Teach. Write. Submission Extension.

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The deadline for submissions to Teach. Write. has been extended until Sunday, March 18. I have accepted some terrific short stories, essays and poems from writing teachers around the US and even Australia and am excited about the upcoming edition; however, I would like to get a few more submissions to fill out the journal.

Therefore, if you are or ever have been a writing instructor in any capacity, including workshop leaders, elementary language arts teacher, secondary, college or university level, then I want to see your work!! Click here for the submission guidelines.

It continues to be my belief that submitting creative writing for publication helps us become better composition teachers, especially because it reminds us of the importance of revision and editing.

unbrokencircleThe spring edition of Teach. Write. is still slated for an April 1 appearance, and I still plan to take copies of Teach. Write. for distribution at the Appalachian Studies Association Gathering in Cincinnati, Ohio. I will be attending the conference April 5-8 and reading from my story “I Have Not Yet Returned,” about a daughter grappling with her father’s mental illness. Three other writers whose work appears in the anthology Unbroken Circle: Stories of Cultural Diversity in the South,  published last May by Bottom Dog Press, will also be performing.

In August, one of the editors of the collection informed authors that the book was selling well, being used as a text in a couple of college classrooms, and that readings were planned not only at the Appalachian Studies Association Gathering, but also in Knoxville, Tennessee, and at Marshall University in Huntington, West Virginia.

I am excited to be a part of the conference and am looking forward to attending other sessions about teaching and writing in the Modern South. For distribution at the conference, I will also take copies of  both editions of Teach. Write. as well as information about my musical A Carolina Story. I was looking in the program and even see some opportunities to perform a song from my musical at several open mics planned around the city, so maybe I will brush off the old guitar and practice.

Then work up the guts to risk making a fool of myself to promote my art.

Oh, well, we’ll see how it goes.

Hope to see your work in my inbox very soon!!!

 

 

Teach. Write. Deadline Extended

Are you a writing teacher who loves to write? Do you write responses to your own writing prompts? Is writing for publication something you have done or dream of doing?

If your answer is yes to any of these questions, then I want to see your writing! The premiere edition of Teach. Write. : A Literary Journal for Composition Teachers is beginning to take shape. I have accepted several impressive creative non-fiction essays and poetry, but I would love to have more, especially flash or short fiction. Therefore, I have extended the submission period to August 1, 2017.

If you are teaching or have taught English composition at any level in any setting, then I want to read your work.

See the page Teach. Write. Submission Guidelines for more information and….

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Looking Glass Rock Writers Conference

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School’s out for summer, so I’m here, sitting on the front porch of the admin building that you see in the picture above on the campus of beautiful Brevard College in Brevard, North Carolina, to attend the Looking Glass Rock Writers Conference. I will be attending fiction workshops lead by  Jane Smiley, author of the Pulitzer Prize-winning novel A Thousand Acres.

Attending at least one writers conference each summer has become one of my goals, and LGRC falls at the perfect time, right at the beginning of my summer. My hope is that this conference will jump start my ambitious writing plans for my time off teaching. My wish is to finish the novel that I will be working on here at the conference AND complete my new play, an adaptation of Robert Browning’s “Ring and the Book.”

As if that isn’t enough, I will also be launching my literary publication, Teach. Write. In September. I am still accepting work for the venture, so if you are, or ever been a teacher of English composition, then you are eligible to submit to Teach. Write. 

Go to this link for more information: Teach. Write Submission Guidelines. Deadline for submissions is July 1. I would love to see your work.

 

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School’s Out for the Summer!

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School’s out for summer! Back in June of 1972, I never would have believed that I would see Alice Cooper singing his anthem of teen rebellion with a bunch of muppets? But look!

https://youtu.be/vmewc2Uqon4

I’m just enough of a rebel to kind of like this, even as a teacher of English, although I don’t think anyone has ever exactly seen me as a typical English composition teacher. I know I haven’t.

