2021 CTL Symposium
Thank you for attending the CTL Symposium!
Our inaugural CTL Symposium was a success! More than 125 people participated in the Symposium by facilitating, presenting at, attending, and/or supporting a session. If you missed a session, scroll down on this page to find Session Recordings and Resources.
Next steps:
We would love to hear more about your experience during the Symposium. Please share your feedback here.
Join the conversation and share your vision of teaching and learning at Lane.
We are happy to fill out a certificate of participation for those who request it. Contact ctl@lanecc.edu.
Thank you to everyone who participated in the Symposium, including:
More than 40 presenters at the Symposium, who took the time at the end of a busy year to develop engaging, informative sessions;
Everyone who attended a session;
The CTL Symposium Committee - Shannon Ball, Patrick Blaine, Ian Coronado, Dennis Gilbert, and Nancy Wood - for their work in conceptualizing the Symposium, reading over proposals, and developing the evaluation form;
CTL Steering Committee members Shannon Ball, Shamra Clark, Claire Dannenbaum, Dennis Gilbert, Jill Gillett, Meredith Keene, Kendra Rivera, Tammy Salman, Nancy Wood, and Meggie Wright, as well as Skye Nguyen, who supported individual Symposium sessions; and
Terry Holloway and Rory Beck, who helped with the technical side of the Symposium.
Best,
CTL Co-Coordinators
Aryn Bartley and Kevin Steeves
Session Recordings and Resources
Inclusive, Equitable, and Culturally Sustaining Pedagogies and Programs
Accessibility Challenge!
Meredith Keene (Instructional Design)
We're throwing down the gauntlet and challenging you to up your accessibility game! This short session provides you with information on the rules and regs of the challenge. The object of the challenge is to learn how to create accessible documents for your course(s). You'll get to chart your own path by choosing a document and making it accessible. The time per challenge is estimated at 2+ hours. Did I mention prizes? For each challenge, you complete you will be entered into a drawing for a prize!
Post-event: Self-Enroll into the Accessibility Challenge. Challenge ends Sunday, May 23rd! Prizes will be awarded!
Culturally Responsive Teaching and the Brain
Pat Boleyn (Biology) and Jay Frasier (Speech and Communication Studies)
We will go over teaching practices and examples learned from our FIG on culturally inclusive teaching and the brain, following a book by Zaretta Hammond, followed by a group discussion of these strategies to inspire inclusive teaching, and learn from each other.
Post Event: Session Recording
Culturally Sustaining Pedagogy Workshop
Shadiin Garcia, invited speaker
Dr. Garcia will work with participants on a specific content example of culturally sustaining pedagogy. Participants will walk away with resources, tools, and a framework for their toolkit. This workshop is supported by a grant from Oregon Education Association's Center for Great Public Schools and co-presented by Faculty Professional Development's Inclusive Teaching Event Series, the Native American Student Program, and the Office of Equity and Inclusion.
Post-event: Go to FPD's Inclusive Teaching Moodle site to watch the recordings from the workshop and Dr. Garcia's talk, "Equity as Praxis."
English Learners' College Persistence and Completion: Paths to Success
Kelsey Daniels (ESL) and Jen Sacklin (ESL/ABSE/ Career Pathways)
Colleges have struggled to improve low persistence and completion rates among English Language Learners (ELLs). According to Bergey et al. (2018), roughly 12% of ELLs in U.S. colleges earn a bachelor’s degree within six years. ELLs at Lane, however, have higher-than-average success rates. Roughly 40% of LCC students graduate or transfer within 3 years of taking their 1st credit class, and 39-49% of LCC ELLs do the same -- the numbers vary based on which cohorts are studied and how “ELL” is defined. This presentation will review the academic literature on English learners’ college persistence and then highlight three programs at LCC that are helping ELLs persist and succeed: the ESL Bridge Program, PASS Lane, and STEP @ Lane.
Post-event: Session Recording
Great Ideas for Teaching Students (Inclusively)
Melinda Beane (Psychology), Andrea Goering (Physics), Kendra Rivera (Speech and Communication Studies), and Christina Salter (Human Services)
In this session, sponsored by FPD’s Inclusive Teaching Event Series, faculty members will reflect upon strategies they use to create a welcoming and inclusive class climate, leaving room for questions, discussion, and sharing of strategies from all participants.
Post-event: See the Google Slides from this session here. Session Recording.
Indigenous Language Learning: Online Courses Open a Door
Beth Sheppard (Chinuk Wawa) and Lori Tapahonso (Native American Student Program, Longhouse, Concepcíon "Connie" Mesquita Multicultural Center), Ali Holsclaw (Confederated Tribes of Grand Ronde Chinuk Wawa Language Program) and Tammy Davies (LCC student, Chinook Nation)
This has been a difficult year in many ways, but across the country Indigenous language programs have seen growth as they put their classes online (see "Online Indigenous Language Learning Opens Door for Far-Flung Tribal Citizens"). At LCC, we collaborate with the Confederated Tribes of Grand Ronde to teach Chinuk Wawa, a Pacific northwestern creole language that has long served as a community language at Grand Ronde and throughout the NW region. LCC is the only community college that offers a Chinuk Wawa language program. A panel including a Tribal language teacher, a student, and the LCC instructor will share information about this special language, our online course delivery, and the community of language learners.
