Faculty and Staff Professional Development at Macomb

Faculty and Staff
Professional Development
at Macomb
Winter 2014 • Series 39
For the most current information on faculty and staff development offerings,
please check the Center for Teaching and Learning webpage at:
www.macomb.edu/ctl
Table of Contents
Faculty Academy . . . . . . . . . . . . . . . . . . 1
Excellence in Teaching & Learning Series . . . . . . . . 2
Learner-Centered Teaching . . . . . . . . . . . . . . 3
Managing Classroom Conflict and Incivility ★NEW★ . . . . . 3
How Do You Know What Students Know?
. . . . . . . . 3
Tell Me a Story–The Power of Narrative in
Your Classroom ★NEW★ . . . . . . . . . . . . . . . 3
Registration Instructions:
It is recommended that faculty and staff pre-register 48 hours prior to the
workshop date.
Once you log in to WebAdvisor with your username and password:
1.From the WebAdvisor home page, click on “Continuing Education Students.”
2.Click on “Search and Register for Continuing Education Classes.”
3.Enter in the registration/course code for the section or series you wish to
register for and click Submit.
4.Verify your selection, date and time, then select it, and click Submit. Skip the
next screen by clicking Submit again.
5.At the payment screen, choose “Register Now” (do not select a payment
method), then click Submit.
You should then see a screen showing that you are registered. You may print this
screen for your records.
Faculty and staff will receive Continuing Education Credits (CEUs) for
attending all CTL workshops and webinars in this Brochure (except for the
NISOD webinars).
Create Your Own Series . . . . . . . . . . . . . . .
Yes Virginia, It’s Still Okay to Lecture . . . . . . . . . . .
Great Ideas to Activate Student Learning . . . . . . . . .
Learning to Write and Writing to Learn . . . . . . . . . .
Promoting Reflective Students . . . . . . . . . . . . . .
The Reading Connection: Helping Students
Navigate Through Text . . . . . . . . . . . . . . . .
Everything You Wanted to Know About Special Services at
Macomb and More! . . . . . . . . . . . . . . . . .
Teaching Important Concepts Through the Use of Games . . .
Active Learning . . . . . . . . . . . . . . . . . . .
4
4
4
4
4
5
5
5
5
Course Assessment, Syllabi and Curriculum . . . . . . . 6
Course Design: A Hands-on Approach . . . . . . . . . . 6
Fearless Course Assessment! . . . . . . . . . . . . . . 6
Professional Enrichment for Faculty and Staff . . . . . . 7
Emergency Preparedness for Faculty & Staff ★NEW★ . . . .
Adapting to Adversity and Change by Strengthening
Your Resiliency! ★NEW★ . . . . . . . . . . . . . . .
SAFE@Macomb . . . . . . . . . . . . . . . . . . .
Succeeding and Surviving at Work . . . . . . . . . . . .
7
7
7
7
ANGEL Learning Management System . . . . . . . . . 8
ANGEL Getting Started . . . . . . . . . . . . . . . . 8
ANGEL Beyond the Basics . . . . . . . . . . . . . . . 9
Integrating Media Resources into ANGEL ★NEW★ . . . . . 9
Time-Saving Features in ANGEL ★NEW★ . . . . . . . . . 9
Providing Feedback with Rubrics and
Turnitin in ANGEL ★NEW★ . . . . . . . . . . . . . . 9
ANGEL by Appointment . . . . . . . . . . . . . . . 10
Macomb Online Instructor Training Certification (MOITC) . 10
Instructional Technology . . . . . . . . . . . . . . 11
Introduction to Turnitin . . . . . . . . . . . . . . . . 11
Accessibility Preparedness . . . . . . . . . . . . . . 11
What Works Online (webinar series) . . . . . . . . . . 11
Discovering...Content Series . . . . . . . . . . . . 12
Library Resources for Faculty . . . . . . . . . . . . .
F.R.E.E. (Finding Resources to Enhance Education) . . . . .
Copyright and Fair Use for Faculty and Staff . . . . . . .
Rev Up Your Search Engines ★NEW★ . . . . . . . . . .
12
12
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13
Connecting...Teaching with Technology Series . . . . . 14
Flip Your Classroom . . . . . . .
Capture Your Classroom,
Capture Your Students! ★NEW★ . .
Using Social Media to Boost Learning
Going Mobile . . . . . . . . .
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Advancing...Your Presentations Series . . . . . . . . 16
PowerPoint Advanced . . . . . . . . .
Putting Zen in Your PowerPoint Presentations
Narrating PowerPoint for YouTube . . . .
Teaching that Sticks . . . . . . . . . .
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CRISP Customer Service Training . . . . . . . . . . 18
South Campus . . . . . . . . . . . . . . . . . . . 18
Center Campus . . . . . . . . . . . . . . . . . . . 18
NISOD Webinars . . . . . . . . . . . . . . . . . 19
Using Freeware to Beef Up Your Teaching . . . . . . . . 19
Preparing for the Future through Leadership Academies . . . 19
The Positive Power of Effective Feedback for Learning
and Engagement . . . . . . . . . . . . . . . . . 20
Online Homework: Assessing Student Participation
and Outcomes . . . . . . . . . . . . . . . . . . 20
Things Change! Remaining Engaged in a
Changing Environment . . . . . . . . . . . . . . . 20
Flipping the Classroom (How brain research,
Bloom’s Taxonomy, and Chickering &
Gamson’s Principles say it works) . . . . . . . . . . . 20
Flipping the Classroom for a Nationwide
Community College/Industry Collaboration . . . . . . . 21
When You Can’t Beat ’Em, Friend ’Em: Using Social Media
and New Technology to Galvanize Your Class . . . . . . 21
Flipping a Public Speaking Course
(A Competency-Based Approach) . . . . . . . . . . . 21
Digital Storytelling: Making Media That Matters . . . . . . 22
Finish What You Start:
How One College Doubled Completions . . . . . . . . 22
Completion by Design:
Reforming Student Success Intervention . . . . . . . . . 22
Redesign and Modules and Change, Oh My:
The Adventures of Integrating Technology into
Developmental Curriculum . . . . . . . . . . . . . . 22
Faculty Academy
The Faculty Academy is designed to introduce new,
full-time faculty to Macomb Community College and its
mission, resources, policies, academic culture, and the
probationary process. In addition, effective teaching and
learning strategies, curriculum design, and assessment
techniques that focus on increasing student success and
retention are just a few of the topics that are explored
and discussed during the sessions. Along with that, the
interaction with fellow participants can help form lasting
bonds that provide professional support and assistance
in the future.