And yet, I might be more ordinary than I like to think because I can’t stop writing and revising and editing. That’s why I’m here at the computer on my first official work day off for the summer — writing.

Yes, it is going to be a writing summer that’s for sure, and I’m starting it out with a bang! First of all, later this week I will attend the Looking Glass Rock Writers Conference at Brevard College. My instructor is Pulitzer Prize-winning novelist, Jane Smiley. I’m, to put it mildly, stoked.

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Secondly, one of my stories is officially on sale tomorrow in an anthology put out by Bottom Dog Press called Unbroken Circle: Stories of Cultural Diversity in the South. I am pleased that this story, “I Have Not Yet Returned,” about a young woman coming to grips with her father’s mental illness, has finally found a home.

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The process from writing to publication, or being accepted to writing residences, has never been easy for me. I was doing some rough calculating in my head, and I have published about two dozen stories in print and online publications since I have started seriously seeking publication. Sounds like a lot until you consider that I sent my first work into the world in August of 1995–24 pieces in 22 years and hundreds, yes hundreds, of rejections in that time.

Listen to me. I sound like I’m bragging. Perhaps I am. Perhaps I should. 22 years of being mostly rejected, but not always, 22 years of not giving up on my dreams of being a writer, has made me a better one. Failure has made me a better teacher, too, even a better person. Not always failing has helped me to survive the process.

What I have learned about persistence has been invaluable to me as a writer and a person, and it is the attribute I most want to pass on to my writing students. Our society makes giving up so easy, why should anyone persist? I can tell them.

I have 24 reasons why.

Because I value so highly what I have learned through seeking publication, I am now accepting submissions for my own literary publication–Teach. Write.  It is specifically targeted to English composition instructors, any level, whether actively teaching or retired. Submissions are open now until July 1. The first issue will come out in September. Complete submission guidelines can be found at this link: Teach. Write.

I look forward to reading your work! Have a writing summer!!

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If you would like to purchase a copy of Unbroken Circle: Stories of Cultural Diversity in the South, you can do so at Bottom Dog Press, Inc or at Amazon.com

Process, Not Plagiarism

my workI created a wiki on wikispaces for my professional development class. I call it Process, Not Plagiarism. Here is a link if you’d like to see it: Katie’s Wiki (My apologies for the Wiki not being open before. I have changed permissions, so you can now see the wiki.)

This is a subject I’ve thought a great deal about in my 27 years teaching and am convinced that the best way to prevent plagiarism is to engage students in the process and observe them throughout it.

The subject of plagiarism detection software came up on my wiki and this was my answer:

It is good to let students know about and learn how to use plagiarism detection software, but it is far from the answer to the plagiarism problem in higher education. First of all, more and more students are learning how to “beat” plagiarism detection software. Here is an article in Times Higher Education by Hannah Fearn from back in 2011 about how easy plagiarism software is to beat: “Plagiarism can be beat with simple tech tricks.”

I have never been a huge advocate for plagiarism detection services anyway because while the software does a decent job of detecting word-for-word plagiarism, it doesn’t do anything for the bigger problem–lack of proper attribution. Students often think that if they use quotation marks and cite quotes then they are home free, and sometimes they think if they re-write in their own words then they don’t need attribution because the software won’t pick up the plagiarism.

Secondly, and most importantly in my mind, emphasizing the process allows me the time I need to encourage students to choose a topic they are truly interested or even passionate about. When students become engaged in the process and truly want to learn about it instead of simply completing a project, then the results can be more than satisfactory–they can be life-changing.

More on this topic later. .

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If you teach or have taught English composition at any level, please consider submitting to the premiere edition of Teach. Write, a literary journal for writing teachers. The submission guidelines can be found at Teach. Write. Submission Guidelines, and I will be accepting works of poetry and prose until July 1. The first edition will come out in September.