Mitigating Stereotype Threat
Andrea Goering (Physics)
Stereotype threat can lead to underperformance in the classroom by otherwise strong students, simply because of a student's belonging in a group that is negatively stereotyped in their domain. This workshop will 1) explain the phenomenon, 2) describe common situations that activate stereotype threat, and 3) give you actionable (and easy!) steps to mitigate its effects on your students to promote equitable outcomes.
Post-Event: Session Recording
Online Teaching and Technology
Back to Zoom Choir! Creative Perseverance During a Pandemic
Matt Svoboda (Music) and students
We will present the story of how we (instructor, students, collaborators) engaged in music-making and community building as a choir during the pandemic despite various obstacles. The process engaged us in new methods of working together, problem-solving, and iterative learning, and ultimately resulted in a creative project that we could share with others during this difficult time.
Post-Event: Session Recording
Encouraging Academic Integrity in the Online Setting
Daniel Harbowy (Engineering/ Math)
I will discuss 10 methods of mitigating cheating and 10 methods of detecting cheating in online classes. The methods will range from easy to extreme levels of effort.
Post-Event: Session Recording
LMS (Moodle) Review Committee Update
Ian Coronado (Library and Academic Technology), Jill Gillett (Accounting), Erika Masaki (Political Science), and Kevin Steeves (Instructional Design)
Did you know that Lane has an LMS review process underway? As part of the research process, the committee engaged in surveys of faculty and students. Join us to hear what themes were revealed and the next steps.
Post Event: Session Recording, Session Slides
Small Teaching Online
Aryn Bartley (Writing/Literature), Amy Beasley (Writing/ Literature), Rachel Knighten (Spanish), Anne McGrail (Writing /Literature), Ingrid Nordstrom (Writing /Literature), Jennifer Von Ammon (Writing/ Literature)
Are you looking for small but impactful ways of improving your pedagogy but don’t feel like you have the time? Come to this interactive Small Teaching Online workshop, where participants from a Faculty Inquiry Group (FIG) will share what we learned from reading and discussing Flower Darby and James. M. Lang’s book, Small Teaching Online: Applying Learning Science in Online Classes. You’ll come away with ideas for enhancing your online, hybrid, remote, and (eventually!) face-to-face pedagogy. Inspired by Darby and Lang’s book, this collaborative workshop will begin with brainstorming and sharing our “small teaching” issues--difficulties, quibbles, and quandaries. Members of the FIG will then share some of our discoveries and applications of the theory, principles, and models we learned about from Darby and Lang’s book.
Tips to Spice Up Your Online Course
Kanoe Bunney (Education)
How can we engage students in an online course? Through the use of new technology, the presenter will display ways to actively participate in an online course. Learn more about interactive zoom sessions, participatory office hours, quiz nights, student led-tutorials, and more.
Post-event: presentation slides
Course Design and Pedagogy (General)
Design Challenge: You are the Instructional Designer
Kevin Steeves (Instructional Design)
We are all instructional designers (put on your fancy cape)! Let's conquer this challenge together! Here’s the challenge we'll explore together: As a result of the pandemic more faculty are forced into teaching synchronous, asynchronous, online, hybrid, hyflex, remote, and/or various other possible formats than ever before. Many courses and programs that are traditionally challenging to move online are still forced to do so (i.e. visual arts, music, theater, engineering, etc..). You are the ID team at LCC. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? Hybrid or online? Hyflex or not? How do I convert my high-touch course to an online space? Will my students learn as much as they did in person? We will team together and generate our recommendations and advice for faculty moving challenge disciplines online! Participants will be awarded the Design Challenge badge for participation.
Post-Event: Session Recording, Session Slides w/ attached Google Form
Incorporating Student Research into Your Classes
Rick Glover (Earth and Environmental Science) and Stacey Kiser (Biology)
Join Lane faculty as we redesign our courses to incorporate student research projects. Stacey and Rick will use Backwards Design to help you develop learning outcomes, scaffolded activities, and assessments.
Post-Event: Session Recording
Introduction to Representational Fluency,” Symbolic Forms, and Student Epistemologies
Dennis Gilbert (Physics), Greg Mulder (Physics, Linn-Benton CC), Wendi Wampler (Physics, Central Oregon Community College)
Based on specific course subject matter, students encounter a variety of representations (written description and narrative, sketches, diagrams, graphs, mathematical expressions, animation, etc.), their relations to each other, and what they accomplish alone and together. Dennis Gilbert's presentation on representation fluency -- the ability to interpret and construct representations, and the ability to combine and translate between them - offers productive insights into learning and effective pedagogy.
Students commonly enter our classes with expectations and beliefs about learning and knowing that may limit their success. In a talk about student epistemologies, Dr. Wendi Wampler introduces a theoretical framework to help us better understand the reasons students struggle with adopting more meaningful learning and thinking strategies. She also discusses lessons learned from physics education research and introduces instructional reforms designed to help students reframe their role as learners and problem solvers. The talk concludes with discussion questions about student beliefs and with the hope that we can share instructional strategies that foster epistemological change.
