Session 3
Embedded Files
Session Time 1:40-2:20
Workshop: Build a Bot
Workshop: Build a Bot
Location: Room: 1064A, Session 3 (modified time) 1:40-2:25 PM
Location: Room: 1064A, Session 3 (modified time) 1:40-2:25 PM
José Bowen - Keynote Speaker
José Bowen - Keynote Speaker
José Antonio Bowen is a dynamic teacher, known for his concept of Teaching Naked and how to be most efficient and effective with and without AI in your classroom.
He has been leading innovation and change for over 40 years at Stanford, Georgetown and the University of Southampton (UK), as a dean at Miami University and SMU and as President of Goucher College. Bowen has worked as a musician with Stan Getz, Dave Brubeck, and many others and his symphonywas nominated for the Pulitzer Prize in Music (1985). Bowen holds four degrees from Stanford and has writtenover 100 scholarly articles and books, including the Cambridge Companion to Conducting (2003), Teaching Naked (2012 and the winner of the Ness Award for Best Book on Higher Education), Teaching Naked Techniques withG. Edward Watson (2017) and Teaching Change: How to Develop Independent Thinkers using Relationships, Resilience and Reflection (Johns Hopkins University Press, 2021). Bowen has appeared in The New York Times,Forbes, The Wall Street Journal, and has three TED talks. Stanford honored him as a Distinguished AlumniScholar (2010) and he has presented keynotes and workshops at more than 300 campuses and conferences 46 states and 17 countries around the world. In 2018, he was awarded the Ernest L. Boyer Award (for significant contributions to American higher education). He is a senior fellow for the American Association of Colleges and Universities.
Understanding Accommodations: Roles, Responsibilities, and Resources
Understanding Accommodations: Roles, Responsibilities, and Resources
Location: Room: Apparatus Bay, Session 3
Location: Room: Apparatus Bay, Session 3
This session will provide a clear overview of Disability Services and the accommodation process at AC. Participants will gain a practical understanding of commonly approved accommodations, expectations for implementation, and effective communication with students. Guidance will be offered for addressing student questions, navigating complex requests, and maintaining appropriate confidentiality. The session will also outline the appropriate response when faculty believe a student may need Disability Services support, including legal considerations, referral procedures, and what actions are and are not permitted. Attendees will learn how to connect students with the correct Disability Services staff and where to seek assistance when challenges arise. Time will be reserved for scenarios and questions to clarify roles, processes, and responsibilities.
This session will provide a clear overview of Disability Services and the accommodation process at AC. Participants will gain a practical understanding of commonly approved accommodations, expectations for implementation, and effective communication with students. Guidance will be offered for addressing student questions, navigating complex requests, and maintaining appropriate confidentiality. The session will also outline the appropriate response when faculty believe a student may need Disability Services support, including legal considerations, referral procedures, and what actions are and are not permitted. Attendees will learn how to connect students with the correct Disability Services staff and where to seek assistance when challenges arise. Time will be reserved for scenarios and questions to clarify roles, processes, and responsibilities.
This presentation is designed for faculty who are new to accommodations, as well as those seeking a refresher on our procedures and available resources. It aims to strengthen understanding of how we work together to ensure students have access to their learning experience.
This presentation is designed for faculty who are new to accommodations, as well as those seeking a refresher on our procedures and available resources. It aims to strengthen understanding of how we work together to ensure students have access to their learning experience.
Jerri Peacock-Najera is the Disability Services Coordinator at Amarillo College, where she oversees the department and manages all student accommodations and compliance processes. She holds a Master’s in Education and previously worked in K–12 as both a Special Education Teacher and an Educational Diagnostician. Since joining the college, Jerri has contributed her expertise across several campus committees and remains focused on helping faculty and staff implement clear and effective accommodation practices.