Lifelong Learning

One thing I hope to instill in my students is a love of learning, something that continues long after the semester is over, the year ended or the degree conferred. The drive to do this comes, even after almost 30 years of teaching, from my own love of being the student, not the teacher.

Right now, I am enjoying a  course through the state’s professional development system called “Technology Bootcamp II.” I wasn’t privileged to take the first six-week course, but now, in the third week of this second course, I have already learned some exciting new technologies to add spice to my seated and online classes. Here are some new things I’m learning as well as some older things I’m learning anew:

Blackboard–I used to teach using Blackboard until our college moved to Moodle. Although I am so used to Moodle now and happy with that learning platform, it’s gratifying to see that I have gotten back into the swing of things pretty easily. The interfaces are similar enough that I have easily adapted. I am glad, however, to learn the differences, so I can better prepare students who might transfer and encounter Blackboard or those who come to me more familiar with Blackboard than Moodle.

Prezi–I have used Prezi for several years now and prefer it to some other presentation software. In this course, however, I have learned to use some of the bells and whistles that I didn’t know and discovered some templates that I hadn’t seen before. I like Prezi’s dynamic animation that makes presentations almost cinematic. It is user friendly and easy for students to learn. Here is a link to the Prezi I created to introduce myself to the class. Educational accounts are free.

Prezi Introduction

Tagul–This easy-to-use program was new to me, and it is fun!  I can see many uses for it in my classes because I think students will have fun with it too. Tagul allows you to easily produce Word Cloud Art just by uploading web content or adding your own text. Here is one of the first word clouds I created using words from my Study Skills class syllabus.

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I was able to view a short tutorial, and then after a little trial and error, created this word tree that highlights some of the main ideas of the course. Word Cloud exercises could be used for vocabulary-building, learning key concepts and terms, for review purposes and a myriad of other uses. And, like Prezi, it’s free!

Here is a link to the animated version of the word cloud I created:  https://tagul.com/oo05cu2qlre9/student-success

Jing–Although I have used other screencast programs, Jing will be extremely useful for making short how to videos, five minutes or shorter. User friendly with helpful tutorial videos (I should hope so), Jing didn’t take long to get  the hang of and before I knew it, I had created a short tutorial video on how to use Tagul! Here’s a link to the video if you would like to see my first effort at using Jing! Free!

Jing Screencast

LiveBinders–This application helps instructors and students create digital three-ring binders. I haven’t finished working on this project yet, but so far I am quite impressed with LiveBinders. I’m able to download and organize websites, photos, videos, files, etc. that pertain to a particular topic, making them accessible for classroom use. Students can create a free account to create portfolios for class or keep all of their class project files together and easy to share, especially when working on group projects. Very useful.

I will also be learning classroom and online applications of Google Earth this week. Looking forward to it, and I will give you all an update on more useful education applications as I learn them.

I love being a lifelong learner!

Speaking of being a lifelong learner: Just a reminder that my literary e-zine, Teach. Write.,is open for submissions of short fiction, poetry and essays now through July 1, 2017. Anyone who has taught English composition is welcome to submit. See the guidelines  at this link for more information: Teach. Write Submission Guidelines. I would love to see your work!

Teach. Write.

Queens Univ_CharlotteA couple of weeks ago, I attended a wonderful four-day writing workshop at Queens University in Charlotte, sponsored by the North Carolina Writers Network (NCWN), of which I am a member. I came away humbled but also encouraged, with new confidence in my work and with my writing spirit renewed. This long weekend convinced me that teachers of writing need to not only practice their own writing, but also put it out there! Go to workshops and critique groups, present at readings and literary open mic events. Teachers who write and open that writing up to criticism can come back into the classroom with a renewed sense of what it’s like to be a student. At least, that’s what happened to me.

