2011 On Course National Conference

Long Beach, California
Friday, April 01, 2011

2011 On Course National Conference
Session Descriptions & Agenda

(for Thursday, March 31st Pre-Conference Session descriptions, click here)


7:00am-8:15am Conference Check-in and Hosted Hot Breakfast Buffet

8:15am-9:45am Session #1: Opening Keynote Session (90 Minutes)
Session 1A:  Have F.U.N.: Facilitate Connection, Unique Challenges, New Ideas with Interactive Games
Keynote Facilitator: Dr. Leeva Chung, Faculty, Communication Studies and Ethnic Studies, University of San Diego, CA
Summary: Featured keynote speaker, Dr. Leeva Chung, will present an invigorating opening session on experiential learning and the use of classroom games to promote student learning. Increasing student engagement improves students' ability to reach successful learning outcomes. Chung will facilitate a hands-on session, offering educators an opportunity to learn more about the use of classroom games, strategies to develop and facilitate their own games, and an exploration of the dynamics of Constraints, Organized Chaos and Unsolvable Problems. Chung will offer educators student-empowerment strategies that challenge students to take responsibility for their learning, methods for motivating students and ways to increase student classroom innovation. Attendees will also explore encoding and decoding communication, workplace strengths and their application to classroom teaching & learning styles, feedback and questioning practices, perception checking and the cultural frames of reference: Doing, Being, and Becoming.

Dr. Leeva C. Chung is known as the queen of game playing (or experiential education) at the University of San Diego. Chung holds a Ph.D. in Communication Studies from the University of Oklahoma and is a professor in both the Departments of Communication Studies and Ethnic Studies. She enjoys teaching intercultural communication, global teams, and ethnic identity and interaction. She has published in the International Journal of Intercultural Relations, Journal of Social and Personal Relationships, and Communication Research Reports. Her most recent publication is Understanding Intercultural Communication, co-authored with Stella Ting-Toomey.
Since 1997 Chung has been using games as part of her teaching repertoire: “When I use games in the class setting for 16 weeks, it ensures that my students are learning, reflecting, and experience internal rumblings. They learn more about themselves and about what it means to be a ‘team’ member.” She is the 2007 winner of the USD’s competitive Innovations in Experiential Education Award and the 2009 Professor of the Year.

Her take on effective facilitation of experiential learning? “Energy. Enthusiasm. Skill at debriefing. Skill at presenting the rationale for the game. Familiarity with games… I believe that the three most important aspects of any game are to debrief, debrief, debrief… Games inspire us to learn more about ourselves, to complement our knowledge, and are a teaching methodology that works effectively.” In addition to her teaching and research efforts, she has been actively involved in the community, specifically with the San Diego Asian Film Festival. Thanks to Chung’s efforts, the festival premiered at USD in 2000. Since then, it has gained an international reputation as one of North America's leading Asian American film festivals.


2011 On Course National Conference STRANDS

RM:  Responsibility & Motivation: 2A 2F 2G 2H 2I 3D 3E 3G 4E 5C 5E 5G 5H 6A 6B 6F 6G 7D 7G

BI:   Brain-Based and Multiple Intelligence: Pre-Conference 3 2D 4C 5D 7A 7D 8G

MS:  Math & Science: 2D 3D 4C 7B 8B

RF:   Retention and FYE: 2C 2D 2G 3C 3F 3G 3H 5A 5E 5H 6D 6E 6G 8A 8C

PG:  Peers and Group Learning: 2E 2G  2H 3A 3F 3H 4F 5B 6A 6D 6G 8B

AE:  Active & Engaged Learning: 2D 2E 2H 2I 3D 3H 4C 4F 5B 5G 6A 6C 6F 7A 7B 8D 8G

RW:  Reading, Writing, & Communication: 2A 2E 2F 3A 3E 5A 5B 5F 6C 6D 7A 7G 8F

CT:  Coaching & Tutoring: 2A 2B 3F 4E 5C 5E 6B 8C

TD:  Technology, Distance Learning & Social Media: 2C 3E 4B 5D 6A 7G 8D

PC:  Professional Development & Institutional/Organizational Change: Pre-Conf 2 2B 3B 4A 4D 4H 5C 6B 7C 7F 8A 8E