Post-Event:
Watch this video to learn more about representational fluency.
Watch this video to learn more about symbolic forms and their relation to student learning.
Watch this video to learn more about student epistemologies.
Problem-Based Learning in the Classroom
Aryn Bartley (Writing/Literature)
This workshop gave an overview of problem-based learning (PBL), described its benefits for student learning, and shared a PBL structure that can be applied in the classroom.
Post-event: Session Slides
Practical Ethics in Career Technical Education
Don Easton (CTE), Shannon Ball (Assessment)
CTE faculty at Lane help their students explore ethical behaviors in their professions. Don will share his own examples after a brief discussion of how the subject is dealt with in the Cybersecurity program.
Post-Event: Session Slides, Session Recording
Assessment and Program Review
Program Assessment Panel
Shannon Ball (Assessment), Brian Haimbach (Theatre), Karen Krumrey (Speech and Communication Studies), Erika Masaki (Political Science), Susan Shipp (Human Services), Nancy Wood (PASS Lane Career Pathways, ESL, Assessment)
Moderators will ask panelists to discuss their experiences with developing assessment systems for their award programs and fields of study. There will be time at the end for a Q & A.
Post-Event: Session Recording
“Understanding Academic Program Review at Lane: Showcasing Our Accomplishments”
Christina Howard (Physical Therapy), Anne McGrail (Writing/Literature), Kate Sullivan (Writing/Media Arts)
This session will focus on the valuable work that faculty have undertaken through the process of APR, as well as providing a venue for questions about the process.
Post-Event: Session Recording
Student Support Resources and Programs
Building Online Bridges/Connections through Course Embedded Tutoring: Bringing Tutors to Classrooms
Sara Pittman (Academic and Tutoring Services), Casey Reid (Academic and Tutoring Services), Karen Louise White (Academic and Tutoring Services)
Join a panel discussion with faculty, tutors, Academic Coaches, and Academic and Tutoring Services Coordinators to discuss their experiences embedding tutors into their classrooms. Topics will include different ways to incorporate embedded tutors into Moodle and Zoom and faculty and tutor/Academic Coach perceptions of the embedded experience, including strengths of the approach and ways we’re trying to improve the program. Faculty from all disciplines are invited to attend and discuss ways to expand the program.
Post-event: For more information, contact Casey Reid at reidc@lanecc.edu.
Faculty Mapping for Students: Join the Conversation!
Mindi Dieu (Guided Pathways/Student Affairs), Jennifer Frei (Guided Pathways/Academic Affairs), Jenn Kepka (Guided Pathways/Instructional Design), Sarah Nemecek (Guided Pathways/Dance), Michael Sims (Guided Pathways/Sustainability)
Faculty, advisors, and degree evaluators have engaged in drafting default maps that can help students visualize their path through Lane with a full understanding of how courses transfer to UO. Visit this poster session to see some of the maps in progress, or join us live to ask questions or find out how to start building a map for your own program.
Post-Event: Session Recording
“Reading Between the Lines: Using the Library Research Toolkit for Information Literacy"
Claire Dannenbaum (Library)
This presentation will focus on the new Library Research Toolkit as a way to integrate information literacy into courses at Lane. I will introduce the Toolkit, explain the organization and modules, and offer examples of ways to incorporate the modules into writing and research assignments. With participants, we will discuss the increasing urgency of critical thinking about information in the classroom setting in all disciplines. I'll answer questions about the Toolkit, and the current state of LCC Library services and programs generally.
Post-Event: Session Recording, Google Slides from the Session, New Library Research ToolKit
“Rocking Lane’s New Online Casbah: The Lane Support Hub”
Jenn Kepka (Academic and Tutoring Services), Sara Pittman (Academic and Tutoring Services, Casey Reid (Academic and Tutoring Services), Karen Louise White (Academic and Tutoring Services)
Join representatives from Academic and Tutoring Services, SHeD, the Career Exploration Center, and Peer Mentors in the Lane Support Hub to experience the space and hear about what space is teaching us about our programs, students, and institutional silos.
Post-event: For more information, contact Casey Reid at reidc@lanecc.edu
Faculty Resources
Taking Care: The Ups and Downs of Managing Health During Hard Times
Marc Duyck (Physical Therapy), Daphne Gabrieli (Writing), Angela Martinek (Math), Carrie O'Coyle Richenberg (Art), and Wendy Simmons (Wellness)
Enjoy this interactive session to learn what your colleagues have been doing in these COVID times to take care of themselves, how that has helped them as instructors, what they’ve struggled with and how they’ve managed their stress. More than half of this session will be devoted to questions, answers and discovering new ideas for self-care.
Post-event: Learn more about Lane's Wellness program.
What your LCCEA Membership Does For You
Wendy Simmons (LCCEA Membership Chair) and LCCEA Membership Committee
Join your LCCEA membership committee and ask questions about what your LCCEA membership does for you!
Post-event: If you missed today's session, you are welcome to email Wendy Simmons (simmonsws@lanecc.edu) for more information about union membership.