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Shrimp and Grits at Fenwick’s

The workshop began on Thursday afternoon. I arrived and was the first one to sign up for the open mic night. After I got settled, I had time to explore that area of Charlotte,  with many stately old homes and the impressive Queens University campus. Then, I found a nice little restaurant called Fenwick’s and had some scrumptious shrimp and grits with a nice chardonnay to start things off right. That evening Ed Southern, director of NCWN led us in a fun exercise to help us get to know one another followed by  a fascinating presentation on The Wall Poems of Charlotte, a grass roots public art project, which highlights the work of North Carolina poets. I think our college should consider a similar public art project at our college or in our town. Perhaps I will propose it.

One of the best things about the trip was that I was able to remember what it is like to be a student again–always good for a teacher to experience, especially if she’s been at it as long as I have.

At my age, I never thought to again be sharing the bathroom and showers in the dorm, seeking  out a friend in the dining hall at lunch or walking with some fellow students down to one of the local hangouts, but that’s what I did! The closeness and camaraderie I developed with the eight other fiction writers in the workshop as well as the other writers in the poetry and non-fiction workshops, helped take away the initial uncomfortable feelings I had at moving out of my middle-aged comfort zone and made it easier to accept the constructive criticism offered by the instructor and my fellow students.

Our marvelous instructor Sarah Creech, who teaches at Queens University, also helped us feel more comfortable by  doing some simple exercises that encouraged us to get to know one another better, but it wasn’t long before we were seriously critiquing the work that we had shared with each other in the weeks before the workshop began.

For some ungodly reason, I signed up to be the first person (again) to be critiqued, but Sarah facilitated the group with such finesse and my fellow writers were so kind and supportive, that it wasn’t hard to accept the criticism. In fact, I found it affirming and encouraging because most of the areas that needed improvement were areas that I myself targeted for revision. It sure didn’t hurt to hear the positive comments either.

In front of Chapel

It was pretty hot, but in the morning and evening, I enjoyed walking around the beautiful campus or writing in one of the common areas.

We repeated the process of critiquing, beginning with what is working and what could use revision, for the other eight attendees. What I found especially interesting was the better I got to know the other people in my group, the more I wanted to offer truly helpful words of advice and not just give some throw away comments. I also found myself going back and re-reading their work, so I could give more in depth comments. In addition, my confidence grew in my own work. Here were other serious writers, good writers, but my work was on a par with theirs.

After the first day of critiquing each others’ work, Sarah concentrated on lecture and exercises to help bolster the class’s weaker areas that had been revealed from the critiques the day before. We emphasized character development and motivation, sensory details and setting, among other issues. The lectures were always targeted and blessedly short, followed by periods of writing. That evening we enjoyed our literary open mic event, which was a wonderful time to hear the work of writers in my own group as well as poets and non-fiction writers from the other group. a pizza party in the commons area of Sykes Learning Center ended the official events of the evening, but a few of us continued our discussion of the weekend at a local pub, just like in the old college days.

Sykes Learning Center

Sykes Learning Center

The last day we did more writing but also had time to share our work with the group, no critiquing this time–just enjoying each other as writers. As much as I missed my family and was glad to be going home, I truly was sad to say goodbye to my new writer friends but glad that I had a chance to meet them. I hope to continue sharing my work with them. It is amazing how quickly people can bond when they share a passion for storytelling.

It may be obvious what I learned and had affirmed about teaching composition during the workshop, but here is a list of a few things that come to mind:

  • spend time letting students get to know each other as people
  • build in time to socialize
  • celebrate your students’ writing
  • provide opportunities to share writing
  • keep any lecture relevant to the particular group of students you are teaching
  • keep lecture to a minimum
  • target areas that need work and tailor-make exercises to help improve weak areas
  • make exercises creative and fun
  • allow students to critique each other’s writing in small groups
  • begin with positive feedback but move on to areas that need improvement

Stay tuned for my next blog post when I present the details of my new project–an online literary magazine designed to showcase the work of those who teach writing.