Art and Science: Symbiotic Relationships
Art and Science: Symbiotic Relationships
Location: Room: 1008, Session 3
Location: Room: 1008, Session 3
For millennium art and science have been close partners. From photography of the cosmos to microscopic organisms. Sketching scientific concepts to technical illustrations of architecture and fantastic animations of science fiction, art visualizes what science invents. In this presentation, we will analyze several symbiotic relationships of art and science.
For millennium art and science have been close partners. From photography of the cosmos to microscopic organisms. Sketching scientific concepts to technical illustrations of architecture and fantastic animations of science fiction, art visualizes what science invents. In this presentation, we will analyze several symbiotic relationships of art and science.
Steven Cost Biography
Steven Cost is a working artist in watercolor, acrylics, and various drawing media. He is a tenured full professor of art at Amarillo College since 1995. He was awarded the Albert Nelson Marquis Lifetime Achievement Award in 2018. He is a charter member of the American Synesthesia Society and the SIGGRAPH Computer Graphics Pioneers.
Cost worked in the 1970s for St. Regis Paper Company as a package designer and art director for Creative Consultants Advertising Agency in Pensacola, Florida. In the 1980s he taught art and graphic design at Texas State Technical College, in the1990s he taught at Southwestern Oklahoma State University, and he was the art director for the Amarillo Observer Magazine.
In 1969 and again in 2015 he traveled to Italy to study and teach art in Italy. He had an art studio and gallery in The Galleries at Sunset Center, Amarillo, Texas.
From Expert to Educator: Navigating the Transition into Academic Culture
From Expert to Educator: Navigating the Transition into Academic Culture
Location: Room:1064B, Session 3
Location: Room:1064B, Session 3
Transitioning from professional practice to teaching can feel like starting over. This can be exciting, yes, but also a little disorienting. We started a career in academia because we wanted to give back, stay connected to our field, or follow the path of someone who inspired us. What we didn't expect was how the academic life would have its own culture, pace, and “hidden curriculum”.
Transitioning from professional practice to teaching can feel like starting over. This can be exciting, yes, but also a little disorienting. We started a career in academia because we wanted to give back, stay connected to our field, or follow the path of someone who inspired us. What we didn't expect was how the academic life would have its own culture, pace, and “hidden curriculum”.
In our session, From Expert to Educator: Navigating the Transition into Academic Culture, we want to have an honest conversation about what it's really like to go from being the expert in your field to feeling like a complete novice all over again.
In our session, From Expert to Educator: Navigating the Transition into Academic Culture, we want to have an honest conversation about what it's really like to go from being the expert in your field to feeling like a complete novice all over again.
We'll discuss the emotional side of this shift, identity changes, and how to juggle teaching, service, and your own growth without losing yourself in the process. Share our own stories (and laugh at our mistakes) while offering practical strategies we've learned the hard way, like actually managing your inbox, setting boundaries using Outlook, and making virtual office hours work for you instead of against you.
We'll discuss the emotional side of this shift, identity changes, and how to juggle teaching, service, and your own growth without losing yourself in the process. Share our own stories (and laugh at our mistakes) while offering practical strategies we've learned the hard way, like actually managing your inbox, setting boundaries using Outlook, and making virtual office hours work for you instead of against you.
You'll walk away with real tools: ways to use AI without feeling guilty, Blackboard hacks, tips for weaving in current events, and reminders to see your teaching through your students' eyes.
You'll walk away with real tools: ways to use AI without feeling guilty, Blackboard hacks, tips for weaving in current events, and reminders to see your teaching through your students' eyes.
This is meant to be an interactive conversation in a space to reflect and swap ideas with others who get it. Whether you're brand new or helping someone else through this transition, we hope you'll leave feeling more confident and less alone.
This is meant to be an interactive conversation in a space to reflect and swap ideas with others who get it. Whether you're brand new or helping someone else through this transition, we hope you'll leave feeling more confident and less alone.