Probationary faculty attend eight sessions of Faculty
Academy in their first year of probation. In the second
year of probation, new faculty present their Individualized
Learning Plan at the April session of Faculty Academy.
The Academy sessions are open to all faculty members.
If you are interested in attending a session, please
contact the Center for Teaching and Learning at
586.445.7588 for more information on session topics
and to reserve your spot.
Friday, January 24, South, K324, 8:45 am–2:30 pm
Friday, February 21, Center, University Center PDC1, Assembly Hall, 8:45 am–2:30 pm
Friday, March 21, South, K324, 8:45 am–2:30 pm
Activities
Creation— Includes creation of new content
related to your courses.
Delivery
Friday, April 25, Center, University Center PDC1, Assembly Hall, 10 am–1:30 pm
Webinar—Live facilitator-led online seminar.
Onground—Meets in a classroom or lab.
Discussion—Focused attendee discussion.
Bring Your Own Files—Modify existing content
related to your courses.
Self-Paced Online—Individualized training is
provided entirely online.
One-on-One—Available as an individual
appointment.
Flipped Classroom—Work is required prior to
attending the workshop.
1
Excellence in Teaching & Learning Series
The Excellence in Teaching & Learning
Series, based on the popular and
influential book by Ken Bain, What
the Best College Teachers Do,
continues this semester.
In this series, we will explore and
discuss six common practices of
effective college teachers. Fulltime faculty will share their best
practices and lead many session
activities and discussions. A
central component of this series is your
opportunity to identify one or two strategies to implement
in your courses based on the insights, stories, and
research findings in Ken Bain’s book; implement those
strategies between sessions one and three; and share the
results with your colleagues in the final session.
Ken Bain’s book will be sent to registrants before the
first session, and those who attend all three sessions will
receive a $150.00 stipend. Participants who previously
completed the series in Fall 2013 are not eligible to
receive a second stipend for this Series.
Here’s a peek at just a few of the questions we’ll consider:
n What does research show about what the best college
teachers expect of their students and how do those
expectations improve student learning?
n How does knowing about how we learn influence the
way the best college teachers teach?
n What are several key preparations that the best college
teachers do to prepare for teaching the course content?
n What do the best college teachers believe about their
students and how do those beliefs influence how
they teach?
Whether you are new to teaching, or have taught for a long
time, join your colleagues this semester for an opportunity
to share teaching ideas and challenges, build a spirit of
community with other faculty, and discuss teaching and
learning strategies that help support student engagement
and success.
The series will be offered at South Campus on Fridays in
February from 9am–2pm on:
Friday, February 7
South, P155
Friday, February 21
South, K324
Friday, February 28
South, K324
A continental breakfast and lunch will be provided each day.
Learner-Centered Teaching
Managing Classroom Conflict and Incivility
★NEW★
Tell Me a Story – The Power of Narrative
in Your Classroom ★NEW★
Linda Bajdo, Professor of Psychology
Michael Placco, Professor of History
Deborah Armstrong, Associate Director,
Academic Development
This interactive workshop will focus on preventing and
defusing conflict and incivility in the classroom. Emphasis
will be on critical reflection of conflict styles and behavior,
evaluation of the situations likely to lead to classroom
incivility, and practical ideas for creating a positive
classroom environment.
n Ken Bain’s book will be sent to registrants before the
first session
Friday, January 31
Reg Code: 21714
9–11:30am
South, J221 n Faculty who attend all sessions will receive
a $150.00 stipend
Friday, February 14
Reg Code: 21715
9–11:30am
Center, C267
Register for the three-day series via WebAdvisor using
registration code: 21703
How Do You Know What Students Know?
Friday, March 28
Reg Code: 21809
10:30am–12pm
Center, UC PDC1 Room 108
Deborah Armstrong, Associate Director, Academic Development
Comments from past participants:
“This is a great opportunity for faculty to share and exchange
ideas (on) ‘best practices.’ I especially liked the classroom
project presentations which will give you some great ideas to
use in your classes.”
“The presentations, activities, book, brain-storming, and
informal discussions were useful, fun, thought-provoking,
and beneficial.”
“This is a great seminar. Come with an open mind and be
prepared to learn a lot!”
“I would highly recommend this series. It’s fun, interactive,
and gives a lot of really good ideas that can be implemented
in the classroom right away!”
You’ve given a compelling lecture, engaged students in a
lively discussion, and answered their thought-provoking
questions. Surely now they know the content … right?
Wouldn’t it be great to have one or two quick and easy
activities to demonstrate to you … and your students
… what they understand about what you’ve just taught
them, and what misunderstandings still linger? This
highly interactive workshop will introduce you to several
activities designed to quickly provide insight on students’
understanding and misunderstanding. Participants who
attend this workshop will receive a complimentary copy of
Cross and Angelo’s Classroom Assessment Techniques.
Monday, February 10
Reg Code: 21716
2
Who doesn’t love a story? We all do! We tell stories to
illustrate significant points, clarify ideas, and give color to
important events. Storytelling as an instructional strategy
can engage your students in the classroom and online,
and there are specific skills associated with storytelling
that can give your stories pedagogical significance. In this
workshop we’ll explore how to tell stories and teach with
stories, how to locate stories and supporting resources,
and how to involve students in your stories.
10–11am
South, J211-1
3
Create Your Own Series
Faculty may create their own individualized series from
the following topics. Attend a minimum of four workshops
from the following group and receive a $75.00 stipend.
Breakfast and lunch will be provided each day.
Pre-registration is required for each workshop through
WebAdvisor, using the registration code provided for
each topic.
After four workshops have been attended, faculty will be
required to email AcademicDevelopment@macomb.edu
for verification of attendance and the stipend request.
Yes Virginia, It’s Still Okay to Lecture
Learning to Write and Writing to Learn
Don Ritzenhein, Ph.D., Professor of Communication,
Eastern Michigan University
Cindy Bily and Jim Young, Professors of Reading
Lecturing is a key teaching method for most college
teachers. However, lectures have come under
considerable criticism because they are easily forgotten,
fail to engage students, and can be deadly boring. It
does not have to be so! A good lecture requires the same
careful preparation as any good speech. Don’s popular
presentation will help guide you through the simple,
but powerful, techniques for creating memorable and
engaging lectures.
