EmbassySuitesAlbuquerque 7:30–8:30 Check-In Lobby ContinentalBreakfastandConversation SandiaBallroom 8:30–9:45 MorningPlenary SandiaBallroom KeynoteAddress:Dr.StephenK.Brookfield 9:45–10:00 Break 10:00–11:15 ConcurrentSessionsA VariousMeetingRooms 11:30–12:30 Mid-DayPlenary SandiaBallroom Lunch&Discussion 12:30–1:45 ConcurrentSessionsB VariousMeetingRooms 1:45–2:00 Break 2:00–3:15 ConcurrentSessionsC VariousMeetingRooms 3:15–4:00 ClosingPlenary SandiaBallroom Discussion&DoorPrizes

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vConferenceProgramv KeynoteAddress page3 ConcurrentSessionsA page4 ConcurrentSessionsB page7 ConcurrentSessionsC page10 PostersandResourceTables page14 TopicalIndex page16 Presenter/FacilitatorIndex page17 AcronymKey page18 VenueMaps BackPage

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vKeynoteAddressvDr.StephenD.BrookfieldUniversityofSt.ThomasTeachingforCriticalThinking:WhatStudentsSayHelpsThemLearntoThinkCritically Since beginning his teaching career in 1970, Stephen Brookfield has worked in England, Canada, Australia, and the United States, teaching in a variety of college settings. He has written, co-written or edited eighteen books on adult learning, teaching, critical thinking, discussion methods and critical theory, six of which have won the Cyril O. Houle World Award for Literature in Adult Education (in 1986, 1989, 1996, 2005, 2011 and 2012). He also won the 1986 Imogene Okes Award for Outstanding Research in Adult Education (AAACE) andthe Philip E. Frandson Award for Literature in Continuing Higher Education, (2013) awarded by the University Professional Continuing Education Association, (UPCEA). His work has been translated into German, Korean, Finnish, Chinese, Japanese, Polish, Farsi, and Albanian. In 1991, he was awarded an honorary doctor of letters degree from the University System of New Hampshire for his contributions to understanding adult learning. In 2001, he received the Leadership Award from the Association for Continuing Higher Education (ACHE) for "extraordinary contributions to the general field of continuing education on a national and international level. He currently serves on the editorial boards of educational journals in Britain, Canada and Australia, as well as in the United States. During 2002, he was a Visiting Professor at Harvard University. In 2003, he was awarded an honorary doctor of letters degree from Concordia University (St. Paul). After 10 years as a Professor of Higher and Adult Education at Columbia University in New York, he now holds the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis-St. Paul, Minnesota where he recently won the university's Diversity Leadership Teaching & Research Award and also the John Ireland Presidential Award for Outstanding Achievement as a Teacher/Scholar. In 2008 he also received the Morris T. Keeton Award of the Council for Adult and Experiential Learning for his outstanding contributions to adult and experiential learning. In 2009 he was inducted into the international Adult Education Hall of Fame and in 2010 he received an honorary doctor of letters degree from Muhlenberg College. The CNM Cooperative for Teaching and Learning has designed several faculty development initiatives based on Dr. Brookfield’s work. Since the second Conference on Teaching and Learning at CNM, the CTL has distributed 300 copies of his book, Becoming A Critically Reflective Teacher (1995), which has been used in Faculty Learning Circles, and 75 copies of Powerful Techniques for Teaching Adults are now in circulation among CNM faculty as the basis for individual professional development and a Faculty Learning Circle. In Becoming a Critically Reflective Teacher, Dr. Brookfield introduces four lenses of reflective practice in teaching, which aide instructors in acquiring reflective focus on their teaching: Autobiographical, Student, Peer, and Theoretical. These lenses form the structure by which the CTL creates and organizes professional development for CNM faculty. Visit the non-facilitated Reflective Practice tables in the Atrium to engage in some exercises based on Dr. Brookfield’s books. More recently, Dr. Brookfield has been thinking and writing about critical thinking, which is the focus of his keynote address and session presentation.

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vConcurrentSessionsA10:00–11:15v

SessionA1LaVentanaSessionA2SandiaISessionA3SandiaII

CanActiveLearningSaveaLife?CPRTrainingSays“YES!”MikeFaulhaber(ClinicalEducation,HWPS,CNM)ActivelearninghaslongbeenapartoftheinstructionofCPRbutrecentchangestotheprocesshaveincreasedstudentsuccessrates,increasedsatisfactionscores,andincreasedknowledgeandskillretention.Theincorporationofanonlinelearningenvironmentinadditiontoaface-to-faceclassroommeetingallowsinstructorsmoretimetoengagestudentsinlearningactivitiesthatresultinskillmasteryandincreasedknowledge.Ifyouareinterestedinhowtobringmoreactivitytimeintoyourclassroom,thissessionisforyou!Adiscussiononactivelearningwillbefollowedbyyouengaginginactivelearningbehaviorsasyoulearnthelife-savingskillsof“compression-only”CPRandtheuseofanAED!Thisisachancetolearnsomethingthattrulycanmakearealdifference…comelearnhowtosavealife!ElCorazón:WhereSocialJustice,Community,andIdentityIntersectEmilyStern(CenterforDiversityandIntegratedLearning,SantaFeCommunityCollege)Throughaninteractive,collaborativeframework,andabilinguallearningtooldesignedtoigniteadynamicstudyofintersectionality,participantswillidentifyanissue,andconceiveofanaction,venue,orpieceofactivistart,throughagroupprocess.Throughanexplorationofgrassrootsorganizing,culturalcurrency,andintersectionalframeworks,wewillstrivetocreateanenvironmentforself-possessed,empowered,sharedleadership,andtheawarenessandpromotionoflong-lasting,systemicchangeforindividuals,classrooms,institutions,communities,andonaglobalscale.Participants’uniquecollectiveintersectionalframeworkwillemergethroughparticipants’useofanoriginal,bilingualeducationaltoolcalledElCorazónDeck,createdbythefacilitator,andutilizedinclassroomsandprofessionaldevelopmentinNM.ThedeckhasasimilaraesthetictotheMexicangameofLaLotería,andconsistsof140cardsdividedupbycategories,includingtopicslikementalhealth,environment,food,disability,TitleIV,LGBTQAI+,studentsuccess,andsocioeconomics.FreeInstructionalTechnologiesthatFacilitateExperientialLearningBrandonMorgan(History,CHSS,CNM);ZacharyShank(Philosophy,CHSS,CNM);KaraCarroll(History,CHSS,CNM);AsaStone(Psychology,CHSS,CNM)Facultywhoarelookingforeasyaccesspointsforincorporatingsocialmediaandotherdigitaltoolsforassessmentorcriticalreflectionshouldcomeawaywithnewideasthatarerelativelyeasytoimplement.AttendeeswillexplorehowEdPuzzle,Prezi,Twitter,Storify,andPollEverywherecouldbeusedtofacilitatelearning.TechnologyNote:AttendeesareencouragedtobringamobiledeviceanddownloadPollEverywhere(https://www.polleverywhere.com),buttheyarenotrequired.

