2015 Spring Faculty Institutes
Enhancing Student Success: Identity and Culture in Teaching and Learning
- Sylvania: Tuesday, April 21st, 4:00-8:00 in the CC Tree Rooms
- Cascade: Saturday, April 25th, 8:00-12:00 in Cascade Hall
- Rock Creek: Monday, April 27th, 4:00-8:00 in the Event Center (Bldg 9/122)
- Southeast: Friday, May 15th, 10:00-2:00 *(Separate Program and Registration)
This year, for the first time, both Part-time and Full-time Faculty are invited to participate in the 2015 Spring Faculty Institutes at one of the locations listed above.
Unlike In-Service, the Spring Faculty Institute focuses on a facilitated dialogue with colleagues rather than listening to someone speak about a certain topic. We hope you will join the conversation about how our identities and classroom practices impact student success and how we can be more culturally competent educators.
Part-time Faculty have priority registration and will receive a $50 stipend. Full-time Faculty are invited to register after April 10. Each campus will hold separate events. You may choose to attend any Institute.
Please register online by Friday, April 17 by 5pm to assist us in planning.
If you have any questions, contact the TLC Coordinator at your primary campus.
- Sylvania: Dorothy Payton, Amara Perez
- Rock Creek: Heather Mayer
- Cascade: Martha Bailey, Lisa George, James Harrison
- Southeast: Samm Erickson (*Invitation, Program, and Registration details to follow in separate promotion.)
Webinars through the TLC
Designing An Inclusive & Comprehensive Professional Development Program
Wednesday, July 8, 10am-11:30am
There has never been a more critical need for professional development opportunities at our colleges and universities. Continuously changing technology, new degrees and careers, Millennial and Generation Z students, re-entry adult learners, and evolving required skill sets are challenging faculty, staff and administrators. Behavioral issues and learning expectations for a new generation of students have us rethinking how we teach and how students learn. Now more than ever colleges need a diversity of professional development opportunities to help the campus community understand these changing dynamics better and more effectively support student success.
This webinar will outline strategies you can use to develop an inclusive and comprehensive professional development program on your campus. Professional development can provide the bridge to deliver training for the campus community to support student success and completion more effectively. It is critical to all members of the college community to have access to and support for professional development opportunities. Faculty, staff and administrators all contribute to the success of the institution and need to be included in all efforts to communicate values, participate in trainings and workshops and have the same opportunities to work with colleagues and peers to support and advance the mission of the college.
Facilitator Training for Professional Learning Community Groups
- August 24-27, 8:30am- 4:30pm
- CLIMB Center
- Free or $725. Faculty and Staff may use their summer tuition waiver to cover the cost of the training.
- Lunch each day and a notebook with protocols, readings and many other tools for use when facilitating a professional learning community (PLC) and an opportunity be a member of a community of PLC facilitators at PCC. 2.8 CEUs will be distributed at the end of the workshop.
- CRN 35334 via MyPCC, or by calling registration at 971-722-8888, Option 2.
Whether you call them Professional Learning Communities, Critical Friends Groups, or Collaborative Groups, the goal of the work is the same: to provide a forum for authentic professional development that focuses on developing collegial relationships and encouraging reflective practice in order to increase student achievement. By examining student and adult work through collaborative reflection, educators work to hold themselves accountable for continuous improvement toward helping every student learn.
Effective Professional Learning Communities operate in safe, effective, and productive manners that require intentional effort and a different set of skills, tools and processes than many teachers are accustomed to using in their classrooms. In the complex system that schools are, teachers need not only the opportunity to collaborate, but also training in the skills and tools, to move conversations forward to improve teaching and learning. Now more than ever, teachers need a safe place to seek answers to questions and professional challenges, to attend to real issues and dilemmas in their classrooms.
As a result of learning these new skills, tools, and processes for working together, educators will:
- Understand the significance of engaging in active listening and meaningful dialogue about professional work and personal learning to improve student learning;
- Develop, actively use, and hold each other accountable to a set of shared norms and values;
- Engage in the establishment of a safe risk-taking environment in order to give and receive constructive, challenging feedback on professional practice;
- Use protocols and processes to engage in reflective dialogue and collaborative work; and inquire into, analyze and reflect upon student learning;
- Understand, accept and own responsibility for addressing issues of inequity as we work to increase student achievement.
The work we will be doing is based upon the Critical Friends Model for Professional Learning Communities.
Introduction to Reading Apprenticeship Workshop
With Faculty: Bill Bogart, Pam Kessinger, Danica Fierman, and Theresa Love
- Friday, April 24th, 2015 – Sylvania TLC from 9am-12pm
- Friday, May 15th, 2015 – Rock Creek Campus TLC from 9am-12pm
Please RSVP for either workshop to firstname.lastname@example.org. If you’re interested, but can’t attend either date, please let us know and we’ll be sure you know about future workshops.
As faculty, we often lament that our students "can’t read," or aren’t reading their assignments. Many of us assign reading with the presumption that students will not be able to "get through it" on their own, and have devised various methods for helping students "get" the content without having actually comprehended it. Sometimes we even give up on having students read much at all.
Well, we are curious. What would happen if we got a group of faculty together – from any level and any subject area – and explored reading instruction relevant to any course? Would we change our own and students’ expectations about reading?
Would we impact their reading comprehension? Fluency? Their disciplinary knowledge? Their retention and success?
If you are curious too, please come to a free three-hour Introduction to Reading Apprenticeship (RA) Workshop. Join us on either of the following dates:
- Friday, April 24th, 2015 - Sylvania TLC
- Friday, May 15th, 2015 - Rock Creek Campus TLC
Please RSVP for either workshop to email@example.com. Feel free to pass on this invitation to other instructors and staff in any discipline. We look forward to exploring these questions with you.
Free One-day Courses (CE credits) from the Center for Careers in Education
The Center for Careers in Education offers courses on a variety of topics to help instructors increase their effectiveness in the classroom. The courses present and model research-based ideas and strategies and allow time for participants to share practices and applications with colleagues. They are free of charge to all PCC instructors. View more details and register for courses.
Previous trainings and conference recordings
- Retaining International Students: Designing Effective Instruction To Meet Their Needs
- 5 Ways To Increase Student Engagement In Online Classes
- How Faculty Can Manage Difficult Conversations With Students
- Teach Students How to Learn: Metacognition is Key
- Are You Ready to Flip?
- Preparing Part-Time Faculty For Success: How To Develop A Blended Orientation Course
- How Faculty Can Manage Difficult Conversations With Students
- Fostering & Promoting Open Educational Resources on Your Campus & Beyond
- Grading that Motivates and Retains Students
- Time Management Strategies For Online Teaching: How To Engage Students & Avoid Teacher Burnout
- Engaging Higher Education Students Using Differentiated Instruction
- The New Faculty Majority: Supporting & Honoring Your Part-time Faculty
- Strategies To Motivate Your Students To Read & Prepare Before Class
- Active Learning: Innovative Strategies That Will Dramatically Improve Student Engagement
- Teaching Chemistry Online, Kathy Carrigan, PCC
- To Care and Comply: Approaching Accessibility in Online Courses, Karen Sorensen & Sue Quast, PCC
- Making Online Documents Accessible, Karen Sorensen, PCC
- Making Online Math Courses Accessible, Chris Hughes & Scot Leavitt, PCC