EQ:  Emotional Intelligence & Self-Efficacy: 2F 3C 4G 5E 6C 6E 7D 8B

DS:  Diversity Strategies: Pre-Conference 4 3A 5E 7A

SS:  Special Sessions:  Preconference 2 6H 7E 7H 8F 8H

10:00am-11:00am   Session #2: Breakout Sessions  (60 Minutes)
Session 2A: Where Will You Be in Five Years?
Presenter: Pat Grissom, Faculty, Reading, San Jacinto College, TX

Summary: Research is clear that students who are working towards long-term goals are more able to sustain the motivation to complete their college educations. So how do we encourage them to dream–and plan–for their futures? This session will give faculty guidance to take students through the process of going from dream to reality in the areas of career, family, charitable giving, adventure, relationships, financial, and health. The presenter shares a project she uses which starts the first day of the semester and follows the students for the next five years, keeping teachers and students connected and moving toward their five-year vision.

Session 2B: Creating A Culture of Responsibility: Workshop for Frontline Staff

Presenters: Robin Middleton, Counselor, Faculty; Kaye Young, Coordinator, Student Learning Center, Jamestown Community College, NY

Summary: Front line staff members (in the counseling, admissions or financial aid office, for example) deal with students at important junctures in their college experience, offering yet another opportunity to help students make Wise Choices. What can we do to ensure that this experience is one that leaves a positive impression on students? This workshop will provide you with a sampling of staff training designed to help front line staff become an important part of creating a culture of responsibility. This session is for anyone who is interested in helping front line staff become role models and helpful guides for students who are navigating the uncertain waters of higher education. You’ll leave with at least three ideas that you can use to implement a training session for your staff.

Session 2C: Enhance, Engage and S-t-r-e-t-c-h Using Social Media Tools
Presenter: Julie Giuliani, Faculty, Student Success, Florida State College at Jacksonville

Summary: Knowing how to incorporate social media into an online or hybrid class can be an enigma. Yet, faculty are continually challenged to provide high quality, relevant instruction appropriate for 21st Century education. Social media tools such as blogs, Twitter, and Facebook afford faculty an ability to create learner-centered activities promoting digital literacy skills required for a lifetime of learning and discovery. This session will provide key strategies, resources and social media tools that support desired learning outcomes, empower students and develop new ways of thinking about education.

Session 2D: Shake It Up, Baby! Unraveling the Math and Science Mystique
Presenters: Fred Savitz, Emeritus Faculty, Education; Ryan Savitz, Faculty, Mathematics, Neumann University, PA

Summary: The first-year college experience produces anxiety, and for college students who represent traditionally underserved populations, particularly ethnic and linguistic minorities, that anxiety can be even more pronounced. To avoid this obstacle, a team of professors representing education, mathematics, and chemistry applied cutting edge pedagogy to the classroom, weaving multiple intelligence theory into the whole instructional fabric, from objectives to assessments to results. Comparisons between assessment findings reveal high achievement rates among students enrolled in and engaged by classes and instructors who have aligned multiple intelligence-oriented instruction with course objectives and outcomes. This session will offer value to educators from math/science and FYE programs, as well as educators across all disciplines.

Session 2E: Finding Topics for Writing: Thinking Without Google
Presenter: Danielle Reites, Faculty, English, Lake-Sumter Community College, FL

Summary: Many students struggle with selecting a topic for writing, let alone finding fresh and specific ones. Too often students decide on a topic at the last minute and their single criterion for choosing it is that an abundance of information exists about it. When students pursue broad, common topics, they tend to experience information overload and have a difficult time asserting a thesis that is precise and insightful. Come with us while we explore how videos and games can be used to help students decide on a precise topic and compose a specific assertion about it. Whether you are a history or humanities professor, you can use the strategies explained in this session. Student testimonials and writing examples illustrate how well these activities have worked in the past. The presenter will demonstrate how she has learned to lure her students away from the traditional Google Topic Hunt and towards more invested and individual ways to discover ideas for writing.