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SessionA4SandiaIIISessionA5SierraISessionA6SierraIISessionA7SierraIII

WhoAreYou?Who?Who?Who?Who?LearnWhoAreOurNon-NativeSpeakersofEnglishatCNMAmyChristensen(ESOL,SAGE,CNM);KristinaLauer(ESOL,SAGE,CNM);DavidWilliams(ESOL,SAGE,CNM);LauraMcIndoo(ESL,SAGE,CNM);BethGiebus-Chavez(ESOL,SAGE,CNM)LearnwhowhowhowhoarethecurrentinternationalstudentsatCNMbyparticipatinginaninteractivegallerywalktoviewover50uniquestudentprofilesthatwerecreatedbyinternationalstudentsatCNM.Theseprofileswillhighlightwherethestudentsarefromandtheireducationalbackgrounds,whattheyarestudyingcurrentlyatCNM,andwhattheywanttodointhefuture.Then,watchfive1-minutestudentvideosaboutchallengesournon-nativespeakersofEnglishfaceatCNM.Duringthedebriefing,askquestionsaboutworkingwithnon-nativespeakersofEnglishinyourclassestotheSAGEESOLpanel.FigureoutstrategieswithyourcolleaguesforhowwecanmeetthechallengesinternationalstudentsfaceatCNM.LeavewitharenewedappreciationforthediversitywehavetheprivilegeofworkingwithandlearningfromatCNM.ReadingStrategiestoSupportLearningfromMultipleTextsAnnWolf(SAGE,CNM)Doyoufindthatmanyofyourstudentshavedifficultyreadingandunderstandingyourtextorcoursematerials?Youdon’twanttobecomeareadingteacherbutyouwanttohelpyourstudentsreadandcomprehendthecoursereadings.Thenthispresentationwillhelpfacultyinalldisciplineslearnavarietyofreadingstrategiesthatcanbeeasilyincorporatedintocourseassignments.Participantswillhavethechancetopracticesomeofthestrategiesanddiscusshowtheymightusethemintheirowncourses.Thepresenterwillprovidetimeforquestionsandahandoutofthereadingstrategieswithdirectionsontheiruse.CreativeMaladjustment:WhySomeStudentsHaveChosenNottoLearnandWhattoDoaboutItRobinRamsey(SAGE,CNM)Thissessionwillfocusonthereasonsbehindsomestudents’refusaltolearncontentbasedontheirperceptionthatthecontentconflictswiththeiridentityandself-esteem.Thissessionwouldbenefitdevelopmentalfacultyaswellasthosewhoteachbeginningcollege-levelcoursework,especiallyinmath.Attendeesshouldgainadeeperunderstandingofthedynamicsoflearningand“not-learning”andhowtoapproachandgainthetrustofpracticed“not-learners.”Teaching/LearningStrategy—MakingConnectionsYugalK.Behl,PhD(MSE,CNM)Makingconnectionsisthemostbasicandimportanttaskassociatedwiththelearningprocess.Mostofthelearningtaskssuchascomparing,organizing,generalizing,andcriticalthinkinginvolvemakingconnectionsbetweenmanypiecesofknowledge.Ourpastknowledgeandrelatedconnectionsresideintheneuralnetworks,andweconstantlyusethemtoprocessnewinformationandexperiencesandtomakedecisions.Ourstudentshavebeenformingassociationsandperformingvariouslearningtasksinnon-academicsituationsfrombirth.Buttheydonotshowsimilarlevelofcompetencyinacademicsettings.Forexample,manystudentshavenotmadetheconnectionthatlearningany

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SessionA8OcotilloISessionA9OcotilloIISessionA10PiñonSessionA11Agave