Friday, January 31
Reg Code: 21751
10am–12pm
South, K324
Great Ideas to Activate Student Learning
Deborah Armstrong, Associate Director,
Academic Development and Adjunct Professor
Whether you teach philosophy, mathematics, engineering,
or business management, come to this session where
we’ll explore active learning strategies that work! You’ll
walk away with at least three great ideas and practical
guidelines to implement engaging activities in your
classroom. Topics under consideration include designing
classroom discussion activities, creating and evaluating
group projects, and how informal classroom assessment
techniques do double-duty for you and your students.
Friday, January 31
Reg Code: 21752
12:30pm–2:30pm
South, K324
Students often sharpen their skills in their composition
courses, but that doesn’t mean they’ll write well in
their other classes. Studies show that students whose
instructors require writing and support the writing process
across their education tend to write better in courses
outside of composition.
This interactive workshop will show you how to reinforce
the writing process in your classes, effectively respond
to student writing, and devise topics to help your students
write better essays, reports, abstracts, and other
products. It will also show how you can use the act of
writing to help students master your content, no matter
what subject you teach.
Friday, February 14
Reg Code: 21753
South, K324
Susan Richardson, Ph.D., Professor of English
We value critical thinking in our classes, but not all of
us have considered encouraging students to reflect on
their learning as a way to achieve it. The presenter will
report on her case study research with students in five
English composition classes. Her research demonstrates
how the students’ use of a variety of self-reflective tools
stimulated their critical appraisal of their writing and
made them more aware of their writing processes. This
interactive workshop will focus on how you can incorporate
student self-reflection into your own curriculum to help
students develop greater awareness of not only the course
concepts, but also their own progress in the class.
12:30pm–2:30pm
Teaching Important Concepts Through the
Use of Games
Heather Mayernik, Professor of Reading
Jonathan Oaks, Professor of Mathematics
Jonathan Lathers, Professor of English for Academic Purposes
Have you ever felt like your students don’t take the time
to read your assignments or worse, don’t understand
what they have taken the time to read? This interactive
workshop will show you how to help your students read
with a purpose, use their textbooks smarter and more
efficiently and aid you in creating more reading-friendly
assignments no matter what subject you teach.
Friday, May 2
Reg Code: 21755
10am–12pm
South, K324
Everything You Wanted to Know About
Special Services at Macomb and More!
Patricia Dolengowski, Counselor–Special Services, Center Campus
Lou Aquino, Counselor–Special Services, South Campus
This workshop will provide an overview of the Special
Services department at Macomb and the populations
it serves, types of documentation that are required to
qualify for services, accommodation requests, classroom
assistance letters, learning styles, etc. Scenarios will
be introduced to demonstrate the services that the
counselors provide.
Friday, May 2
Reg Code: 21757
Promoting Reflective Students
Friday, February 14
Reg Code: 21754
4
10am–12pm
The Reading Connection: Helping Students
Navigate Through Text
12:30–2:30pm
South, K324
In this workshop participants will explore how the game
dynamics from familiar games, such as Balderdash,
Connect Four, Hedbanz, and Jeopardy, can be used to
teach and reinforce important vocabulary and concepts.
Several games will be explained, followed by examples,
time to play, and discussion about how the games could be
adapted to be used in their own discipline.
Friday, May 9
Reg Code: 21756
10am–12pm
South, K324
Active Learning
Norman Cure, Professor of Economics
The advantages of active learning are that it allows
students to become involved in the learning process
while enhancing their learning. There is no requirement
by the instructor to coerce or look for participants; these
techniques will help to involve all of your students. While
these techniques do not have to be embedded in every
class, the techniques introduced in this workshop are ones
that have been successfully used on the first day of class
and throughout the semester.
Friday, May 9
Reg Code: 21758
12:30–2:30pm
South, K324
South, K324
5
Course Assessment, Syllabi and Curriculum
Professional Enrichment for Faculty and Staff
Course Design: A Hands-on Approach
Fearless Course Assessment!
Deborah Armstrong, Associate Director, Academic Development
Mary Lou Kata, Director, Academic Development
Deborah Armstrong, Associate Director, Academic Development
Are you designing or redesigning a course this semester?
This workshop is for you!
You are an expert in your field. You know the intricacies of
your discipline and how to communicate your disciplinary
knowledge and experience to students. But like many
professors, you may have lingering questions about course
design. In this workshop, we’ll work through tried-andtrue principles of course design, generate course content
maps, and draft course-wide assignments and rubrics.
You’ll walk out with a robust plan for a new or redesigned
course! This workshop is designed for faculty (usually
full-time) who are responsible to design and/or redesign
courses in their department.
Tuesday, February 11
Reg Code: 21717
5:30pm–8pm
Are you looking for ways to measure student learning
across courses over the span of a semester? Are you
interested in using tools that go beyond pre- and posttesting? We’ve got great news! There are many ways to
assess student learning of course outcomes, including
collecting student artifacts and using common rubrics.
Please plan to join us to explore a variety of authentic
assessments you can use to gather information on
student learning. We’ll look into types of assessments and
rubrics, the number of students and courses to select for
assessment purposes, and identify the types of resources
the Office of Academic Development has to support
your assessment projects. We’ll also let you know when
your courses were last assessed and help you prepare
an assessment plan – the first step in the process. This
workshop is designed for faculty (usually full-time) who are
responsible for course assessment across all sections.
South, J211-1 Tuesday, February 18
Reg Code: 21718
3pm–4pm
Center, C130
Thursday, March 20
Reg Code: 21719
10am–11am
South, J211-1
Emergency Preparedness for Faculty & Staff SAFE@Macomb
★NEW★
Students, Staff, Administrators and
Lieutenant Michael Kawa, College Police
Lieutenant Patrick Carney, College Police
In this workshop, participants will learn what to do in
various emergencies, not only on campus, but in their
personal life. Participants will view two videos dealing
with an active shooter situation. The first video, “Active
Shooter-Last Resort,” will instruct participants how to
react when in an active shooter situation in a classroom
setting. The second video, “Run-Hide-Fight,” will instruct
participants how to react to an active shooter incident in
an office environment. The workshop will conclude with a
review of Macomb’s emergency procedures.
