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Taking Your Blackboard Course Site from VC to VC Optimized

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Taking Your Blackboard Course Site from VC to VC Optimized

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Link to VC Blackboard Site supplement

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Teaching from Home: Work Space and Tech Setups

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Teaching from Home: Work Space and Tech Setups

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Here are some pictures of my setup and how I use a few things to make it a little more comfortable.

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by Subhashini Chandrasekar

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my best question for conference presentation

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Entrepreneurship Center - Tell your students

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EC Presentation for Part Timers - Shawn Ferguson

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Elevate Student Learning with Movement

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Teaching from Home: Work Space/Tech Set-Ups

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Teaching from Home: Work Space/Tech Set-Ups

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This is the tablet I use as an indispensible aid for teaching math virtually.

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How do we get students to overcome their fear/loathing/fright/nervousness/anxiety/etc. about writing? Show them that writing is a two-step process: thinking & writing. The more we can relate thinking in their daily lives to thinking in class, the more they overcome their resistance to “English stuff.”  

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How do we get students to overcome their fear/loathing/fright/nervousness/anxiety/etc. about writing? Show them that writing is a two-step process: thinking & writing. The more we can relate thinking in their daily lives to thinking in class, the more they overcome their resistance to “English stuff.”  

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 How I Use Google Sites and Google Tools — Michael Smith, Photography 

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 How I Use Google Sites and Google Tools — Michael Smith, Photography 

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WCC provides us with some great tools to work with in our classes. In particular, the tools that come with Google Drive that both students and faculty have access to are exceptionally useful. I use Google Sites to build a website for each of my classes that we use in class all the time. Each student uses Google Sites to build a class portfolio where all their work for the class is posted

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Teaching from Home: Work Space/Tech Set-Ups

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Teaching from Home: Work Space/Tech Set-Ups

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My Home Office Set-Up

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Introducing the Entrepreneurial Mindset to the Classroom--Shawn Ferguson, Business & Computer Technologies, Kristin Gapske, Director, Entrepreneurship Center

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Introducing the Entrepreneurial Mindset to the Classroom--Shawn Ferguson, Business & Computer Technologies, Kristin Gapske, Director, Entrepreneurship Center

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At the session hear about the importance of the entrepreneurial mindset to student learning in any discipline, with Shawn Ferguson, 2019 Trends Conference Adjunct Instructor of the Year Award winner.  Learn how to connect students, community members or yourselves to resources, free webinars, Entrepreneurs-In-Residence and entrepreneurial classroom exercises at the Entrepreneurship Center on our campus.

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Part-time faculty conference EC presentation 3.20.2021

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Signs of Distress: How to Help Struggling Students

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Signs of Distress: How to Help Struggling Students

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--Rachel Sienko, Behavioral Sciences

Review the signs of mental health concerns (such as depression and anxiety) and learn ways to connect students to helpful resources to enhance their success.

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 Part-Time & Adjunct Faculty Conference-Jonah Lee     Organize Your Semester Before it Happens--Jonah Lee, Biology.           Session 3 (11:15am-12pm) Organize Your Semester Before it Happens--Jonah Lee, Biology.       I try to give a rhythm for my students, but that all starts with prep and prep and more prep.                  This session will provide some tips and tools on how to stay organized. Join Zoom Meetinghttps://wccnet-edu.zoom.us/j/88087578529?pwd=ZWNQTlJiK3BIMGR4VGJRNkJMMFlDQT09                    Meeting ID: 880 8757 8529Passcode: 187724                                      

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 Part-Time & Adjunct Faculty Conference-Jonah Lee     Organize Your Semester Before it Happens--Jonah Lee, Biology.           Session 3 (11:15am-12pm) Organize Your Semester Before it Happens--Jonah Lee, Biology.       I try to give a rhythm for my students, but that all starts with prep and prep and more prep.                  This session will provide some tips and tools on how to stay organized. Join Zoom Meetinghttps://wccnet-edu.zoom.us/j/88087578529?pwd=ZWNQTlJiK3BIMGR4VGJRNkJMMFlDQT09                    Meeting ID: 880 8757 8529Passcode: 187724                                      

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Creating opportunities for students to add their class experience to their resumes and college applications increases retention and success. Check out the assignments I use to help students make connections between my classes and their employability. (Link to Google Doc by Claire Sparklin below)

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Teaching is my passion.