subjectincludingmathandphysicsrequireslanguageskills.Theyarereluctanttolearnthesubject-specificterminologyanditsusagethatisessentialfor:acquiringknowledgeandskills;followinginstructions;anddemonstratinglearning(akeyassessmentissue).Somepossiblereasonsforthisdifficultyandsomesolutionswillbeoffered.WhoIsReallyTakingYourTests?HowtoUseRespondusMonitortoProctorOnlineExamsCorrieL.Andries(Biology,MSE,CNM);SusanJohnson(Biology,MSE,CNM)Thisisatechnology-drivensessiontoteachfacultyhowtouseRespondusMonitorproctoringsoftwaretoreducecheatingandverifystudentidentityduringonlinetesting.ParticipantswilllearnhowtousethesoftwarefromthefacultysideusingtheirownBlackboardShell.TheywillalsosimulatethestudentsidebydownloadingandusingthesoftwaretotakeaquizintheirownBlackboardshell.Commonquestionsandconcernsfromstudentsanduserswillalsobediscussed.TechnologyNote:Facultymustbringtheirownlaptopwitheitherabuiltinorexternalwebcam.Participantsmustalsohaveadministratorrightstoloadsoftwareontotheircomputers.TheonlytabletoptiontousewiththissoftwareisaniPad.FacultymusthaveanexistingBlackboardshellwitheitherarealorpracticequiz,assignment,orexam.SouthwestSeminarforGreatTeaching:TipsandToolsB.GailJoralemon(CHSS,CNM)TheSouthwestSeminarforGreatTeachinghadnumeroustipsandmodelsforactivelearning,applyingdifferentmediatocontentmaterial,andbeginningofsemestertips.Iwillsharethesewithparticipantsinprintaswellasingroupexperiences.Allinstructorsofface-to-facecoursesshouldbenefitfromatoolboxofgreatideas.IncreasingStudentEngagementInsideandOutsidetheClassroomBrianSailer(Biology,MSE,CNM)Toolsforincreasingstudentengagementinsideandoutsidetheclassroomwillbepresentedalongwithdemonstrationsoftheiruse.Thesewillincludein-classassessmenttools,messagingapps,andprivatesocialmediaapps.TechnologyNote:Ifpossible,attendeesshouldbringamobiledevice/smartphonetothesession.EmbeddedTutoring:IncreasingAccessWhileSupportingStudentSuccessStephanieK.Ferguson,PhD(DeanofDistanceLearning&ProfessionalStudies,NewMexicoJuniorCollege);AaronPrebenda(DirectorofAcademicSuccessCenter,NewMexicoJuniorCollege)Inrecentyears,therehasbeenincreasednationalattentionfocusedonstudentsuccessandreturnoninvestmentinhighereducation.Whiletutoringisrecognizedasanimportantformofacademicsupportforstudents,theworldofcommunitycollegesandtheirstudentsiscomplex.Perceivedbarriersrelatedtotraditionaltutoringmodelsmayhinderstudentsfromaccessingavailableresources.Embeddedtutoringprovidesabridgebetweentheexpertiseoftheinstructorandthestudent.NewMexicoJuniorCollegeinvitesfacultymembersfromtwo-yearinstitutionstoexplorethepossibilityofembeddingtutorsintheir

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SessionA12SageSessionA13Atrium

owncourses.Strategiesforimplementingembeddedtutoringaswellaspitfallstoavoidwillbediscussed.Mobiledevicesarenotnecessaryforsessionparticipants.BestPracticesLoungeSelf-FacilitatedDiscuss,share,collaborate...Thisareawillbeavailablealldayforyoutodropinandinformallydiscussissueswithyourcolleagues.Therewillnotbeafacilitator;discussionpromptsandquestionswillbeprovided,orfeelfreetobringuptopicsofyourchoice.Doyoueverfeellikeyounevergetenoughtimetojusttalkwithotherfacultymembersaboutwhathappensinyourclasses?Thissessionprovidesjustthat...timeandopportunity.ReflectivePracticeTablesSelf-FacilitatedAsanalternativetoapresentation,spendsometimeengagingincriticalreflection.Relaxinaninformalsettingandchoosefromseveralindividualactivitiestogaininsightintoyourteachingpractice.Thecontinualandprogressivesearchtoimproveourteachingandlearningenvironmentsisaworthyprofessionalpracticeofexcellentinstructors.TheactivitiesprovidedarebasedonStephenBrookfield’s“BecomingaCriticallyReflectiveTeacher.”Thissessionisself-directedandisnotfacilitated.

vConcurrentSessionsB12:30–1:45v

SessionB1LaVentanaSessionB2SandiaI

PuttingCriticalThinkingintoActionStephenK.Brookfield,PhD(Keynote,UniversityofSt.Thomas)Inthissession,StephenBrookfieldwilltakeparticipantsthroughanumberofexercisesthathavebeenfoundtodevelopcriticalthinkingacrossthedisciplines.Thesefocusonhelpingstudentsclarifyandcommunicatetheirassumptions,becomeawareofnewperspectives,andbuildconnectionsbetweendisparateideasandknowledge.TheBenefitsoftheFacultyACEAssistantsProgramMariaDeBlassie(English,CHSS,CNM);AdamCrittenden(IRW,SAGE,CNM);AlexCisneros(Math,SAGE,CNM);DeborahPaczynski(English,CHSS,CNM);JessicaMills(IRW,SAGE,CNM);BrianHudson(English,SAGE,CNM);JenniferKrohnBourgeois(English,CHSS,CNM)ThispanelisdesignedforallinstructorslookingtoparticipateinacollaborativelearningenvironmentandteachstudentshowtoutilizeinvaluablecampusresourcesliketheACELearningCenters.TheFACEProgramworkstodevelopstrongworkingrelationshipsbetweenACEtutors,facultyacrossdisciplines,andstudentsbyhavingfacultyholdtheirofficehoursinthetutoringlabs.Attendeescanlearnabouttheday-to-dayexperienceoffacultyparticipatingintheFACEProgramandtheoverallbenefitsofthisprogramforstudents,faculty,andtutors.Instructorsinterestedinthisprogramwillalsolearnhowto