Faculty for Equality at Macomb
Linda Bajdo, Sara Van Wormer, and
Paulina Multhaupt, Professors of
Psychology
LGBT Ally
The purpose of SAFE@Macomb is to
make the College community safer and
more inclusive for lesbian, gay, bisexual and transgender
(LGBT) students and employees. The expected
outcome of this workshop is a freer and more accepting
environment for all members of our learning community,
regardless of sexual orientation, gender identity, or gender
expression. Once you successfully complete the training,
you’ll earn an ALLY placard or button that you can display,
if you wish. Participants will also earn .30 CEU credits
toward the Cultural Competency Certificate (C3) for MMII.
Tuesday, February 4
Reg Code: 21710
Tuesday, February 4
Reg Code: 21711
Thursday, February 6
Reg Code: 21712
Thursday, February 6
Reg Code: 21713
2–3pm
Center, UC PDC1
5–6pm
Center, UC PDC1
2–3pm
South, K324
5–6pm
South, K324
Adapting to Adversity and Change by
Strengthening Your Resiliency! ★NEW★
Paddy Laske, Director, CARE WorkLife Solutions
*If none of these dates are convenient for you, please email Deborah Armstrong at
armstrongde@macomb.edu or call 586.226.4802 to set up a meeting for an individual consultation.
SAFE @ MACOMB
Resiliency is defined as the ability to spring back, rebound,
and successfully adapt in the face of adversity and
change, whether at work or in your personal life. It also
helps one develop social competence despite exposure to
stress.
In this workshop, we will discuss the following:
n What contributes to your resiliency
Friday, March 28
Reg Code: 21704
9 am–12pm
Center, C267
Succeeding and Surviving at Work
Paddy Laske, Director/Trainer, CARE WorkLife Solutions
Many employees today feel overwhelmed and stressed.
Employees can benefit from learning new strategies to
improve communication, address conflict and adapt to
change to increase job satisfaction and productivity.
This workshop will cover the following topics:
n Keys to establish secure working relationships
n Tools to handle criticism, conflicts and change
n Identify self-defeating behaviors
n Highlight behaviors that increase career success
n Learn and practice communication skills that positively
influence people
n Five levels of need
n Five steps to empowering yourself and your
colleagues
Friday, May 2
Reg Code: 21705
n Developing an action plan for success
9:30–11:30am
Center, C267
6
Friday, April 4
Reg Code: 21706
9:30–11am
South, J221
7
ANGEL Learning Management System
The Center for Teaching and Learning staff works one-on-one with any faculty or staff member interested in any ANGEL
workshop or topic. ANGEL workshops can be tailored for any department, as well as customized instruction delivered
one-on-one with the faculty member. To make an appointment with a teaching and learning technician at either campus,
call 586.226.4774.
ANGEL Getting Started
Successful completion of this workshop, resulting in
certification, is required in order to Web-enhance your
classes.
Getting Started is designed for faculty who would like
to Web-enhance their course(s) or review basic ANGEL
features and functionality. Getting Started is offered as
a flipped workshop or a self-paced online session and is
required for Web-enhancing courses.
Onground Sessions
You begin online with step-by-step instructions to basic
ANGEL activities in your master course, then you and
your colleagues meet onground for the second half of
this workshop. Completion of the master course work is a
prerequisite to the on-ground meeting date. Please contact
the CTL to reschedule if you are unable to complete the
activities prior to the scheduled meeting. Your master
course work covers the following topics:
n Navigation, Components, Tabs
Online Sessions
Step-by-step instructions are provided for this
independent, self-paced Getting Started session where all
the coursework is completed online. This online workshop
covers the same material as the onground workshop.
Faculty should register for the month they wish to start and
complete the coursework. Registration closes on the 21st
of each month.
ANGEL Beyond the Basics
Prerequisite: ANGEL Getting Started workshop
Beyond the Basics is designed for faculty who are
currently Web-enhancing their course(s) and would like to
explore the different ANGEL features.
In Beyond the Basics you will create:
n Assessments
January 2014
n Surveys
Tuesday, January 7
Reg Code: 21767
January 2014
Reg Code: 21762
February 2014
Reg Code: 21763
March 2014
Reg Code: 21764
April 2014
Reg Code: 21765
May 2014
Reg Code: 21766
n Review the basics
n Construct your Gradebook
n Request your course section(s)
Monday, January 6
Reg Code: 21760
9am–12pm
South, J151
Tuesday, January 7
Reg Code: 21761
9am–12pm
Center, B107
Please register early. Registration closes 48 hours before
the onground workshop. If you are unable to complete
the master course activities, please contact the CTL to
reschedule your onground session.
8
This self-paced online session demonstrates how to
integrate media resources (images, audio, and video) into
your courses.
n Drop box
Onground Sessions
Bill Drummond, Instructional Technology Specialist
n Discussion forum
1–4pm
Center, B107
Online Sessions
This self-paced Beyond the Basics session, which covers
all of the same content as in the onground session, is
designed for independent work in an online environment
over the course of one month. Faculty should register for
the month they wish to start and complete the coursework.
Actual completion time is approximately three to five hours.
Registration closes on the 21st of each month.
n Learning Object Repository (LOR)
The second half of the workshop covers the following topics:
Integrating Media Resources into ANGEL
★NEW★
January 2014
Reg Code: 21768
February 2014
Reg Code: 21769
March 2014
Reg Code: 21770
April 2014
Reg Code: 21771
May 2024
Reg Code: 21772
Reg Code: 21773
Time Saving Features in ANGEL ★NEW★
Sharon Giffen, Instructional Technology Specialist
This self-paced online session demonstrates the use of
ANGEL’s Learning Object Repository (LOR), the use and
function of the Master Course, how to set course dates
with Date Manager and the use of Question Bank Manager
for creating assessments and surveys.
March 2014 Reg Code: 21774
Providing Feedback with Rubrics and
Turnitin in ANGEL ★NEW★
Tom Bradley, Instructional Technology and
Curriculum Technician
This is an online, self-paced workshop that will explain
how ANGEL generated rubrics can be created to assist
you in evaluating, responding to and grading student
assignments. A segment of the workshop will be dedicated
to using the Turnitin tool to create rubrics, provide
feedback, check for plagiarism, and use peer review all
within ANGEL.
May 2014
Reg Code: 21775
9
Instructional Technology
ANGEL by Appointment
If you would like information beyond the ANGEL topics
presented here, you can schedule an appointment with
one of our teaching and learning technicians.
For more information, please call the CTL at South or
Center Campus at 586.226.4774.
Macomb Online Instructor Training
Certification (MOITC)
Successful completion of this course is required to teach
online.