Erin's journey to nursing education has been anything but traditional, only discovering her passion for nursing in her 30s. Overcoming a late diagnosis of dyslexia and obtaining her BSN, Erin began in the Surgical ICU, and later she found her true vocation in emergency nursing. She served as a preceptor, charge nurse, and became a Certified Emergency Nurse. Though proud of her ER work during the COVID-19 pandemic, it ultimately cut her bedside career short in late 2022.
In February 2023, Erin then joined Amarillo College as staff in the Nursing Resource Center, now the SKILLS Hub. She's since earned her Master's in Nursing Education and currently leads the Skills Hub. She gets the best of both worlds by helping students master foundational skills in the lab and then watching them shine during their final clinical semester.
A "trauma junkie" at heart, Erin brings ER nurse energy to everything she does and has discovered an unexpected passion in academia at AC.
Elaine Bennett, MSN, RN
Elaine Bennett is a full-time faculty member in the ADN Program at Amarillo College, where she serves as one of the primary instructors for entry-level nursing students. Having been a nurse for 20 years with experience in cardiology and primary care, Elaine discovered her passion for nursing education in 2019 as a clinical instructor in the LVN department. After returning to clinical practice during the pandemic, she pursued her Master's in Nursing Education from Western Governors University,completing it in September 2023—just one year after transitioning to full-time faculty in the Fall of 2022.
During the presentation, "From Expert to Educator: Navigating the Transition into Academic Culture," Elaine will draw from her lived experience of this challenging role change. Since joining the ADN faculty, she has spearheaded curriculum innovation, independently developing the majority of the Nursing One course content when the program transitioned to a concept-based curriculum in Fall 2023. She has implemented flipped classroom methodologies, created interactive learning materials, and serves as an ATI Champion while contributing to departmental committees. Elaine's journey embodies the expert-to-novice phenomenon, offering valuable insights into navigating the complexities of moving from clinical expertise to academic practice.
Using AI to Create Engaging Strategies for Effective Teaching
Using AI to Create Engaging Strategies for Effective Teaching
Location: Room: 1070, Session 3
Location: Room: 1070, Session 3
Artificial Intelligence (AI) offers powerful tools that can streamline lesson preparation while enhancing engagement and interactivity in the classroom. This presentation will demonstrate practical ways to use AI platforms—such as ChatGPT, Claude AI, and Notebook LM to develop engaging outlines and assignments to promote active learning.
Artificial Intelligence (AI) offers powerful tools that can streamline lesson preparation while enhancing engagement and interactivity in the classroom. This presentation will demonstrate practical ways to use AI platforms—such as ChatGPT, Claude AI, and Notebook LM to develop engaging outlines and assignments to promote active learning.
Participants will explore how AI can assist in generating structured lesson outlines aligned with learning objectives, simplifying the process of organizing content, and tailoring material to diverse learning preferences. The session will also showcase techniques for transforming AI-generated outlines into interactive presentations that include case studies, discussion prompts, quizzes, and multimedia elements designed to sustain student interest.
Participants will explore how AI can assist in generating structured lesson outlines aligned with learning objectives, simplifying the process of organizing content, and tailoring material to diverse learning preferences. The session will also showcase techniques for transforming AI-generated outlines into interactive presentations that include case studies, discussion prompts, quizzes, and multimedia elements designed to sustain student interest.
Emphasis will be placed on maintaining academic integrity and instructor voice while using AI as a collaborative tool rather than a replacement for pedagogy. Attendees will leave with practical examples, general instructions, and free or low-cost AI tools they can immediately integrate into their teaching practice.
Emphasis will be placed on maintaining academic integrity and instructor voice while using AI as a collaborative tool rather than a replacement for pedagogy. Attendees will leave with practical examples, general instructions, and free or low-cost AI tools they can immediately integrate into their teaching practice.