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SessionB3SandiaIISessionB4SandiaIIISessionB5SierraI

participateinitforthecomingsemester.OpenEducationalResourcesPanelDiscussionJaneBardal(CHSS,CNM);TeraJones(CHSS,CNM);JenniferSchaller(CHSS,CNM);TammiWolf(CHSS,CNM);JudithBalazsTomasson(IRW,SAGE,CNM);PamHerrington(IRW,SAGE,CNM);HeatherFitzgerald(MSE,CNM)WhataretheadvantagestofacultyandstudentsofusingOERs?Whataresomepitfallstoavoid?WhatclassesarenowusingOERs,andhowmightweexpandusingtheseresourcestootherclasses?FacultywhoareusingOERswillleadthediscussionbydescribingwhattheyhavedevelopedandhowtheyareusingitintheirclasses.ThissessionismeantforfacultywhoareusingOERsandwouldliketoseewhatothersaredoing.Inaddition,thissessionismeantforfacultywhoareinterestedindevelopingOERsanditwillprovideinformationabouthowtogetstartedwiththeprocess.TheGiftofSpelling:TrainingESLStudentstoHaveNative-LikeIntuitionLauraMcIndoo,MATESOL(ESL,SAGE,CNM)Isspellingeasyorhardforyou?Chancesareitisdifficultforyou,anditmostdefinitelyisfrustratingfortheaverageESLstudent.Withsomanyrulesandtwiceasmanyexceptions,studentscanoftenfeeloverwhelmed.IfyouteachESL,orifyouareinterestedinamodernapproachtospelling,joinus.UsingtheColorVowelChart,wewilldiscoverandgraphthespellingpatternsoftwovowelsounds:GREENTEA(/iy/)andSILVERPIN(/I/).Thenwewillcomparethetwo,anddiscoversomeverypowerfuldifferencesbetweenthesetwocommonlyconfusedsounds.WhenusinghistechniquewithalltheColorsofEnglish(allthevowelsounds)ittrainsESLstudentstothinkcriticallyaboutspelling.Itdevelopsnative-likespellingintuitiontoESLstudentswithgreatsuccess.Plus,it’smuchmorefunthanmemorizingrules.Joinus!What’sSoRadicalaboutGreatTeaching?HowtoCreateSchool-SpecificRadicalTeachingCooperativesScottWhitlock,PhD(Geography,MSE,CNM);PavanK.Pillalamarri,PhD(Physics,MSE,CNM)PavanPillalamarriandScottWhitlockorganizedaMSE-focusedRadicalTeachingCooperative,whichisaschool-specificcooperativeandroundtablethatstrivestoinstitutemorelearner-centeredandradicalapproachestohighqualityteaching.SincetheMSE-RTCisschoolspecific,wecanconcentrateontheuniqueneedsofscienceandmathteachersandofferideasfromourownscienceandmathclassroomexperience.Inthissession,PavanandScottwillgooverbrieflytheoriginalformatoftheschool-wideRadicalTeachingCooperative,alongwithhowwehaveadaptedittoourownneedsintheMSE-RTC,thebenefitswehaveseenfromthecooperative,andsomeofthelessonswehavelearnedinrunningit.Afterthis,wewillopenupthesessiontoquestionsandhopefullyinspirethosefromotherschoolstoformtheirownschool-specificRTC.

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SessionB6SierraIISessionB7SierraIIISessionB8OcotilloISessionB9OcotilloII

CaptureYourInnerScreenandUnleashthePowerofVideowithScreenCastifyTerriGustafson,MAED(SAGE,CNM—alsoUNMValenciaandNMDELT)ScreenCastifyisasimplevideoscreencapturesoftwareforChrome.Itusesthecontentofyourtab,webcam,ordesktoptorecord.Withjustapushofabuttonyoucancreatefreescreencastsforvideotutorials,createlessonsforaflippedlearningexperience,ormakerecapsoflessons.Inthishandsonworkshop,youwilllearnhowScreenCastifycanbecomeanintegralpartofyourclassroom.IntendedAudience:Anyinstructorswithaninterestinincorporatingtechnologyintotheclassroom.TechnologyNote:AttendeesareaskedtobringalaptoporiPadthathasthelatestGoogleChromebrowserandhaveaGmailaccount.ActivitiesforActiveLearningEvelynSelva,RVT(VeterinaryTechnology,HWPS,CNM)Thissessionwilllayageneral,briefintroductiontoactivelearning.ActivitiesasusedintheVeterinaryTechnologyProgramwillbepresentedandexperienced.Timewillbeprovidedforquestions,althoughanswersmaybedrawnfromanyonepresent.Attendeesareencouragedtobringanactivelearningactivitythattheyincorporateintotheirclassrooms.Thegoalistohaveaninteractive,think-tank,activelearningexperience–amutualsharing,tolearnfromeachother.HowtoCreateaComfortableClassroomEnvironmentforHighlyApprehensiveStudentsAngieAlley(Communications,CHSS,CNM)HowtocreateacomfortableclassroomenvironmentforHighlyApprehensivestudents.WewilltalkaboutwhatarethesignsofaHighlyApprehensivestudents,howtheiranxietymightplayaroleinbeinginaclassroom,whatthesignsmightlooklikewhenstudentshaveanxiety,andwhatweasteacherscandotohelpthem.Thesessionwillbeahandsonsession,wheregroupdiscussionishighlyencouraged.EngineeredLaboratorySimulations:APedagogyforLearningSciencefromConcepttoPracticeMelanieWill-Cole(Earth&PlanetaryScience;NaturalScience,MSE,CNM)Experimentallaboratoryworkisabeneficialintegralpartofeffectivecollege-levelsciencecourses.Unfortunately,shrinkingbudgets,limitedresourcesandsafetyconstraintsoftenhamperthepairingofallscienceclasseswithanexperimentallaboratorycourse.Atthesametime,thereisnoeffectiveplatformtoincorporateatraditional“hands-on”experimentallaboratoryclassintoadistancelearningsciencecurricula.Thissessionwillfocusonexploringbeneficialalternatives,namelyEngineeredLaboratorySimulations(ELS),assurrogatesfortraditionalexperimentallaboratory-sessions.Traditionalclassroomanddistancelearning-basedscienceeducatorswouldbenefitmostfromthissession.Selectexamplesofexpectedoutcomesfromthissessioninclude:UnderstandingthebenefitsandshortfallsofELS;ELSintegrationaspartofthescienceprocesstoexplorephysicalsituationswhereconductingrealexperimentsisimpracticalorimpossible;UtilizingELStofosterstudentdiscussion&collaboration;DevelopmentofELSrelatedworksheetstoengagestudentsin“comprehensivelearning”thatempowersunderstanding,inquiry,andenhancescriticalthinking.