MOITC is an eight week, facilitated, online course that
is designed to provide the requisite training for faculty
seeking to facilitate hybrid and/or online courses at
Macomb. This course is intended for faculty members who
are actually pursuing using virtual learning and have an
estimated 15 to 20 hours per week available to complete
the work required in this course.
Introduction to Turnitin
What Works Online (webinar series)
Tom Bradley, Instructional Technology and
Curriculum Technician
Bill Drummond, Instructional Technology Specialist
Turnitin is a program that allows students to receive
helpful and individualized feedback on their writing from
instructors and peers. Turnitin has several features
including rubric managers, voice comments, and originality
reports (plagiarism). This workshop will be delivered
in “flipped” style. Participants are encouraged to view
tutorials online. The hands-on portion of the workshop will
include grading a sample assignment and reviewing the
special features of Turnitin. This workshop is designed
for faculty who use ANGEL for Web-enhanced, hybrid or
online classes.
There is no registration for MOITC. If interested in teaching
online, please seek approval from your Associate Dean.
January 27, 2014–March 30, 2014
Types of Courses
Online:
All teaching and learning takes place online.
Hybrid:
A significant portion of teaching and learning takes
place online with scheduled onground meeting dates.
Web-enhanced:
All teaching and learning takes place onground with
supplemental Web-based resources.
Friday, January 24
Reg Code: 21720
Center, C130
Accessibility Preparedness
Some of the common accessibility questions asked by
faculty are: What resources are available to my students
when they need an accommodation? How do I make sure
my materials are prepared to meet the needs of all my
students? To help you be prepared the next time a student
comes to you with a request for accommodation, we will
work through the following topics: testing accommodations,
screen readers, and creating accessible documents,
presentations and videos.
Friday, March 28
Reg Code: 21721
1–3pm
Stay tuned to find out which topics will be presented at
each workshop. The topics will be posted in the newsletter
and emailed one month prior to the meeting date. This
offering will consist of three workshops and all will be
conducted as webinars. To participate, at a minimum,
you will need a computer with speakers or earphones
(preferred) and access to the Internet. If you have them, a
microphone (to be heard) and camera (to be seen) can be
used as well.
Enter each workshop via this URL:
http://macomb.adobeconnect.com/ctlwebinar/
Lois McGinley, Director, Student Success
Carl Weckerle, Director, Instructional Technology
and Online Learning
10
1–3:30pm
This will be an interactive workshop in which instructors
share techniques that are effective and create positive
outcomes in their online class. Faculty-led topics may
include creating successful discussion forums, integrating
media, engaging students through social media and
effective assessment. What content or assessments have
students liked? What has worked for you? In addition, we
will provide some instruments to help engage students
and measure success. While the focus will be on hybrid
and online classes, Web-enhanced faculty members are
welcome to attend.
South, J151
Prior to the seminar, we will send you a reminder with the
link and instructions for joining the session.
Please register early. Registration closes 48 hours before
the webinar begins.
Saturday January 25
Reg Code: 21722
10–11am
Online Webinar
Saturday, February 22
Reg Code: 21723
10–11am
Online Webinar
Saturday, March 22
Reg Code: 21724
10–11am
Online Webinar
11
Discovering...Content Series
Overview: The workshops in this series are designed
to assist you in discovering a variety of high quality
content with fewer restrictions. Discover new content in
your discipline, lesson ideas and strategies to help your
students through the Library and on the Web.
Faculty may create their own individualized series from
the following workshops. Attend a minimum of three
workshops from the following group and receive a $60
stipend. After attending three workshops faculty are
required to e mail ctlsupport@macomb.edu for verification
of attendance and the stipend request.
Workshops:
Copyright and Fair Use for Faculty
and Staff
Library Resources for Faculty
Teresa Biegun and Phyllis Hills, Librarians
In this workshop, participants will explore resources
available through Macomb Community College Libraries
for faculty members’ research and instructional needs.
Topics covered will include on-site library collections, and
online resources such as the library catalog, databases,
and streaming video. Direct article-level linking and
embedding videos from the library’s online subscription
resources into Web-enhanced, hybrid, and online course
pages will be explained and demonstrated. Participants
are encouraged to bring their course syllabi and/or
research assignments to consult with the librarians about
recommended resources.
1.Library Resources for Faculty
4.Rev Up Your Search Engines (online only)
In this workshop participants will explore some of the
issues involving copyright and fair use in the college
classroom from a faculty member’s point of view, as
opposed to a student’s point of view. Participants will
develop working definitions of copyright and fair use with
regard to materials they might use in their classroom or in
their Web-enhanced, hybrid, or online classes.
Tuesday, March 4
Reg Code: 21728
2.F.R.E.E. (Finding Resources to Enhance Education)
3.Copyright and Fair Use for Faculty and Staff
Bill Drummond, Instructional Technology Specialist
Tuesday, January 28
Reg Code: 21726
6–7:30pm
South, J221
F.R.E.E. (Finding Resources to Enhance
Education)
Sharon Giffen, Instructional Technology Specialist
There is high-quality, free content available for you to use
in your classes right now, free as in:
1–3pm
Center, B107
Rev Up Your Search Engines ★NEW★
Carl Weckerle, Director, Instructional Technology and
Online Learning
Bill Drummond, Instructional Technology Specialist
This online workshop will focus on increasing your efficiency
and effectiveness using common search engines. Use these
search engines to find quality class content, get lesson
ideas and find what your students are searching.
n no cost to you or your students
n no copyright restrictions
n you decide how best to use it in your classes
Available content includes documents, pictures, video clips
and complete textbooks. This hands-on session will walk
you through how to search for specific learning objects,
validate what you’ve found, and embed it in your course.
Tuesday, February 11
Reg Code: 21727
12
Tuesday, March 25
Reg Code: 21729
3–4pm
Online
4–6pm
Center, B122
13
Connecting...Teaching with Technology Series
Overview: Research shows that the more we can
connect with our students and have our students connect
with each other, the more likely they are to be successful.
Join us in this series to find ways to make those
connections with the help and benefit of technology.
Workshops:
1.Flip Your Classroom
2.Capture Your Classroom, Capture Your Students!