Session 2F: From Victim to Creator: Strategies for the Developmental Writing Classroom
Presenter: Shelly Dorsey, Faculty, English, Pima Community College, AZ

Summary: Helping developmental writing students move from the Victim to the Creator view can make a major impact on their long-term success. Participants in this session will experience powerful writing assignments and creative digital literacy projects that move students to more fully embrace their inner Creator. Also included will be examples of student work, and instructor feedback from using these activities. Educators from all disciplines will leave with specific ideas, assignments, and methodology that they can start applying in their classrooms.

Session 2G: Living in the DASH!
Presenter: Chad Detjen, Peer Mentoring Coordinator, Southern New Hampshire University

Summary: Ever get the feeling that you are more motivated to learn than your students are? In this session, participants will learn about SNHU’s successful Second Start program, and participate in motivational activities that form the key elements of this program. Through On Course-inspired strategies, self reflection and shared experiences, attendees will walk away with activities and multimedia resources that they can adapt to implement in their own classes. Additionally, attendees will learn about themselves and about the true meaning of motivation.

Session 2H: Learning by Doing: Integrated Service Learning Strategies
Presenter: Bryan Bouchard, Business Tutoring Coordinator, Southern New Hampshire University

Summary: Students often have a hard time seeing how the material they learn in the classroom is applicable to the real world. Service learning is a pedagogy that instructors from almost any subject area can implement to help students apply to their community what they have learned in the classroom. In this session, an educator from Southern New Hampshire University will help participants to consider how they might integrate service learning into their curriculums. An emphasis will be placed on effective learning outcome development and program execution, detailing all elements of the service learning process. Examples will be provided for basic courses as well as advanced courses.

Session 2I: Tune‘em-in and Turn’em-on: Questions Without Clickers
Presenter: Sherri DeBoef Chandler, Faculty, Psychology, Muskegon Community College, MI 

Summary: In an age of ever-increasing seductive options to multi-task (e-mail, Facebook, texting…), how can we capture the full attention of our students to learn our course objectives? Participants in this session will experience first-hand the why and how of cultivating effective questioning to enhance student engagement and learning outcomes. Research indicates that judicious student probes for understanding within lecture, is a reliable method of animating student engagement and learning. All of us responsible for learning outcomes can benefit through cultivating effective questioning strategies. Examples of this teaching and learning strategy and references of research supporting this teaching and learning strategy will be provided for participants. Participants will also be invited to collect and share their data in a practitioner study on this topic.

11:00am-11:15am     Beverage Break
11:15am-12:15pm       Session #3 Breakout Sessions  (60 Minutes)
Session 3A: If you Dot your i's and cross your t's, how do you account for the X Factor?!: Integrating cultural understanding in course material
Presenter:  Dr. Leeva Chung, Faculty, University of San Diego
, CA
Summary:  Whatever our course curriculum or subject, our future depends on three needs–creativity, civility, and empathy among both students and professors. One of the biggest challenges in this vigilant attempt to unleash creative minds are cultural bumps and misunderstandings. In this follow-on session to Chung's keynote, you will learn more about how you can use current intercultural communication concepts to help us address and prioritizing our cognitive and emotional understanding of others, whose values, perspectives, and worldviews are vastly different from or conflict with our own. Chung will incorporate applied and interactive exercises, and additional research, and share her knowledge and use in and out of the classroom/university. In this interactive and participatory session, you will: A) Evaluate your current value system and understand alternative perspectives B) Apply concepts provided to help build empathy and civility C) Develop creative ways use your knowledge in your work.