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SessionB12SageSessionB13Atrium

BestPracticesLoungeSelf-FacilitatedDiscuss,share,collaborate...Thisareawillbeavailablealldayforyoutodropinandinformallydiscussissueswithyourcolleagues.Therewillnotbeafacilitator;discussionpromptsandquestionswillbeprovided,orfeelfreetobringuptopicsofyourchoice.Doyoueverfeellikeyounevergetenoughtimetojusttalkwithotherfacultymembersaboutwhathappensinyourclasses?Thissessionprovidesjustthat...timeandopportunity.ReflectivePracticeTablesSelf-FacilitatedAsanalternativetoapresentation,spendsometimeengagingincriticalreflection.Relaxinaninformalsettingandchoosefromseveralindividualactivitiestogaininsightintoyourteachingpractice.Thecontinualandprogressivesearchtoimproveourteachingandlearningenvironmentsisaworthyprofessionalpracticeofexcellentinstructors.TheactivitiesprovidedarebasedonStephenBrookfield’s“BecomingaCriticallyReflectiveTeacher.”Thissessionisself-directedandisnotfacilitated.

vConcurrentSessionsC2:00–3:15v

SessionC1LaVentana

TeachingtoTransgress:ACritical(Theoretical)Inquiryinto(Practical)PossibilitiesBethGiebus-Chavez(SAGE,CNM);JamileeGerzon(CHSS,CNM)“Theclassroom,withallitslimitations,remainsalocationofpossibility,”writescollegeteacher,author,andactivistbellhooksinherseminalwork,TeachingtoTransgress:EducationasthePracticeofFreedom(1994).Writteninresponsetowidespreaddevaluationoftheteachingprofession,bellhooksdrawsuponherownexperienceaswellasthewisdomofherteachers--PaoloFriereandThichNhatHanh—toaddresstheneedforurgentchangeinthewayweteach.Usinghooks'insightsasaspringboardfordiscussion,thissessionwill

• Explorethewaysinwhichrace,class,gender,andotheridentityconstructionscreatebarrierstolisteningtoandbeingheardbystudents.

• Criticallyreflectuponourownexperienceswithintheclassroomsettingandhowwecanopenourselvestotransformativelearning.

• Examinehowtherolesof“teacher‟and“learner”canbere-envisionedasinterdependent“agentsofchange.”

• Identifypracticalfirst-weekactivitiesthatcancreateinclusive,democraticsettingsandsafespaces.

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SessionC2SandiaISessionC3SandiaIISessionC4SandiaIIISessionC5SierraI

APhenomenologicalStudyofESLNursingStudentsandNCLEXExaminationPassRatesJosephineSsenkungo-Seward,PhD(DirectorofEducation,NewMexicoBoardofNursing)ThefocusofthispresentationistosharestudyfindingsrelatedtoESLgraduates’perceptionandlivedexperiencesduringtheirnursingeducationataSouthwesternCommunityCollegeinNewMexico.WhatnursingcontentareasthatgraduatesreportedasthebestandwhyinpassingtheirNCLEXontheirfirstattempt.Whatinstructionalstrategiesthatgraduatesreportedasbeneficialandwhy.Additionally,shareinformationreportedontheuseofHESIstandardizedtestingandtheremediationsessions.Nurseeducatorswillbeinformedonthedataresults,thesignificanceofthestudyanddatacollectedandhowtheycouldutilizetheinformation.Ihopethatattheendofthepresentation,nurseeducatorswillhaveabetterunderstandingofESLgraduates’perceptionandlivedexperiencesduringtheirnursingeducation,beabletoduplicatethedataresultsprovidedandhelpthenextESLnursinggeneration/currentESLnursingstudentsthroughtheuseofinstructionalstrategiesthatbesthelpfultomeettheirlearningneeds.Global-Geek101WillowMistyParks,MBA,JD(BIT,CNM);MeganHearting,MBA(BIT,CNM);LindaShul,MBA(BIT,CNM);ChristopherO’Donnell,RN,MSN,MBA/HCM(HWPS,CNM)Wanttofeellikeyouknowwhat’shappeninginthebusiness&healthcareworlds?Joinus!Instructorsacrossthecollegecanbenefitfromthisbasicglobalknowledge,fromwonderingiftheworldisbetteroffwithglobaltrade,tounderstandingcurrentevents,tolearninghowyoucanventureoutintotheworldwithyourstudents.Usefulresourceswillbesharedsoyoumightwanttobringyourmobiledevice.EffectiveFeedbackforthe21stCenturyAndrewSchneider,BLA,NM/NRParamedic,CHSE(SimulationCenterforAdvancedTraining,HWPS,CNM)Feedbackisanessentialpartoftheteachingprocess.However,feedbackisahighriskinteraction.Theeducatormustprovidehonest,usefulfeedbacktothelearners.Ineffectivefeedbackhasbeenshowtodestroylearnermotivationanddecreaselearnersuccess.Inthissessionyouwilllearnaboutfour(4)effectivefeedbacktechniquesandwhatmakesthemeffective.Thissessionwillintroduceresearchonfeedbackandwhatconditionsmakefeedbackeffectiveincludingtenguidelinesonhowtogiveeffectivefeedback.Thissessionwillcoverthemajorineffectivetechniquesandhowtoavoidthem.Thissessionisforalleducatorsfromallprogramswishingtoprovideeffectivefeedbackintheirinstruction.BestPracticesforBeingAlliestoLGBTQStudentsDanielPeterman(English,CHSS,CNM);TeraJones(Psychology,CHSS,CNM)ThissessionisdesignedtogiveinstructorsanintroductiontobestpracticesforinstructorswhowanttobestrongalliesandadvocatesfortheirLGBTQstudents.Issuescoveredwillincludeanintroductiontocurrentterminologyusedwithinthesecommunities,preferrednamesandpronounsand,ideasforthefirstdayofthesemester,andwaystohelpputstudentsintouchwithsupportservicesasneeded.Attendeeswillgainagreater