Dr. Simone R. Buys, OTR, is a south Louisiana native who has been calling Amarillo home since 2008. She has been a registered occupational therapist since 1990 and practiced as an occupational therapist for 25 years, in a variety of settings, prior to coming to Amarillo College to teach in the occupational therapy assistant program in 2015. She has continued PRN work in the occupational therapy world, supervising several of her graduates over the years. To support her role in educating OTA her students, she received her doctorate in occupational therapy from Texas Tech in 2023, with a focus on occupational therapy education. She enjoys sharing her passion for occupational therapy, and her passion for teaching adult students, to anyone who will listen! She loves collaborating with Amarillo College colleagues and currently serves as vice-chair of the Rank and Tenure Committee.
My name is Pamela Quintanilla, I am an instructor in the Amarillo College Physical Therapist Assistant Program. I graduated from Amarillo College in 1992 with my Associate of Applied Science in Physical Therapist Assistant. I worked in the field for 30+ years and then decided I wanted to try teaching in the program. I received my Bachelor of General Studies from West Texas A&M in 2021 and soon started as the supplemental instructor in the program. I then moved into the instructor position the next Fall. I currently teach Functional Anatomy, Basic Patient Care Skills, Bio-Physical Agents, and oversee all the clinical affiliations for the PTA students throughout the program duration. My passion is giving back to the profession and the college that gave me a start 32 years ago.
Six Critical Behaviors for Effective College Instruction: From Research to Reflective Practice
Six Critical Behaviors for Effective College Instruction: From Research to Reflective Practice
Location: Room:1089, Session 3
Location: Room:1089, Session 3
In this session, we will present insights drawn from the work of Lauren Barbeau and Claudia Cornejo Happel, whose research identifies six critical teaching behaviors essential for effective instruction. We have thoroughly engaged with their scholarship, integrating key elements of their teaching models into our own classroom practice. Drawing on our firsthand experiences applying these strategies, we will share practical examples and reflections that demonstrate how these behaviors can be implemented to enhance student learning and engagement.
In this session, we will present insights drawn from the work of Lauren Barbeau and Claudia Cornejo Happel, whose research identifies six critical teaching behaviors essential for effective instruction. We have thoroughly engaged with their scholarship, integrating key elements of their teaching models into our own classroom practice. Drawing on our firsthand experiences applying these strategies, we will share practical examples and reflections that demonstrate how these behaviors can be implemented to enhance student learning and engagement.
This presentation will guide participants in reflecting on effective teaching strategies they already use and introduce methods for systematically documenting these practices to support professional growth. Attendees will also explore innovative ideas to expand their pedagogical approaches, fostering ongoing development in both instructional practice and reflective documentation. The session aims to empower educators to build on their strengths while embracing new opportunities for improvement.
This presentation will guide participants in reflecting on effective teaching strategies they already use and introduce methods for systematically documenting these practices to support professional growth. Attendees will also explore innovative ideas to expand their pedagogical approaches, fostering ongoing development in both instructional practice and reflective documentation. The session aims to empower educators to build on their strengths while embracing new opportunities for improvement.
Fiona Denge - Associate Professor - Biological Sciences - MCC Biological Sciences - Moore County - f0538067@actx.edu
Fiona Denge - Associate Professor - Biological Sciences - MCC Biological Sciences - Moore County - f0538067@actx.edu
Fiona has taught Microbiology and Human Anatomy & Physiology at Amarillo College for the past 10 years. She has also taught High School Chemistry and Biology. Before transitioning to education, Fiona worked as a cancer researcher, focusing on skin, breast, and eye cancers in Omaha and Dallas. In May 2022, Fiona was promoted to the rank of Associate Professor.