3.Using Social Media to Boost Learning
4.Going Mobile
Flip Your Classroom
Capture Your Classroom, Capture Your
Students! ★NEW★
Tom Bradley, Instructional Technology and
Curriculum Technician
Somewhere along the way, you may have flipped out,
done back flips or even seen Flipper on T.V., but have
you ever flipped your classroom? By flipping a classroom,
faculty members provide content or assignments for
students to complete prior to class. Once in the class the
faculty can focus on in-class projects that help the student
integrate and implement the content. Thus, less class
time is used for lecture. This workshop will define what a
flipped classroom is, provide examples of flipped lessons,
indicate technology that could be used and provide
examples of what projects students could complete during
class. Following the fashion of flipping a lesson, you will
be asked to watch a short video prior to the workshop. In
the workshop you will create an agenda, identify resources
and create a project list for a lesson that you could flip for
your class.
Friday, February 7
Reg Code: 21730
1–3:30pm
South, J211-1
Tom Bradley, Instructional Technology and
Curriculum Technician
Bill Drummond, Instructional Technology Specialist
Are your students dividing their attention between
engaging in classroom activities and taking notes? Do they
need a better way to study for exams or review what you
talked about in class last month? Introducing Panopto,
a cool tool that can be integrated with ANGEL and can
record and play back the learning content delivered in your
classroom. Click Start. Click Stop. Click Upload. Video,
audio, PowerPoint, your computer screen, everything is
recorded and made available to your students minutes
later in ANGEL. In this workshop we will show you how
to install the Panopto recorder and how to make the
recordings available to your students in ANGEL. We will
also explore what your students will experience when you
use this valuable tool. Bring your laptop, microphone, and
webcam. You’ll be recording before you know it!
Learning is inherently social, and the way we use the
Internet has been revolutionized thanks to social media.
How do we take the intersection of learning and social
media to engage students in high levels of learning? By
using social media features such as Twitter, Facebook and
others you can enhance the interaction of your students
with the course material, both inside and outside the
class. During this hands-on workshop you will learn how
to create and manage these applications and discuss their
educational possibilities, along with the challenges and
concerns of integrating them into your class.
Friday, January 17
Reg Code: 21731
1–3pm
Saturday, January 18
Reg Code: 21732
10am–12pm
South, J211-1
Online
1–3:30pm
South, J211-1
Going Mobile
Bill Drummond, Instructional Technology Specialist
There is no doubt that the use of mobile devices is in growth
mode: tablets and smartphones have surpassed desktops
in purchases and soon Internet usage. But the question is,
are mobile devices a learning tool or a distraction? How
do we, or should we, use devices that have become the
information hub for students in our classrooms? We will
begin discussing mobile usage at Macomb and find out
what the college and others are doing in this arena. Then
we will address what you and your students can do to begin
using mobile devices to support learning. Come prepared to
share ideas and apps!
Friday, March 21
Reg Code: 21734
14
Friday, February 28
Reg Code: 21733
Using Social Media to Boost Learning
1–3pm
South, J211-1
15
Advancing...Your Presentations Series
Overview: The workshops in this series are designed to
help take your presentations to the next level. Enhance
your PowerPoint presentations by understanding
and using the tools available in PowerPoint. Refine
your message and use visuals to make your lecture/
presentation more memorable.
Workshops:
PowerPoint Advanced
Narrating PowerPoint for YouTube
Teaching that Sticks
Tom Bradley, Instructional Technology and
Curriculum Technician
Bill Drummond, Instructional Technology Specialist
Tom Bradley, Instructional Technology and
Curriculum Technician
Go beyond the basics to add punch to your presentations.
In this session, we’ll explore master views to create a
clean, consistent look throughout your presentation.
Also, we’ll explore using templates, color schemes,
backgrounds, transitional effects, and various multimedia
to convey messages more effectively. (Prerequisite:
PowerPoint Basics, or comfortable working with the
toolbars, views, and layouts in PowerPoint)
1.PowerPoint Advanced
In this workshop faculty will learn how to record a narration
of a PowerPoint presentation and convert the recording
into a video format. Faculty will also explore creating a
YouTube channel with playlists so that they will have a
place from which to stream these videos. Faculty will
discuss privacy settings on YouTube and learn how to
embed YouTube videos into ANGEL. Finally, faculty
will practice their new skills by recording a narrated
PowerPoint presentation and uploading it to Macomb’s
YouTube channel.
2.Putting Zen in Your PowerPoint Presentations
3.Narrating PowerPoint for YouTube
4 .Teaching that Sticks
Tuesday, January 28
Reg Code: 21741
1–3pm
South, J211-1
Tuesday, March 18
Reg Code: 21743
Putting Zen in Your PowerPoint
Presentations
A sticky idea is an idea that’s understood, that’s
remembered, and that changes something (opinions,
behaviors, values). As an instructor, you’re on the front
lines of stickiness. Every time you teach you have to make
ideas stick…and let’s face it, this is no easy task.
In this workshop, we will discuss a number of approaches
that have been used in the classroom to create a message
that is clear and will stand the test of time. We will learn
why some ideas thrive while others die, and beat the
“curse of knowledge,” the single biggest obstacle to clear
messages. Inspiration for this workshop is taken from the
best-seller, Made to Stick, by Chip & Dan Heath.
1–3pm
South, J211-1
Tuesday, April 8
Reg Code: 21744
Tom Bradley, Instructional Technology and
Curriculum Technician
1–3:30pm
South, J211-1
PowerPoint is a great tool that is often misused. Effective
presentations are relatively free of “bullets” and use simple
but interesting visuals to reinforce important concepts.
Bring a few of your presentations to work on clarifying your
message and improving your presentation’s visual appeal.
Recommended but not required reading before the session
is Presentation Zen, by Garr Reynolds, from which this
workshop takes its inspiration!
Tuesday, February 25
Reg Code: 21742
16
1–4pm
South, J211-1
17
LLEGE
CO
MMUNITY
CO
P
R IS
C
In October 2005, the College embarked
upon the CRISP Customer Service
Initiative recognizing that our continued
success is directly dependent on the
satisfaction of our customers with the
quality of service we provide. All new,
non-faculty employees are required
to attend and complete CRISP customer
service training.
MACOM
B
CRISP Customer Service Training
CRISP training consists of three sessions over three
consecutive weeks. Employees are required to attend
all three sessions in order to complete the training and
receive a certificate.
Registration for CRISP training is through WebAdvisor.
Register for all three sessions separately using the
registration codes provided for each session.
South Campus
NISOD Webinars
Macomb Community College is a member of the National
Institute for Staff and Organizational Development
(NISOD). Faculty at Macomb have the opportunity to view
NISOD’s archived webinar series from home or on campus
at their convenience. Webinar topics include learningcentered teaching, instructional technology, classroom
assessment, and course design.