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SessionC6SierraIISessionC7SierraIIISessionC8OcotilloI

understandingofthechallengesmanyofourstudentsfaceandhowtohelpthemsucceed.UsingWikisinBlackboardforTestPreparationSinyoungKim(HWPS,CNM);DianeWesner(HWPS,CNM)Doyourstudentsdemandatestreviewpriortoanexam?Wikiisyouranswer!ThissessionwillprovideinstructorsatalllevelsaworkingknowledgeofhowtouseWikitoolsforexamprepinboththeonlineandtraditionallydeliveredcourses.TheBlackboardWikitoolprovidesstudentcenteredlearningenvironmentandoffersaconstructivewayforstudentstopreparefortheirtesttogetherthatmotivatestudentstolearn.Studentswilllearnwhiletheycollaboratewitheachotherintheonlineclassroomsetting.LectureIsNotDead:TipsforCraftingandDeliveringDynamicStudent-Centered,ActiveLearningExperiencesviaLectureStephanieK.Ferguson,PhD(DeanofDistanceLearning&ProfessionalStudies,NewMexicoJuniorCollege)Lecturehasworkedforcenturiesbecause,atitsheart,itisaboutcommunicationandhumaninteraction.However,intoday’sworldoftechnologydistractedmultitaskers,manyconsiderlectureathingofthepast.Yet,lectureisstillthesinglemostusedtechniquebyfaculty.So,itisworthexploringhowtouseiteffectivelytocreateanengagingatmosphereforstudentsbothface-to-faceandonline.Participantswillleavethesessionwithtipsfortakinggoodclassnotestosharewiththeirstudents,tipsfordeliveringdynamiclectures,acompilationofstudent-activebreakactivitiesthatcandoubleasformativeassessmenttools,ideasforsurveyingstudentresponsesduringstudent-activebreaks,achecklistforpreparingadynamiclecture,andanewperspectiveonwhatadynamiclearningtoollecturecanbe.Thissessionisintendedforbeginninginstructorsaswellasthoseexperiencedinstructorswhoarelookingforwaystoenergizetheirlecturedelivery.IFlippedMyLectureClass,buttheGradesDropped:TheAssignmentthatRevealedaFundamentalProblem,andPossibleSolutionsSusanTappen(Biology&Biotechnology,MSE,CNM)Formanyyears,facultyhavebeentoldthatthetraditionallectureandpostingofPowerPointslidesfullofinformationisnotthebestmethodforstudentstolearn.Instead,“flippingtheclassroom”hasbeenshowntoincreasestudentsuccessandretentionbyhavingstudentslearnthebasicmaterialfromtheirtextbooksoutsideofclass,andthendoinghands-onactivitiestoreinforcethematerialinsidetheclass.ThepresenterwilldiscusshowshedidthiswithherBiologycoursesatCNM,andhowoneassignmentrevealedafundamentalproblemandthebasisforgradesgoingdown,insteadofup.Mostscienceinstructorslookatlowgradesonanexamanddismissitasalackoforinefficiencyinstudyingbythestudent.Butthisoneassignmentrevealedamuchmorebasicproblem,aproblemthataffectsstudentsineverysinglesubject,andaproblemnoteasilysolved.Theaudience,afterbeingpresentedwiththisproblem,willhavetimetodiscussandreportoutpossiblesolutions,aswellashearingthepresenter’sownpossiblesolutions.Allfaculty,newandexperienced,onlineandF2F,shouldleavewithanewinsightintostudentperformance,andhavesometoolsforaddressingit.

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SessionC9OcotilloIISessionC10PiñonSessionC11AgaveSessionC12Sage

