Kathleen Bishop   

Develop a consistent meditation practice for enhanced resilience, compassion, and empathy to increase focus, reduce stress, and build positive relationships with colleagues and students. 

Audience: All Conference Attendees

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David Healey, Jessica Love, and Lisa Teitler 

For online learners, time management and confidence remain obstacles to success, especially for first-term students. Although suggested schedules and reminders are part of introductory classes, students benefit from seminar and discussion board feedback emphasis on these skills. In his book, Atomic Habits, James Clear sums up the idea perfectly, “With the same habits, you’ll end up with the same results. But with better habits, anything is possible” (p. 4).  Other approaches such as resilience also reduce stress and build student confidence (McGonigal, 2016). Encouraging these approaches in the classroom helps instructors support student success. This presentation will highlight the approaches outlined by Clear and others, such as addressing motivation and willpower, and getting back on task after a setback. These are lessons that can be emphasized in the classroom to reinforce student success and reassure them that each day can be a fresh start toward building habits for success.

Audience: Faculty, Students/Alumni

Track: Classroom Foundations

Diversity, Equity, and Inclusion Session

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John Berube 

Over the past twenty years, colleges and universities have taken steps to address key metrics of retention, persistence, and graduation rates. Due to the increased costs of obtaining a college education, both students and the government are focused on outcomes. In turn, these post-secondary institutions have pushed forward with a number of initiatives to improve results. Coaching is a very common tool at most institutions that has been chosen in an attempt to move this needle. 

The effectiveness of these programs has been questioned and studied. This presentation will provide a brief overview of some studies and corresponding literature about student coaching at the college level. The presenter will offer some practical assessments from recent experiences in student coaching in the Legal Support and Services program, which demonstrate some instances of success, and in turn may assist in developing this form of outreach to all PG students.

Audience: Faculty, Staff

Track: Student Focus

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Barbara Green and Errol Sull 

When most students think of the word “plagiarism,” negative emotions such as fear, confusion, and or frustration tend to come to mind.  This is no different for faculty.  For both faculty and students, plagiarism can elicit negativity-tinged repetitive and cyclical behaviors.  The questions become: What can faculty do to demystify plagiarism for students and change knee-jerk reactions (for both faculty and students) where plagiarism is concerned?  What can faculty learn from students to assist in learning why and how not to plagiarize?  What best practices strategies can faculty employ to dissuade plagiarism? This session seeks to address how faculty can start an engaging, positivity-infused conversation about plagiarism (both conventional and unconventional examples found in the classroom), how source use is viewed in other cultures, and how faculty can reach out to students in a proactive, non-threatening manner should plagiarism happen in the classroom.  

Audience: Higher Education Administrators, Faculty, Staff 

Track: Classroom Foundations 

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Lindsey Jarvie, Denise Douglas, and Marguerite Norby  

An authentic, empathetic, and mindful approach to the student experience is paramount to meeting the demands of the global education paradigm shift (de Rivera & Mahoney, 2018). Creating Comfort Across Cultures: Adapting to Shifts in Global Education examines empathy from a faculty and staff perspective. It explores the impact of empathy in higher education from curriculum design, to instructor course content delivery, and pedagogical practices. The presentation investigates how to engage diverse student populations through synchronous and asynchronous avenues focusing on student learning and retention, using empathy as a primary, strategic tool for connectedness, belonging, and success. Integrating immersive and diverse content and understanding students’ backgrounds and needs contributes to addressing them with humility, attention, and empathy (Gladwell, 2019). Presenters share current research, anecdotal evidence, best practices, global awareness, and relational integration understanding (Mitchem et al, 2020). Global awareness positively impacts “interconnections and concern in terms of empathy and understanding the importance of solidarity” (Global Education Network Europe, 2019, p. 23). Participants will leave the live session with a refreshed global education tenet.

Audience: Higher Education Administrators, Faculty, Staff, Students/Alumni

Track: Classroom Foundations

Diversity, Equity, and Inclusion Session

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Erin Berman, Suzanne Atkin, Carolyn Stevenson, and Betsy Daniels 

The Community of Inquiry model (Garrison, 2017) underscores the notion that the educator/instructor plays a key role in creating connections with learners, which leads to long term retention. The Community of Inquiry framework represents the model for teaching to create a deep and meaningful learning experience through the development of social, cognitive, and teaching presence (Garrison, 2017). That said, this presentation will provide some experiences relating to how we, as educators, have applied innovative techniques to help facilitate relationships that support an inclusive learning space, while challenging participants to share some of their best practices. Participants will ponder teaching and learning in a constant state of mindful choices with evaluation and reflection as a means toward constant improvement. 

Audience: Faculty

Track: Classroom Foundations

Diversity, Equity, and Inclusion Session

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