Chicago Follow Up

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The Bean–Chicago (chicagotraveler.com)

Finally getting back to my blog after a busy, busy spring break and catching up with my classes. I wanted to take some time to talk about some of the great books, monographs, white papers and other materials I collected while I was in Chicago. Here’s just a few of the things I brought back for my colleagues and me:

  • Understanding Cultural Diversity in a Complex World by Dr. Leo Parvis. I went to Dr. Parvis’s session on cultural diversity and it was quite inspiring. Dr. Parvis shows what dedication and enthusiasm can do. He has built up the cultural diversity at his college–Dunwoody Community College in Minnesota–from practically nothing to its current healthy mix of cultures. His book examines some of his most successful ideas.
  • Toward a New Ecology of Student Success: Expanding and Transforming Learning Opportunities Throughout the Community College by Dr. Jim Rigg. I went to Dr. Rigg’s session mainly out of curiosity since I entered the monograph competition that I had applied for and he won. He sure deserved to! His monograph is a well-researched and persuasive argument for “The Emerging/Transformative Cognitive Frame” (9) approach to student learning that he claims will lead students “toward becoming life long learners” (10). On improving retention, Riggs says, “Numerous studies on improving persistence rates and increasing student success point out the importance of having a rigorous academic curriculum and an engaging and nurturing campus environment” (7). So much of what he says in the books echoes my own views and the views of many of my colleagues. It’s nice to have validation as well as numerous great ideas I hope to share with our president before too long.
  • Bread and Roses: Helping Students Make a Good Living and Live a Good Life by Dr. Terry O’Banion, President Emeritus of the League for Innovation in Community Colleges. This excellent monograph makes the case for what the author calls “Essential Education,” one that combines the best of Liberal Arts education (the rose) with Workforce education (the bread). He says, “We need a practical liberal arts and a liberal career education” (25). One of my favorite quotes in the book comes from Tyton Partners, an educational advisory firm in Boston, “Foundational, lifelong skills, such as critical thinking, teamwork and collaboration, and problem solving are climbing to the top of employers wish lists [….] Ultimately, integration in this area should bridge academic and applied education and skills expectations across institutions” (24). Excellent and informative reading with practical steps for implementing an Essential Education.
  • Numerous white papers, briefs and monographs from the Community College Research Center at Cornell University. A few of the titles are
    • “Using Technology to Reform Advising: Insights from Colleges” I met and talked to the young man who wrote this white paper, Jeffrey Fletcher.
    • Track Transfer: New Measures of Institutional and State Effectiveness in Helping Community College Students Attain Bachelor’s Degrees by Davis Jenkins and John Fink
    • “Improving Assessment and Placement at Your College: A Tool for Institutional Researchers” by Clive R. Belfield
    • “What We Know about Online Course Outcomes” by Shannon Smith Jaggers, et, al.
    • “Increasing Access to College-Level Math: Early Outcomes Using the Virginia Placement Test” by Olga Rodriguez
    • “What We Know About Guided Pathways” by Thomas Bailey, et al.

These are just a few of the materials I gathered on my recent trip to the League for Innovation in Community College’s Conference in Chicago. It was a great conference. I look forward to sharing this material with my colleagues when we all get a breather. Might not be until after grades are turned in.

Chicago–Day Two

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Shedd Aquarium (Chicagofree.com)

John spent the day at Shedd Aquarium and Adler Planetarium while I went to meetings. It was gorgeous and not too cold, so I did get out and walk a little down the River Walk during a break. It was a long day of meetings, but again, it was good, and I gleaned a great deal from most of the sessions I went to and am eager to share what I’ve learned with my colleagues.

Here’s a break down of my day:

8:00-9:00–Library Instruction That Improves Self-Efficacy and Academic Achievement. Two librarians from a large Nevada Community College presented on library instruction. It was interesting and validated many of the things our librarians are doing in and for our classes, but I did get some new ideas that I want to take back and share with our librarians. I also liked that this session included an activity. It was the first session that did.