Jane Ellen Rothkrug Abondano is an instructor at Amarillo College, Moore County Campus, Dumas, Texas. She specializes in teaching technically supported classrooms, which include art, humanities and speech. Jane Ellen got her start at Amarillo College, with an Associates in Word Information and continued to earn a Master of Communication, Master of Art and Master of Fine Art (Studio) from West Texas A&M University. In addition, she was near completion of a Master in Instructional Technology from WTAMU, when she started at Amarillo College in 2012. Her scholarly activities include the West Texas A&M University Presidential Libraries Research Tour: research, within the Presidential Libraries System, presenting research papers and co-authored, Teacher influence in the classroom: A preliminary Investigation of Perceived Instructor Power, Credibility, and Student Satisfaction, published in the Communication Research Reports. She is a member of the International Communication Association, Texas Community College Teachers Association, Texas Historical Society and the Fitzhugh Players. She continues practicing art: “en plein air” (outdoor painting), making gemstone jewelry, and she is also a beekeeper, painting specialty beehive boxes. Jane Ellen enjoys pioneering technically supported classrooms and is enthusiastic about bringing it together with education.
Integrating Cognitive Science and Evidence-Based Teaching Strategies to Enhance Student Learning
Integrating Cognitive Science and Evidence-Based Teaching Strategies to Enhance Student Learning
Location: Room: 1091, Session 3
Location: Room: 1091, Session 3
This presentation applies cognitive science principles to enhance student learning through proven teaching strategies. It focuses on three key practices: reading guides that scaffold pre-lecture preparation, Cornell note-taking with curriculum-aligned prompts, and post-learning surveys for real-time feedback. Reading guides help students focus on essential concepts and build comprehension. Cornell notes use retrieval practice and elaboration to improve retention and transfer. Post-learning surveys offer formative data for responsive teaching and foster a growth mindset. Attendees will receive practical recommendations for integrating these evidence-based strategies, designed to boost engagement and achievement by aligning instruction with how students learn best.
This presentation applies cognitive science principles to enhance student learning through proven teaching strategies. It focuses on three key practices: reading guides that scaffold pre-lecture preparation, Cornell note-taking with curriculum-aligned prompts, and post-learning surveys for real-time feedback. Reading guides help students focus on essential concepts and build comprehension. Cornell notes use retrieval practice and elaboration to improve retention and transfer. Post-learning surveys offer formative data for responsive teaching and foster a growth mindset. Attendees will receive practical recommendations for integrating these evidence-based strategies, designed to boost engagement and achievement by aligning instruction with how students learn best.
Cynthia Brundage is an instructor in the Medical Laboratory Technology program at Amarillo College, with over 15 years of experience in clinical lab science and 12 years in education. She holds a BS in Biology and will graduate with her Master of Arts in Teaching (MAT) this December. She loves developing engaging curriculum, mentoring students, and helping them prepare for certification success. Beyond work, Cynthia is a proud mom of four, grandmother to nine, an avid race car driver, and enthusiastic plant lover. Balancing family, fast cars, and a passion for aroids keeps her inspired both inside and outside the classroom.
Feedback That Works: Communication Strategies for Every Classroom
Feedback That Works: Communication Strategies for Every Classroom
Location: Room: 1107, Session 3
Location: Room: 1107, Session 3
In today’s classrooms—across every discipline—instructors are expected to do more than deliver content. We’re asked to build student confidence, provide meaningful feedback, and navigate the growing emotional labor of teaching.
In today’s classrooms—across every discipline—instructors are expected to do more than deliver content. We’re asked to build student confidence, provide meaningful feedback, and navigate the growing emotional labor of teaching.
This session introduces Appreciative Inquiry (AI) as a powerful, flexible framework for delivering feedback that fosters trust, promotes growth, and supports student development. Participants will explore a five-step model that works in lecture halls, labs, online courses, and technical classrooms alike.
This session introduces Appreciative Inquiry (AI) as a powerful, flexible framework for delivering feedback that fosters trust, promotes growth, and supports student development. Participants will explore a five-step model that works in lecture halls, labs, online courses, and technical classrooms alike.
We’ll discuss how tone, timing, empathy, and environment shape learning just as much as content delivery. Key takeaways include how to create psychological safety, avoid common feedback blockers, apply reflective debriefing tools like Gibbs’ Cycle, and protect your own joy and motivation in teaching.
