Everyone is invited to attend the JCCC Faculty Symposium during PDD week on Tuesday, Aug. 14, from 1 to 4 p.m. in the Regnier Center.
Shadows of Doubt: Thornton Wilder and the creation of Alfred Hitchcock’s American Gothic, Danny Alexander, Professor, English
In the midst of a string of films overtly addressing World War II, including four propaganda shorts, Alfred Hitchcock chose to work with Thornton Wilder on his fifth American film, Shadow of a Doubt. Hitchcock said that he chose Wilder because of the director’s fondness for Our Town, which certainly makes sense for the development of Hitchcock’s most detailed portrait of small-town America. However, what deepens the significance of this collaboration are Wilder and Hitchcock’s shared fascination with (and compassion for) the shadows of the American psyche. Analysis of play and film further shade our understanding of this collaboration and the way Wilder and Hitchcock manage to transform a portrait of American innocence into haunting social, cultural and political commentary.
Impact of Proctored and Unproctored Exams on Online Student Success and Study Strategies: Literature Overview and Study Design,Heather Seitz, Professor of Biology
Enrollment in online courses has increased steadily over the past decade. With pressure to offer more sections and difficulty in managing proctored environments with distance students unproctored exam formats are becoming more viable. In this session I will explore the literature on student success and academic dishonesty in unproctored exam environments and provide opportunity for dialogue on this important topic. An overview of my educational research project to study this topic will also be provided.
Learning Strategies: Over 30 years of College Success!,Valerie Mann, Associate Professor, College Success
The Learning Strategies Department has been a part of academic support for JCCC students for over three decades. Recent research shows the effects of academic strategies training on the long and short-term success of students who take the elective COLL 176 course.
Functional Foods and Bioactive Compounds, An Introduction into the “Flipped-Format” of Human Pathophysiology,Jennifer Menon Parker, Associate Professor Anatomy/Physiology
We begin with an explanation of what the current definition is of functional foods and bioactive compounds. Then expand on how to introduce these actively researched topics into a “flipped-format” human pathophysiology course. Then wrap up by explaining why this type of engagement in important to student learning.
How Can We Promote the Transfer of Learning by Our Students across Contexts?, Ted Rollins, Professor, English
To what extent can students “transfer” or apply their writing knowledge and skills from one context (such as a composition course) to another (such as a course in their major or a writing project for their profession)? What does a “teaching for transfer” pedagogy—one designed to foster the application of writing knowledge and skills by our students—involve? During this presentation I will use key findings from my semester-long research project as well as my efforts to implement that research in my writing courses to help answer these important questions. Finally, I will propose some pedagogical strategies that we can implement to help our students make important connections as writers who negotiate a variety of contexts within and outside of the classroom.
Best Practices in the Active Learning Classroom, Faith Jacobsen, Associate, Professor, Science, Amanda Glass, Assistant Professor, Science, Lori Slavin, Professor, Science
Science faculty members discuss tips and best practices for using the new active learning classrooms on campus. Discussion will include how to use the classroom for both a lecture and a flipped classroom environment. We will consider what has worked well for our students in the active learning classroom for effective engagement.
Integrating Critical Thinking into Your Course Content, Dr. Kay King, Professor, Administration of Justice
Research suggests successfully integrating critical thinking into specific course content requires purposeful planning. This session will discuss the current literature on critical thinking and explore how it can be adapted to existing pedagogy.
Homeschooling and the Educational Rights of Children: The Case of Kansas, Dennis Arjo, Professor, Philosophy & Religion
In the context of liberal political philosophy, debates about religious education have typically focused on tension between the interests of the state—and its recognized need to accommodate the diverse views of a religiously pluralistic population—and the rights of parents to raise their children according to the parents’ religious convictions. Recently the terms of this debate have been complicated by two developments, one theoretical and the other empirical. This paper examines the practical ways in which the interests and educational rights of children might be understood and protected in this changing landscape.
Highlights and Invitation to participate in the Community College Research in Education and Scholarly Teaching (CCREST) Initiative for STEM faculty, Jean Ann Vickers, Professor of Biology and Heather Seitz, Professor of Biology
In this session we will share the highlights of the first year of the CCREST initiative. STEM faculty at community colleges across the region are involved in learning more about high impact practices in higher education and then developing a research question that aligns with the needs of students in their own classroom. National experts are a part of the training for this program and continual community and financial support is offered throughout the program. We will highlight the work that was done this past year and share opportunities for participation in the next program year.
Poetry Meditations: A Mindful Response to Negative Headlines, Beth Gulley, Professor, English
Do you find yourself becoming more and more anxious whenever you turn on the news? Does the stress of everyday life keep you from concentrating? In this session, the presenter will share her own journey through distracting headlines to a positive, mindful response in meditative poetry. In addition, she will briefly discuss ideas and strategies for mindful creative responses. In the end, participants will be invited to transform negative headlines into positive written reflections.
Sunflower, Kristy Howell, Sustainability Educator
Join Center for Sustainability staff to learn more about successes in the Sunflower Program – JCCC’s student-backed, funded sustainability-related curriculum enhancement project. We will talk through some of our student and faculty experiences, examine metrics for the long-running program, and discuss how faculty can get involved.