9:15-10:15–Faculty Voices on Student Success and Completion. Excellent information to take back and share with our Achieving the Dream Team, especially for my supervisor who heads up the team as well as my colleague who is the head of communications. She presented some good materials to use in faculty focus groups to help start meaningful discussion–free resources! And I have copies!

11:30-12:30–Use Technology to Engage Students and Raise the Learning Bar–After a coffee break (I went up to our room and worked on my presentation), I went to the most well-attended session so far. This couple, who are both accounting instructors introduced a myriad of low-cost or free apps that are useful for students and teachers. They had great attitudes about the technology too, repeating several times how technology is only a tool and that content is king. I agreed with their philosophy and learned a great deal. Their session was well-organized, interesting and focused with interesting graphics and short informative videos about the different technology. They have a blog I plan to find and follow.

Ate lunch in the hotel where John and I had breakfast. Excellent buffet that was ironically cheaper than the breakfast buffet had been. Weird.

1:00-2:00–Building Academic Tenacity–Although not really a true round table, this session did offer some validation that what I am doing in my classes meshes with the literature on student persistence and retention. I was a bit disappointed that the speaker took almost all the time going through her powerpoint that we couldn’t see because it was a roundtable session. Towards the end we finally began a discussion, but it was too late to really get into it.

3:15-4:15–Creativity+Innovation+Entrepreneurship=Making Arts Sustainable–This was another useful session and a true roundtable discussion. The presenter was engaging and informative with an obvious passion for the arts combined with a pragmatic attitude towards funding arts programs. Some things that she does at her large, urban school are not likely to happen at our school, but she and others in the group offered great suggestions for sustaining the arts programs and getting buy in from the administration. Can’t wait to share some of this info with my arts faculty colleagues.

4:30-?  –Keynote address–I didn’t stay for the whole thing because it really didn’t relate to me–much more geared to administrators. I was so tired after the long day and there were so many people there, I slipped out and went to the room.

After talking to my mother, who is in the hospital, and being encouraged by her continued improvement, John and I walked over a block to a restaurant we had seen the night before, Howells and Hood. It has New American cuisine and a nice view of the city from its sprawling dining area. It has a large beer menu, which is what attracted John, I think. He was pleased with his porter. His meal, a brisket sandwich and fries, was okay, he said. I’ve spoiled him with my cooking, I said. My fish tacos, on the other hand, were tasty and flavorful, recommended by our attentive server. My Chicago-brewed Pilsner was great as well.

The night was getting quite chilly as we walked back, so I was glad we didn’t have far to go.  We enjoyed just lounging around the rest of the evening. Tomorrow, we’re going to take a well-deserved break, sleep in and then walk to the Art Institute of Chicago to see the Van Gogh exhibit–the first time these particular paintings have been on exhibit in America. I will make it back for a couple of sessions in the afternoon.

That’s the plan anyway.

League for Innovation in the Community College 2016

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Courtesy of sheratongrand.com

I’m in  Chicago for the 2016 League of Innovations Conference. I have already experienced some of the best professional development I’ve ever had after only one day of meetings, which makes for an auspicious beginning.

Yesterday was all about getting here and getting settled in. John and I left Asheville super early on Saturday and got here before noon, so we had plenty of time to explore the city. It wasn’t warm (this isn’t called the Windy City for nothing), but the sun was out, and it was a beautiful day, so we left the hotel, ate at a sandwich shop down the street from the hotel and walked down to the Navy Pier, less than a mile from our home away from home.

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Navy Pier (courtesy of Trippy Media)

According to conciergepreferred.com the Navy Pier was not developed for use by the military but was used as a housing and training facility for the Navy during both world wars. Since 1946 the pier has been used for various purposes, including the undergraduate campus of the University of Chicago, but now is mainly a recreational facility, featuring a major embarking center for city cruises and bus tours, restaurants, biking and walking paths, restaurants, music venues, a children’s museum and, of course, the Ferris wheel. Walking around the pier and down the walkways along the Chicago River was a great way to be introduced to the city.

