. From connecting to purpose and mindset to being mindful of goals and resiliency, these principles of retention will give you a roadmap to being more intentional about retention.
Get answers to questions about how we keep students coming back and leave with a plan to put into action this semester. From connecting to purpose and mindset to being mindful of goals and resiliency, these principles of retention will give you a roadmap to being more intentional about retention.
Karen Benckenstein holds a deep belief that nothing can hold her back. Her story includes a journey from returning to college a decade after dropping out only to later graduate with a Master’s degree and going from struggling to finish fitness classes to teaching at a gym, just to name a few. She continues to live a story of breaking free of all limits.
As a result of a drastic shift in mind, body, and spirit, she gained perspective, peace, and passion. She is now living out her dreams of being a writer and helping others find the same holistic wellness.
After three years of teaching EDUC 1100 Learning Framework (FYS) as an adjunct, Karen is now the FYE Program Facilitator. She also writes and speaks about ways to achieve wellness in mind, body, and spirit.
Course Redesign: The Good, The Bad, The Ugly
Course Redesign: The Good, The Bad, The Ugly
Location: 1064A, Session 0
Location: 1064A, Session 0
Join us for an engaging discussion on the redesign of our departmentalized College Algebra course! Learn how our team worked to create a “one-size-fits-all” class that serves both STEM and non-STEM majors across dual credit, co-requisite, stand-alone, and online formats. We’ll share insights from our large committee’s collaboration process, challenges we faced, and strategies we used to ensure the course supports every student—and every instructor—no matter the setting.
Join us for an engaging discussion on the redesign of our departmentalized College Algebra course! Learn how our team worked to create a “one-size-fits-all” class that serves both STEM and non-STEM majors across dual credit, co-requisite, stand-alone, and online formats. We’ll share insights from our large committee’s collaboration process, challenges we faced, and strategies we used to ensure the course supports every student—and every instructor—no matter the setting.
Macy Kohler is an Associate Professor of Mathematics at Amarillo College. She holds a Master of Science degree in Mathematics from WTAMU and has been teaching at AC since 2004. Macy has experience in teaching both co-requisite and transfer level courses as well as developing mathematics curriculum. She has a passion for helping students build confidence through problem-solving and critical thinking.
Empowering Education with BoodleBox
Empowering Education with BoodleBox
Location: Room 1064B, Session 0
Location: Room 1064B, Session 0
This presentation will explore how faculty can leverage BoodleBox's AI capabilities to enhance teaching effectiveness, promote student engagement, and address the unique challenges of diverse community college populations. Drawing from real classroom implementations, I will demonstrate how this innovative platform serves as both an educational tool and an equity solution. This presentation is designed for community college faculty across disciplines, instructional designers, and academic administrators interested in innovative approaches to enhance teaching and learning through responsible AI integration.
This presentation will explore how faculty can leverage BoodleBox's AI capabilities to enhance teaching effectiveness, promote student engagement, and address the unique challenges of diverse community college populations. Drawing from real classroom implementations, I will demonstrate how this innovative platform serves as both an educational tool and an equity solution. This presentation is designed for community college faculty across disciplines, instructional designers, and academic administrators interested in innovative approaches to enhance teaching and learning through responsible AI integration.
Key Objectives:
Key Objectives:
- Introduce BoodleBox's core features and their specific applications in community college settings
- Showcase practical examples of using BoodleBox for differentiated instruction to support varied learning needs
- Demonstrate how BoodleBox can reduce administrative workload while increasing meaningful student interactions
Stephen S. Malley is a fire academy coordinator, distinguished business owner, and AI instructor for public safety who provides exceptional operational, fiscal, and personnel leadership across the fields of Public Safety and Education. With over 44 years of comprehensive experience, he has demonstrated proven abilities in all aspects of education, investigations, enforcement, inspections, training, and prevention.
As both an entrepreneur and specialized AI educator, Mr. Malley bridges the gap between traditional public safety practices and cutting-edge artificial intelligence applications. His extensive experience interfacing with paid, volunteer, and reserve departments gives him unique insight into the diverse operational needs across emergency services.
A degreed professional and resourceful problem solver, Mr. Malley demonstrates exceptional ability to manage people and command/coordinate emergency services. His entrepreneurial mindset combined with advanced certifications and licenses in Fire, Police, EMS, and Emergency Management make him a pioneering figure in integrating AI technologies into public safety operations and training protocols.
High Stakes Courses: Process Improvements and Methodology to Increase Success Rates in STEM Courses
High Stakes Courses: Process Improvements and Methodology to Increase Success Rates in STEM Courses
Location:1091, Session 0
Location:1091, Session 0
High Stakes Courses: Process Improvements and Methodology to Increase Success Rates in STEM Courses High-stakes “gatekeeping” courses—especially those in STEM such as Anatomy and Physiology—play a pivotal role in determining students’ ability to progress into their academic programs. Characterized by intensive content, heavy workload, elevated assessment weights, and historically high D/F/W rates, these courses often present significant barriers to student success.
High Stakes Courses: Process Improvements and Methodology to Increase Success Rates in STEM Courses High-stakes “gatekeeping” courses—especially those in STEM such as Anatomy and Physiology—play a pivotal role in determining students’ ability to progress into their academic programs. Characterized by intensive content, heavy workload, elevated assessment weights, and historically high D/F/W rates, these courses often present significant barriers to student success.
This session examines a targeted process-improvement approach used to analyze, redesign, and strengthen instructional methodology, assessment structures, and support systems within a high-stakes A&P sequence. Attendees will learn how data-driven decision making, strategic pedagogical adjustments, and scalable course design practices led to substantial gains in student success and retention. Although the examples come from STEM archetype, the underlying improvement strategies are broadly transferable and can be adapted to enhance outcomes in high-stakes courses across any discipline.
This session examines a targeted process-improvement approach used to analyze, redesign, and strengthen instructional methodology, assessment structures, and support systems within a high-stakes A&P sequence. Attendees will learn how data-driven decision making, strategic pedagogical adjustments, and scalable course design practices led to substantial gains in student success and retention. Although the examples come from STEM archetype, the underlying improvement strategies are broadly transferable and can be adapted to enhance outcomes in high-stakes courses across any discipline.
Dr. Jonathan Jenkins is an Associate Professor of Anatomy and Physiology in the Biology Department at Amarillo College. He joined the college as an adjunct instructor in 2017 and transitioned to full-time faculty in 2020. Before entering higher education, Jonathan served in the United States Navy as a Hospital Corpsman, receiving advanced clinical training in CPR, Advanced Cardiac Life Support, Advanced Trauma Life Support, emergency medicine, and surgical technology.
Following military service, he relocated to Amarillo, where he worked as a certified surgical technologist and American Heart Association CPR instructor within the Baptist Saint Anthony’s healthcare system while completing his Bachelor of Science and Master of Science degrees in Biology at West Texas A&M University, along with Texas teaching certification.
While teaching in K–12, he earned a Master of Education in Curriculum and Instruction, and later completed his Doctor of Education at WTAMU in 2022. He is also a 2024 MEAD Award recipient.
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