CreativeAssignmentsorAssessmentsinBlackboardAnnaGilletly(Biology,MSE,CNM);SusanJohnson(Biology,MSE,CNM);TerriKoontz(Biology,MSE,CNM);ClarissaSorensen-Unruh(Chemistry,MSE,CNM)Thepurposeofthispanelistopresent4-5differentassignmentsorassessmentinonline/blended/webenhancedcoursesthatcreativelyeitherworksaroundaLearningManagementSystem’slimitationsortakestofulladvantageit’sstrengths.Theideasshouldbegeneralizabletootherlearningmanagementsystems.ThesessionistargetedatallinstructorsusingBlackboard.Theintentisthatfacultywithleavewithideasonhowtocreateassignments/assessments,beyondtheexpectedofessayuploads,basicdiscussionforums,andtraditionalquizzesorexams,thatworkbetterintheircourses,improvestudentperformance,and/orimprovestudentretention.TheDevelopmentalLearnerAliceTrabaudo(IRW,SAGE,CNM);AmyChristensen(ESOL,SAGE,CNM);AngelikaSchwamberger(IRW,SAGE,CNM);KrissyLauer(ESOL,SAGE,CNM);HuongMcDoniel(Math,SAGE,CNM);ConnieGulick(IRW,SAGE,CNM);PamHerrington(IRW,SAGE,CNM)Becauseofallofthechangeshappeningwiththepreandco-requisitesincommunitycollegesthroughoutthestate,facultyinSAGEwillofferasessionontheneedsofdevelopmentstudentsincollegeclassrooms.WithsomanyDEstudentsinentry-levelcollegecourses,manyfacultyfromotherschools(andcolleges)mightappreciatesomeguidance.ApanelofCNMSAGEIntegratedReading&WritingandMathfacultywillpresentanoverviewofthedevelopmentallearnerandsomeoftheneedsofthedevelopmentallearnersintheclassroom.Thepanelwilldiscussbestpractices,observations,ideas,andperhapsadviceonworkingsuccessfullywithdevelopmentalstudents.Panelwillalsotakequestionsfromtheattendeesanddiscussrealworldtoolsthathavebeenhelpful.AttendeesfromCHSS,MSE,BIT,andAT,aswellasfromothercolleges,willtakeawaysometoolstouseintheirownclassroomsaswellasaconnectionwithotherfacultywhoareworkingforsuccessofdevelopmentalstudentsatalllevels.BoundariestoPromoteYourAbilitytoTeachandStudents’AbilitytoLearnVardisGaus(AT,CNM)Thispresentationwillexploretheneedforboundariesinourinstructionallife.Itwillalsoexplorehowweneedtheboundariestobeeffectiveinstructorsorlearners.Allfacultycanbenefitfromthisanditwillhelptobringideastohelpstudentswhomaybestrugglingwiththisaspectoflifeingeneral.Theobjectivewillbetolearnhowtosettheboundariesandwherewemayneedtosetthemnow.BestPracticesLoungeSelf-FacilitatedDiscuss,share,collaborate...Thisareawillbeavailablealldayforyoutodropinandinformallydiscussissueswithyourcolleagues.Therewillnotbeafacilitator;discussion

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SessionC13Atrium

promptsandquestionswillbeprovided,orfeelfreetobringuptopicsofyourchoice.Doyoueverfeellikeyounevergetenoughtimetojusttalkwithotherfacultymembersaboutwhathappensinyourclasses?Thissessionprovidesjustthat...timeandopportunity.ReflectivePracticeTablesSelf-FacilitatedAsanalternativetoapresentation,spendsometimeengagingincriticalreflection.Relaxinaninformalsettingandchoosefromseveralindividualactivitiestogaininsightintoyourteachingpractice.Thecontinualandprogressivesearchtoimproveourteachingandlearningenvironmentsisaworthyprofessionalpracticeofexcellentinstructors.TheactivitiesprovidedarebasedonStephenBrookfield’s“BecomingaCriticallyReflectiveTeacher.”Thissessionisself-directedandisnotfacilitated.

vPosters&ResourceTablesv

PosterP1LobbyPosterP2LobbyTableRT1Lobby

UseofSynchronousLearninginOnlineBiologyImprovesScoresDanielleR.Plomaritas,MS,MEd(Biology,MSE,CNM&LibertyUniversity)Theposterwilldescribemyresearchonsynchronouslearningandstudentgrades.Thisisinan8weekonlineintroductiontobiologycourse.Thereweretwosessionsconductedandquizscoresweretrackedforthesestudents(IRBexempt).Forstudentswhoparticipatedinthesessionshadhigherquizscoresandoverallendofcoursegrades.Teaching2AliceTrabaudo(SAGE,CNM);JamieSearcy(CHSS,CNM)Thefocusofthis“postersession”willbeonfacultyresponsetopromptsaboutteachingandlearning.Acubewithpromptswillbeplacedinthecommonarea.Theattendeescanrespondtothestatements/promptsonthecube.Peoplewalkingbycanreflectandsharetheirpersonalresponsetotheprompts.Exampleprompts:BeforeIteachI….ThemosteffectivecriticalthinkingstrategyI’vefound….Idomybestthinking…,Studentsdotheirbestthinking….andthelike.Responseswillbedocumented/photographedandperhapspostedorpublishedontheCTLpage.Thepurposeofthesessionisforfacultytoseeeachotherandseeourcraftinnewanddifferentwaysandtoexpress/shareexperiencesandideas.DistanceLearningKnowledgeBarJacobLujan(DistanceLearning,CNM);ThomasGallegos(DistanceLearning,CNM);JosePedraza(DistanceLearning,CNM);PrestonChick(DistanceLearning,CNM);PatriciaMiera(DistanceLearning,CNM);GlenysThompson(DistanceLearning,CNM);HallieRay(DistanceLearning,CNM)TheDLknowledgeBarwillprovidetechnicalsupportforBlackboardandinstructionaltechnologiesincluding:video,custominteractives,MILEs,andrelevantsoftware.CNM

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TableRT2LobbyTableRT3Lobby

DistanceLearningtechniciansandcoursedesignerswillalsobeavailabletoprovideimmediateassistancetofacultyinregardstocoursedevelopment/design.CNMAssistanceCentersforEducation(ACE)KCMcKillip(ACE,CNM);MichaelFulton(ACE,CNM);MichaelSanchez(ACE,CNM);MariaDeBlassie,PhD(English,CHSS,CNM)ComebyACE’stabletolearnmoreaboutwaysyourexceptionalstudentscangetinvolvedandsupportfellowstudents.HostswillbesharinginformationaboutACE’snewpaidstudenttutorpositionsandthePeerMentorprogram.CNMCooperativeforTeachingandLearning(CTL)MembersofCTLTeamsTheCooperativeforTeachingandLearning(CTL)isanorganizationofCNMfacultythatfostersinternalpartnershipsacrossthecollegetosupportfacultyneedsthroughorientationandprofessionaldevelopment.Italsosupportsandenhancesfacultycollegialityacrossschoolsanddepartments.LearnmoreabouthowCNMprovides"in-house"professionaldevelopmentanddetailsaboutsomeoftheCTL’sprofessionaldevelopmentinitiatives.