But teaching science is about more than a simple transfer of knowledge - it's about building community, empathy, and an understanding of how our science fits into the world around us. At its best, teaching is rooted in humanity, in nurturing scientists and scholars who will work for equity, to advance human dignity, and for a more just world.

Here are some examples of curricular themes woven through my physics courses:

In my annual Modern Physics course, we looked through our (entirely standard and widely used) textbook and came to the shocking realization that of the physicists whose work is presented in the book, 99% are men and 98% are white. This led to us examining the effects of bias and privilege in physics and in our classroom: Who gets to participate? Whose work gets noticed? And what role does each of us play in perpetuating this? We ended the semester by finding ways to make positive change in the areas that most interested each student, and we partnered with an astronomy class to showcase our work in a public, community-building celebration, Decolonizing Physics and Astronomy.

Similarly, in my Intro to Electronics course, we examined the question of why diversity matters, in response to questions asked by Justice John Roberts in the 2015 affirmative action case Fisher vs. The University of Texas: "What unique perspective does a minority student bring to a physics class?" and "What [are] the benefits of diversity...in that situation?" The response from thousands of physicists is here. Those appalling questions drove home to me that by continuing to teach physics as search for fixed "fundamental truths," we (inadvertently?) reinforce the idea that physics is a cold, unemotional discipline divorced from humanity and the world around us. Why then does it matter if Roberts' "minority student" is in our physics classrooms, beyond the obvious potential loss of human capital? We set out to answer that question in my Modern Electronics course; check out this page for details.

Talking with a colleague about his Chicano History class inspired me to take a second look at my own course in Modern Physics. Once I really looked, I realized that nearly every example I gave through the course of an entire semester showcased the work of a white man. To see how we addressed this in my Introduction to Modern Physics course one year, follow the link above. But, before you do that, try it yourself: see if you can write down the names of five modern physicists who are women and/or people of color.

How many of us have lost a bright, talented physics student to the discipline because s/he "wants to do something more people focussed?" It has happened to us all, and the literature is clear that this phenomenon is more than anecdotal: the perception of physics as cold and inhuman is a major roadblock to participation by underrepresented groups. My Intro to Electronics course partners with a local underserved public high school; details of this partnership can be found at the link above.

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But teaching science is about more than a simple transfer of knowledge - it's about building community, empathy, and an understanding of how our science fits into the world around us. At its best, teaching is rooted in humanity, in nurturing scientists and scholars who will work for equity, to advance human dignity, and for a more just world.

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Learn more about the development, implementation, and assessment of a collection of educational resources developed by an interdisciplinary team of scholars, activists, and designers seeking to integrate the biological, ethical, legal, and social dimensions of stem cell research using a social justice framework.

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"We are not students of some subject matter, but students of problems. And problems may cut right across the borders of any subject matter or discipline"

--Popper, K. R. Conjectures and Refutations: The Growth of Scientific Knowledge, 1963.

Who & What

Learn more about the development, implementation, and assessment of a collection of educational resources developed by an interdisciplinary team of scholars, activists, and designers seeking to integrate the biological, ethical, legal, and social dimensions of stem cell research using a social justice framework.

Curriculum & Cases

Explore our interdisciplinary modular curriculum, which is customizable for learning environments ranging from high school to graduate school. Syllabi, curricular modules, slide sets, learning activities, annotated biographies, concept maps, and cases studies are accessible for review.

Infographics & Media

Incorporate infographics, artworks, video, and theatrical productions that highlight trends, cross disciplinary boundaries, and provoke questioning of normative assumptions associated with biomedical research.

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"We are not students of some subject matter, but students of problems. And problems may cut right across the borders of any subject matter or discipline" --Popper, K. R. Conjectures and Refutations: The Growth of Scientific Knowledge, 1963.