The archives are updated each semester and can be
accessed from the NISOD Web page using the username
and password below.
www.NISOD.org/webinars/archives/index.html
Username: member
Password: nisod14
Here are a few of the recent NISOD archived webinar topics:
Series 1 (three consecutive Fridays, please register for all three dates below)
Using Freeware to Beef Up Your Teaching
9 am–12 pm, South, J221
Friday, February 7
Reg Code: 21745
Friday, February 14
Reg Code: 21746
Friday, February 21
Reg Code: 21747
Center Campus
Series 2 (three consecutive Fridays, please register for all three dates below)
9 am–12 pm, Center, University Center PDC1, Room 104
Friday, March 21
Reg Code: 21748
Friday, March 28
Reg Code: 21749
Friday, April 4
Reg Code: 21750
For more information on CRISP training, please contact
AcademicDevelopment@macomb.edu or call 586.445.7568
18
Kristina Leonard, Senior Professor, Daytona State College (FL)
Sometimes instructors have to go a little bit further than
just explanation or written instructions for students. In
order to address a variety of learning styles (since not
everyone is auditory or textual), alternative methods may
need to be devised. This may include actual lessons,
instructions for assignments, or simple how-to directions
for the underprepared or novice students in the class. This
webinar will demonstrate how to use various safe freeware
software options that exist for instructional use. These
include a package that allows one to capture the actual
screen in real time (excellent for showing how to use a
website or how to use a particular software package);
YouTube video capture/converter software; transforming
PowerPoint to movies that can be opened and not edited
regardless of operating system and basic video capture
(with a brief discussion of fair use). As more and more
budgets get cut, the availability of funds to purchase
instructional aids or software to create them is diminishing.
These budget-friendly options allow one’s creativity to
shine and to create products that contribute greatly to
student success and performance.
Preparing for the Future through
Leadership Academies
Cathy Brewster, Professional Development Manager,
Truckee Meadows Community College (NV);
and Karinda Barrett, Director, Center for Teaching, Learning
and Leadership, Tallahassee Community College (FL)
Leadership Academies, designed to develop emerging
leaders within the college, is the focus of this webinar.
Models for establishing a practical and effective program
that aligns with the strategic needs of your college will be
explored. Planning a leadership academy? You will get a
toolbox of strategies and resources for growing your own
program. Looking for ideas for your existing leadership
program? You’ll hear some different activities that may
help you jazz up the program at your college. You will
also hear about the value of collaboration as two NISOD
colleges in Florida and Nevada created synergy and
stronger leadership academies through their association.
Join us to find out what a leadership program can do for
your institution and how to make it happen.
19
NISOD Webinars
NISOD Webinars
The Positive Power of Effective Feedback
for Learning and Engagement
Things Change! Remaining Engaged in a
Changing Environment
Janeth Franklin, Faculty Developer,
Glendale Community College (AZ)
Kevin Tutt, Partner, Tutt & Daggs
Creative Performance Improvement (TX)
Active and engaged teaching practices will be modeled to
share the latest research on the positive gains in learning
and engagement that can be attained through intentional,
specific, and strategic feedback practices in the higher
education classroom. Feedback can either construct
learning and engagement or be destructive to learning and
engagement. If it is strategic, it can increase and empower
students, peers and instructors in an exciting reciprocal
growing process which increases the quality of student
participation and develops their ownership of the learning.
This webinar will highlight feedback practices embedded
into this learning experience and will show participants
how to begin to execute effective feedback in their own
learning environments.
When you think about all the changes in education
over the past 25, 10, or even two years, it can become
overwhelming to think about all the things you have
been asked to do and how quickly things change. In
this session, you will recognize that change is inevitable
and is constantly on the horizon. With that knowledge,
you now have a choice as to how you deal with change.
We will identify three ways of dealing with change and
understanding how making the right choice will not only
help you maintain your commitment level but will also drive
you to take action. You will be given strategies to focus on
the bright spots and the most important moves needed to
make positive changes.
Online Homework: Assessing Student
Participation and Outcomes
Laurie Parker, Assistant Professor, Department of Medicinal
Chemistry and Molecular Pharmacology, College of
Pharmacy, Purdue University Center for Cancer Research
Learn about a case study and ongoing research project
that assesses the relationships between student
engagement in an online homework system and their
course performance, which we believe is related to their
learning outcomes. We hypothesized that appropriately
designed online homework can be effective in managing
student learning needs in a large enrollment science class.
Results will be presented and strategies for getting the
most out of an online homework system—both for the
student and the instructor—will be discussed.
20
Flipping the Classroom (How brain
research, Bloom’s Taxonomy, and
Chickering & Gamson’s
Principles say it works)
James May, Professor ESL,
Faculty Fellow for Innovation and
Technology, Valencia College
What does the research show about
teachers actively engaging students in problem solving
(i.e. homework) in the classroom and leveraging the power
of technology to receive more traditional work (lecturing) at
home via computer/smart pad/or smartphone?
In this presentation we will discuss the research and
reasoning behind the approach. How does the approach
work with what we know as best practices for teaching
millennial students? How does flip teaching fit Bloom’s
Taxonomy? How does the approach hold up to Chickering
and Gamson’s Seven Principles for Good Practice in
Undergraduate Education? How is the growing field
of brain-based research better informing this studentcentered approach? Just what exactly does the research
say about Flip Teaching? This will be a fast paced and
highly visual discussion that summarizes and reviews the
research and reasoning. You will also most likely pick up a
Teacher Trick or two on how to better utilize SoftChalk to
flip activities in your own classrooms.
Flipping the Classroom for
a Nationwide Community
College/Industry Collaboration
Walt Barlow, AMTEC Curriculum Director,
Workforce Education Specialist,
Kentucky Community & Technical College System
This flipped classroom program is used to teach current
community college students and to re-train auto industry
employees. This NSF funded National Center for
Excellence, the Automotive Manufacturing Technical
Education Collaborative (AMTEC), involves 30 community
colleges and virtually every automobile manufacturer
in the USA. SoftChalk was used to shift the “lecture” to
digital lessons students complete on their own so that
the time they spend with their instructors can be better
spent solving real-world problems. AMTEC subject matter
experts and instructional designers developed a hybrid
online associate degree program in general mechatronic
maintenance composed of 12 courses, sorted into 90
stand-alone modules, each aligned to validated industry
skill standards.