We’ll discuss how tone, timing, empathy, and environment shape learning just as much as content delivery. Key takeaways include how to create psychological safety, avoid common feedback blockers, apply reflective debriefing tools like Gibbs’ Cycle, and protect your own joy and motivation in teaching.
Whether you teach English, Welding, Biology, or Speech, you’ll leave with practical communication tools that help your students thrive through trust, clarity, and encouragement.
Whether you teach English, Welding, Biology, or Speech, you’ll leave with practical communication tools that help your students thrive through trust, clarity, and encouragement.
Dr. Aaron Gann is the Vocational Nursing Program Director at Amarillo College, where he leads curriculum development, faculty mentoring, and student success initiatives. He began his professional career as a secondary English teacher after earning a BA in English from Texas Tech University.
His nursing journey started at Amarillo College in the Associate Degree Nursing program, where he faced early academic failure. He later returned to successfully complete the LVN program. That experience shaped his deep empathy for students and his belief in the importance of second chances.
Dr. Gann holds a BSN from Grand Canyon University, an MSN from Western Governors University, and a DNP in Nursing Education from Arkansas State University. His work focuses on helping faculty create environments where students feel safe, supported, and ready to learn. He believes that when educators take care of students, the students will take care of outcomes like NCLEX pass rates, retention, and completion.
Camille is an LVN Nursing Instructor known for her energy, creativity, and deep commitment to student success. With years of experience in emergency nursing and clinical education, she brings real-world expertise into every classroom, lab, and simulation. She is passionate about building confident, competent future nurses through hands-on learning, clear expectations, and a supportive, growth-focused environment.
As a leader in simulation design, she develops immersive scenarios that strengthen clinical judgment, communication, and patient-centered care. Her teaching style blends rigor with encouragement—pushing students to think critically while reminding them to extend the same grace to themselves that they give to their patients.
Outside of nursing education, she is a mom of three who is slightly obsessed with succulents, loves everything musical, and stays busy cheering on her kids in all their activities.
Dual Credit Collaboration in Tech Ed
Dual Credit Collaboration in Tech Ed
Location: Room:1057, Session 3
Location: Room:1057, Session 3
Imagine if you could build a dream program. Well that's what AC and Am-Tech did. We will talk about having a common goal, based on industry recognized credentials, how admin on both sides were invaluable in help and support, how egos are left at the door, and about our student successes.
Imagine if you could build a dream program. Well that's what AC and Am-Tech did. We will talk about having a common goal, based on industry recognized credentials, how admin on both sides were invaluable in help and support, how egos are left at the door, and about our student successes.
Bob Gustin has been in industry since he graduated from Southeastern Iowa Community College in 1990. He first worked at Quality Tool and Die, building and maintaining stamping dies for local industry. He then went to work for Industrial Tooling and Fabricating where he worked as a machinist, building and maintaining tooling for Gates Rubber and other local industries. From there he went to Methode Electronics where he served an 8000 hour Toolmaker Apprenticeship. While at Methode he designed and built assembly fixtures, stamping dies, and automated assembly machines. Additional duties included maintaining dies, assembly tooling, and injection molds. Bob rose through the ranks at Methode going from Toolmaker to Toolroom and Maintenance Supervisor of Methode’s Reynosa, Mexico Facility.
In 2008 the auto industry went into a nationwide decline and Methode closed their Reynosa plant. Bob then had the opportunity to run the Methode’s Chicago Illinois plant, but decided it was time to pay it forward, so in 2009 he applied and was hired by Amarillo College. Amarillo College was wanting to restart their machining program with an emphasis on NIMS Accreditation. Bob was instrumental in this accreditation, which was earned in 2014.
In 2011, he was approached by Amarillo College and Amarillo Independent School District to start a Dual Credit Machining Program at Caprock High School. He started this program, but with machining classes growing at Amarillo College, he then handed this over to David Gibson in 2013. Mr. Gustin currently holds eight NIMS Credentials and is working to complete more, including the Inspector Credential.
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