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vTopicalIndexv

Topic Session(s) ActiveLearning A1,A9,B7,C7

BeyondtheClassroom A10,A11,B2,C5,C11,P2,RT1,RT2

ClassroomAssessment C4,C7,C8,C9,C10

ClassroomManagementIssuesandStrategies A6,A8,B8,C10,C11,P2,RT1

CollaborativeLearning A2,A9,B2,C6,P2,RT1

CriticalThinking Keynote,A2,A4,A7,B1,B4,B9,C1,C3,C6,C8,C10,P2

DistanceLearning A3,A8,B9,C6,C7,C8,C9,P1,RT1

Diversity A2,A4,C1,C5

EducationalResearch C2,P1

EnglishasaSecondLanguage(ESL) A4,B4,C2

ExperientialLearning A1,B9

FacultyProfessionalDevelopment A12,A13,B5,B12,B13,C12,C13,P2

Feedback C4

GlobalEducation C3

InstructionalTechnology A3,A10,B6,RT1

KeynoteSpeakerPresentation B1

OpenEducationalResources B3

Reading A5

StudentEngagementandRetention A1,A2,A4,A6,A10,A11,B2,B7,C1

C5,C6,C8,C10,P1,P2,RT2

StudentLearningIssuesandSpecialNeeds A2,A4,A6,A11,B8,C5

StudentSupport A11,B2,RT2

TeachingStrategies,Methodologies,andInnovations A1,A3,A5,A6,A7,A9,A11,B1,B2,B3 B4,B5,B7,B8,B9,C1,C2,C4,C5,C6,C7 C8,C9,C10,P2

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vPresenter/FacilitatorIndexv

Presenters Session(s) Alley,Angie,CNM B8 Andries,CorrieL,CNM A8 Bardal,Jane,CNM B3 Behl,YugalK.,CNM A7 Brookfield,StephenK.,UniversityofSt.Thomas Keynote,B1 Carroll,Kara,CNM A3 Chick,Preston,CNM RT1 Christensen,Amy,CNM A4,C10 Cisneros,Alex,CNM B2 Crittenden,Adam,CNM B2 DeBlassie,Maria,CNM B2,RT2 Faulhaber,Mike,CNM A1 Ferguson,StephanieK.,NewMexicoJuniorCollege A11,C7 Fitzgerald,Heather,CNM B3 Fulton,Michael,CNM RT2 Gallegos,Thomas,CNM RT1 Gaus,Vardis,CNM C11 Gerzon,Jamilee,CNM C1 Giebus-Chavez,Beth,CNM A4,C1 Gilletly,Anna,CNM C9 Gulick,Connie,CNM C10 Gustafson,Terri,CNM B6 Hearting,Megan,CNM C3 Herrington,Pam,CNM B3,C10 Hudson,Brian,CNM B2 Johnson,Susan,CNM A8,C9 Jones,Tera,CNM B3,C5 Joralemon,B.Gail,CNM A9 Kim,Sinyoung,CNM C6 Koontz,Terri,CNM C9 KrohnBourgeois,Jennifer,CNM B2 Lauer,Kristina,CNM A4,C10 Lujan,Jacob,CNM RT1 McDoniel,Huong,CNM C10 McIndoo,Laura,CNM A4,B4 McKillip,KC,CNM RT2 Miera,Patricia,CNM RT1 Mills,Jessica,CNM B2 Morgan,Brandon,CNM A3 O’Donnell,Christopher,CNM C3 Paczynski,Deborah,CNM B2

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Parks,WillowMisty,CNM C3 Pedraza,Jose,CNM RT1 Peterman,Daniel,CNM C5 Pillalamarri,PavanK.,CNM B5 Plomaritas,DanielleR.,CNM P1 Prebenda,Aaron,NewMexicoJuniorCollege A11 Ramsey,Robin,CNM A6 Ray,Hallie,CNM RT1 Sailer,Brian,CNM A10 Sanchez,Michael,CNM RT2 Schallar,Jennifer,CNM B3 Schneider,Andrew,CNM C4 Schwamberger,Angelika,CNM C10 Searcy,Jamie,CNM P2 Selva,Evelyn,CNM B7 Shank,Zachary,CNM A3 Shul,Linda,CNM C3 Sorensen-Unruh,Clarissa,CNM C9 Ssenkungo-Seward,Josephine,NewMexicoBoardofNursing C2 Stern,Emily,SantaFeCommunityCollege A2 Stone,Asa,CNM A3 Tappen,Susan,CNM C8 Tomasson,JudithBalazs,CNM B3 Thompson,Glenys,CNM RT1 Trabaudo,Alice,CNM C10,P2 Wesner,Diane,CNM C6 Whitlock,Scott,CNM B5 Will-Cole,Melanie,CNM B9 Williams,David,CNM A4 Wolf,Ann,CNM A5 Wolf,Tammi,CNM B3

vKeyofCNMAcronymsv UsedinthisProgramorduringPresentations

CTL:CNM’sCooperativeforTeachingandLearning AT:CNMSchoolofAppliedTechnologies BIT:CNMSchoolofBusinessInformationTechnologies CHSS:CNMSchoolofCommunications,Humanities,andSocialSciences HWPS:CNMSchoolofHealth,Wellness,andPublicSafety MSE:CNMSchoolMathematics,Sciences,andEngineering SAGE:CNMSchoolofAdultandGeneralEducation DE:DevelopmentalEducation IRW:DevelopmentalIntegratedReadingandWriting ACE:AssistanceCentersforEducation(CNM’stutoringservices)

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vNOTESv

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vEmbassySuitesAlbuquerquev

ConferenceCenter

Rev.2017010

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