In this presentation we will discuss how AMTEC, this
unique collaboration of colleges and industry partners,
developed hybrid online lectures and in-person labs
to contextualize instruction so that students are more
engaged and gain valuable experience in maintaining
and troubleshooting complex integrated manufacturing
systems. Discussion will include how AMTEC’s use of
SoftChalk has been integral in developing a mechatronics
maintenance curriculum that drives cost down, better
aligns to industry skill standards, and helps instructors to
target instruction based on student needs. In addition, we
will discuss AMTEC’s current work using SoftChalk Cloud
to create fault-based scenarios to further improve student
learning and better analyze student performance against
critical skill standards.
When You Can’t Beat ’Em, Friend ’Em:
Using Social Media and New Technology
to Galvanize Your Class
Amy Baldwin, Instructor, Pulaski Technical College (AR);
Steve Piscitelli, Professor, Florida State College at Jacksonville
The “i-generation” has invaded our classrooms demanding
that we do things differently. Employers want us to provide
graduates with 21st century skills. For many of us, these
new academic and workforce realities leave us “a-twitter”
over how to use social media and new technologies to
encourage deep learning. If you are interested in learning
more about using social media to engage and motivate
students, join this interactive and informative webinar
designed for educators just entering this brave new world.
Flipping a Public Speaking
Course (A Competency-Based
Approach)
Virginia Gregg, Professor,
Communication Studies,
Minnesota State University Moorhead
In this Public Speaking course flipping helps the student
be “emerged” into the content. This is accomplished
using ‘Learning Modules’ to gain competency along with
WorkPacs for practice, and ComPacs to develop their own
content (speeches in this case).
The ‘Learning Modules’ were created with SoftChalk
and include auto-graded assessments and activities.
The SoftChalk ‘Certificate’ feature is used to motivate
and document! Thus, both student and teacher know
the content has been learned. The student is pleased
with the Certificate and earns points for it, and there’s no
hand-grading for the teacher. WorkPacs (Work Packages)
are created for student practice. They are imbedded in
the Learning Module and use Bloom’s Taxonomy levels
to indicate the expected learning level. These ‘Practice’
WorkPacs are automatically graded, and students earn
Participation Points with successful completion. ComPacs
(Competency Packages) align with the WorkPacs, but
now students enter content related to their own projects.
This requires some teacher-review and hand-comments.
However, after students learned the content and
application through Learning Module, Self-Assessments,
and WorkPacs, the ComPacs are submitted in good
shape.
In this webinar you will learn how this process can make
student work ‘stellar,’ as opposed to simply meeting
expectations. (A true joy for both teacher and student.)
21
NISOD Webinars
Digital Storytelling: Making Media That
Matters
Completion by Design: Reforming Student
Success Intervention
Joe Lambert, Executive Director,
Center for Digital Storytelling
Bree Obrecht, Associate Program Officer,
Bill & Melinda Gates Foundation
Lara Couturier, Program Director, Jobs for the Future
Donetta Goodall, Vice Chancellor, Academic Affairs and
Student Success
Cynthia Ferrell, Associate Director, Achieving the Dream,
The University of Texas at Austin (Moderator)
This webinar will highlight the methods and approach of
the Center for Digital Storytelling in engaging educators
and students in making purposeful digital media.
Storytelling and story have become euphemisms for new
social and emotional learning approaches that seem more
and more vital to our success as contemporary educators.
Can storytelling inform all disciplines of learning? And
what are the ways that digital storytelling has been
used successfully in the community college context?
Lambert will review his direct experience, as well as the
experiences of colleagues in the community college field,
as part of his presentation, with plenty of time to address
questions and issues that are arising from the audience at
the webinar.
Finish What You Start: How One College
Doubled Completions
Jason Watts, Chief Academic Officer,
Snead State Community College (AL)
This webinar will outline a series of simple, high-impact
changes Snead State Community College made over the
past three years that doubled the number of graduating
students.
Can we restructure the community college student
experience to dramatically increase completion rates?
That is the central goal of Completion by Design—a bold
national initiative funded by the Bill & Melinda Gates
Foundation. Join experts who will share insights about
how colleges across the country are implementing proven
interventions targeted at critical transition points where
we traditionally lose many students. Hear the inside story
about one leading college’s success. All participants will
receive a set of tools for adapting and implementing the
Preventing Loss, Creating Momentum Framework.
Redesign and Modules and Change,
Oh My: The Adventures of Integrating
Technology into Developmental Curriculum
Jane Neuburger, Director, The Tutoring and Study Center,
Syracuse University (NY); and President, National
Association for Developmental Education
Jane Serbousek, Mathematics Professor, Northern Virginia
Community College, and Chair, Virginia Community College
System Curriculum Team for Developmental Math Redesign
Cynthia Ferrell, Associate Director, Achieving the Dream, The
University of Texas at Austin (Moderator)
Join us for a conversation about the many new innovations
in developmental education. Hear about one very
successful and innovative redesign project’s modularized
curriculum, technology-enhanced delivery of instruction,
developmental and college-level faculty engagement,
and the results that are dramatically impacting students’
success. This webinar will share personal insights and
details about how one successful model was built.
Come explore ideas on beginning or scaling your own
developmental education redesign.
22
Macomb Community College has purchased an online subscription to The
Teaching Professor, a newsletter devoted to helping higher education faculty
members identify and use powerful teaching strategies…whether you teach
online or in the classroom. As a member of our campus community, this online
resource is available at no cost to you! Recent articles include Energize Your
Classroom with Humor; What Would the Brady Bunch Do?; An Assignment That
Prevents Plagiarism; Teaching the Skills That Make Students Employable.
For instructions on how to subscribe, send an email to Deborah Armstrong
(armstrongde@macomb.edu).
By the way, we’ve found the Teaching Professor Newsletter articles so helpful
that we thought we’d highlight them in the CTL blog at macombctl.wordpress.com
Check the blog often for a quick read on great ideas about teaching and learning.
23
MACOMB COMMUNITY COLLEGE
BOARD OF TRUSTEES
James F. Kelly, Chairperson
Christine Bonkowski, Vice Chairperson
Connie Bolanowski, Secretary
Roseanne DiMaria, Treasurer
Frank Cusumano, Trustee
Joseph DeSantis, Trustee
Nancy Falcone, Trustee
James Jacobs, Ph.D., College President
01249_14 REV 120613