After making it back to the hotel and getting registered for the conference, an easy process thanks to the efficiency of my college’s educational foundation staff, we relaxed in the room for a while and later enjoyed a great meal at Bongiorno’s Italian Deli and Pizzeria. We were greeted by the proprietor, sat under signed Ernie Banks photos, had excellent service, ate authentic Italian Capricciosa pizza, drank good imported Italian beer and enjoyed a nice chat with the owner, who told us how he played minor league ball in Greensboro years ago and kindly admired my beautiful double-knitted scarf that my daughter Hannah made me for Christmas. Truly a Bella Notte!

Bongiornos-Italian-Deli-Pizzeria

The only thing that marred the evening was that Bongiorno’s is directly across from the Trump Tower–Just can’t get shed of that guy.

Today started early. We had breakfast at the little cafe in the hotel, then John headed out to explore while I started a long day of informative and interesting sessions as the conference began. Here’s a breakdown of the sessions I attended today:

8:30-9:30–Expand Your Horizon of Inclusion: Connect with Local Communities. This session was led by Dr. Leo Parvis, Coordinator of Social and Behavioral Sciences at Dunwoody College of Technology in Minnesota. He is the author of  Understanding Cultural Diversity in Today’s Complex World, now in its fifth edition. Dr. Parvis uses this textbook in the course he teaches on cultural diversity, so I bought a copy to take back to the college and share with our Inclusive Education Committee of which I am a member. An excellent presentation by one of the nation’s leaders in inclusive education.

9:45-10:45–Toward a New Ecology of Student Success: Expanding and Transforming Learning Opportunities throughout the Community College, The Cross Papers, Number 19. I have to make a confession. I did research, wrote and submitted a proposal in the 2016 Cross Papers’ competition and did not win, so I attended this session out of curiosity about the man who won this year’s competition more than anything else. I also must confess that I was humbled. Jim Riggs, who wrote this year’s monograph, gave a wonderful presentation, discussing the importance of faculty and support staff working together toward the same goals of student success–that faculty are the center of this effort because of their close contact, but that this “new ecology” must include ALL of the college–that the disconnect between these two parts of the community college must be repaired. I look forward to acquiring a copy of the monograph and bringing it back to the college and sharing it with administration, staff and fellow faculty.

11:00-12:00–How to Successfully Teach Online–Michael Corona, Business Communications Instructor, Excelsior College, NY–I didn’t learn a whole lot of new things at this session, but it was great for my spirit because it validated so much of my own online teaching practices. To hear that such an experienced and obviously successful online instructor employs many of the same strategies as I do in his online classes was inspiring. I also had a chance to network with other instructors, which is one of the main benefits of attending educational conferences.

1:00-2:00–Storytelling with Data: Telling the Tale of ALP–Facilitated by a former English instructor and a graduate student at the University of South Carolina, who, I found out later, taught at Piedmont Community College, this excellent session gave me some great ideas about how to present program data that helps elicit real change. I am looking forward to sharing this information with my supervisor and colleagues. After the session I had a nice discussion about ALP (Accelerated Learning Program) with Dawn Coleman,  the grad student who used to teach in North Carolina.

2:15-3:15–Life During Community College: Your Guide to Success–Terry Arndt, College Transition Publishing. This was another validating session, but I also was introduced to a few very useful tidbits I can take back to the college that is sure to interest many at my college, especially ideas about orientation courses and student retention. Listening to the questions and comments from other educators, I also realized in this session how progressive our college is when it comes to the first-year experience as well as our instruction in library resources.

If you have to work on Sunday, then this was a good way to do it.

Now I’m back in my room, watching the Penguins play the Capitals, the Pens just went up by one, and wondering when John will get hungry enough for some more good Chicago food and drink. I love the Penguins but…..