Adjunct Certification Training
Adjunct Certification Training (ACT) provides adjunct faculty with the tools and resources to assist them in becoming more effective educators in the classroom. Details on required and elective courses are available in the ACT Brochure and Schedule. Enrollment is limited to 30 participants per semester. Certification requires completion of the nine required modules and at least one elective module within a two-semester sequence, with the option to extend for one additional year. Upon completion of ACT, the adjunct will receive a one-time stipend of $800.
Upon completion of ACT, the adjunct instructor should be:
- Cognizant of the college’s mission
- Aware of policies and procedures of the academic branch
- Comfortable in the college’s learning community
- Equipped with more resources to enhance student learning in the classroom
All adjunct faculty members are encouraged to apply for ACT. Primary consideration will be given to adjunct faculty who have:
- The recommendation of his/her academic director
- Limited or no teaching experience
Don’t Cancel That Class!
If you have to miss a class for some reason (conference attendance, illness, etc.), you don’t have to cancel it. You can request a presentation about the different campus services and resources available to students, including:
- Career Development Center
- Student Life
- Small Business Development Center
- Academic Achievement center
- Privilege Walk
- Student Wellness
Kansas City Professional Development Council
KCPDC Faculty Certification is a program developed by the Kansas City Professional Development Council (KCPDC) to provide faculty with the tools and resources for becoming more effective in the classroom. Full-time and adjunct faculty who choose to complete the six core classes and an additional two elective offerings will receive a certificate for the successful completion of 24 hours of study.
Registration is FREE.
STARLINK provides professional development programming to colleges and universities via the Internet 24/7 and is available to all JCCC faculty and staff members. Please e-mail Farrell Hoy Jenab, Faculty Development Coordinator, at email@example.com or call ext 4756 to obtain login and password information. Topics are available online for two-week periods; then are available on a DVD that may be checked out from Farrell.
The League for Innovation iStream
The League’s Innovation Stream—more commonly known as iStream—is the League’s comprehensive, online resource bank in which faculty, staff, and administrators can find solutions for research and reference needs. An iStream subscription provides everyone at your college access to subscription-only professional resources, including:
- Free webinars and learning programs
- League books, monographs, articles, and reports, including all volumes of Leadership Abstracts and Learning Abstracts
- Keynote and special session videos, and PowerPoint presentations from League conferences
iStream user accounts are available to all JCCC administration, faculty, and staff members. Users must have a valid institutional email address to activate an iStream account. Please click on the link below to create a user account or sign in.
New Faculty Orientation
New Faculty Orientation (also known as LENS) is a year-long program that acquaints new full-time faculty with JCCC history, culture, procedures, and instructional issues. Facilitators are Luz Alvarez, David Krug, and Farrell Hoy Jenab.
- After completion of New Faculty Orientation, participants should have practical methods of:
- Creating a positive learning environment
- Developing learning outcomes and competencies
- Selecting teaching and learning strategies
- Enhancing teaching and learning using educational technologies
- Developing classroom assessment for formative or summative purposes
In addition, the participants will be given opportunities to collaborate with each other in leading some of the activities and will share a strong sense of community with other first-year faculty members.
- Week-long training prior to fall semester
- Additional meetings during the fall and spring semesters
Mentoring and Peer Review
The purpose of the JCCC mentoring and peer review program is to acquaint new faculty members with opportunities and resources for their first year. Please attend an orientation session to learn how to have a successful mentoring relationship with a new faculty member or contact Farrell Hoy Jenab for more information.
JCCC’s Annual Writing Retreat–June 2, 2018
Participants will be free to use your time how ever they’d like. There will be a few opportunities to interact with others throughout the day if desired, or if those who prefer can find a quiet place of solitude to work. Breakfast, lunch, and dinner will be served, but participants are free to bring snacks for themselves or to share.
Here’s a tentative schedule:
9:00 am—check-in, continental breakfast
9:30 am-10:00 am —library resources orientation and tour (optional)
11:00 am -11:30 am —Brainstorming session—how to get started writing (optional)
Noon—lunch (Sandwich Buffet)
2:00 pm-2:30 pm —Protocols for feedback session—how to give feedback to your fellow writers (optional)
4:00 pm -4:30 pm —Editing session—how to edit your own work (optional)
6:00 pm—dinner (Taco Salad Buffet)
8:00 pm -9:00 pm—sharing with others (optional)
Writing Across the Curriculum
These Writing Across the Curriculum resources will help you think about creative and effective ways to incorporate writing assignments into your courses at all levels and disciplines.
Individual Development Plan (IDP)
Individual Development Plan completion is voluntary; however, it may be an eligibility requirement for funding through the Staff & Organizational Development Office. We suggest completing your IDP online so that you may enter information and save it, at multiple sessions if you desire. Please note It is best to allow pop-ups while working with your IDP. (Note to Mac users: Firefox browser works better than Safari)
To complete your IDP online:
- Log into MyJCCC
- Select JCCC Applications located in the list in the gray box to the right
- Under the General arrow located on the left, Select Individual Dev. System
- You must PRINT your IDP, sign and date it. (Supervisor’s signature optional)
You may scan it as a pdf file and send it to firstname.lastname@example.org or send the hard copy to Staff and Organizational Development, GEB 275, Campus Mail Box 43. It will be scanned electronically and then returned to you.