Session 3B: FIPP: A College’s Journey to Institutionalize On Course
Presenters: Rose Ann Cerofeci, Faculty, Reading; Kristie Daniel-DiGregorio, Faculty, Human Development; Donna Manno, Manager, Staff Development, El Camino College, CA

Summary: El Camino College’s Faculty Inquiry Partnership Program (FIPP) is designed to create an institutional culture that fosters and supports student retention and success through active and responsible learning. Traditional organizational structure, sometimes referred to as “silos,” is still the campus norm. Regardless of students’ participation in one or more small support programs, the philosophy, teaching strategies, and knowledge of students’ needs do not transfer between disciplines or between student services, instructional divisions, programs, and administration. Unlike typical training programs or professional conferences, the Faculty Inquiry Partnership Program is designed to facilitate learning in an ongoing way through interdisciplinary collaboration. During the year-long program, participants complete the On Course training and then partner with a colleague from a different discipline to collaboratively implement six On Course I-inspired strategies in their classes. This workshop will be of interest to any faculty or administrators who are involved in faculty development and are looking for strategies for institutionalizing follow-through of On Course training. Attendees will receive resources including recruitment plans, implementation tools, work flow strategies, and models for accountability and assessment of outcomes. These resources will assist participants as they consider implementing similar programs on their own campuses.

Session 3C: Emotionally Intelligent Stress Management
Presenter: James Braun, Faculty, Psychology, Brevard Community College, FL Summary: Stress affects our ability to function and meet goals but the college experience creates major stress for student and professor alike. In fact, even learning to handle stress can be stressful! Come experience an innovative way to look at stress and how to manage it using the components of emotional intelligence, self-awareness and self-regulation. These techniques will help relieve the negative effects of stress for educators and students. Although valuable for all, this session will be particularly beneficial for student success instructors, retention specialists, and faculty who can pass on the tools to their students.

Session 3D: The 4Es: Entertain, Educate, Enlighten and Enthrall
Presenter: Fiorella Terenzi, Faculty, Physics & Astronomy, Brevard Community College, FL

Summary: When learning is boring or uninspired, education fails. However, when learning becomes a fun and active experience, it finds an emotional home and is remembered longer by students. Participants in this session will experience the 4Es: Educate, Enlighten, Entertain and Enthrall. They will learn how to engage students on multiple levels, how to capture their attention by individualizing and customizing the learning process, how to use imaginations to fuel student exploration, how to infuse art into the classroom, and how to elevate lectures to an energetic, focused, and contemporary style. When students internalize or personally identify with the subject matter, they learn better. To accomplish this we need to incorporate “arts” in what we teach. The workshop will conclude with a “Whole-group Brainstorm and Sharing” during which participants develop a "learning module" that they could use in their classes based on the 4Es methodology.

Session 3E: Building Bridges To The Digital Learning Risk Zone
Presenter: Vincent Nunez, Faculty, English as a Second Language, Santa Ana College, CA

Summary: Do you believe popular technology is key to increasing "digital learner" responsibility? In this session you will collaborate with others like yourself to design experiences that push life skills beyond our safe classrooms and into today's world. You will leave with new ideas for turning gadgets and web applications into bona fide learning tools! The question of technology competencies can sometimes cause more anxiety for teachers than it does for students. This is a situation that must be remedied. Our so-called "digital generation" is in desperate need of both our content expertise and our capabilities as facilitators. Many of us recognize that technology is a part of this generation's way of being. We understand that technology has become key to student interactions with one another. But we also recognize that we ourselves need opportunities to address our own "digital" learning challenges in order to help build bridges to where learners need us the most. This session is intended to provide a constructive, learning-centered environment for teachers to engage our own needs as technology-innovators and would-be-innovators, focused on the central tasks involved in integrating technology into lesson planning. This session will be particularly valuable for teachers whose students have needs in promoting speech communication, interpersonal skills practice, and field study research.

Session 3F: Using Peer Leaders/Mentors in Student Success Classes (RF/PG/CT)
Presenters: John Karnatz, Faculty, Speech and Student Success; Dustin Good, Peer Leader, Student Success, Elgin Community College, IL; Melanie Marine, Faculty, Study Skills; Allyson VonRuden, Graduate Assistant, Study Skills, University of Wisconsin–Oshkosh

Summary: What role can students play in supporting their fellow students in student success and study skills classes? In this session, a panel of faculty and students from Elgin Community College and the University of Wisconsin–Oshkosh share their experiences and lead participants to exchange ideas for starting, using and advancing these approaches on their campuses. This session is valuable for all college stakeholders – instructors, advisors and administrators – who are considering, developing or implementing the use of student leaders as instructional partners for student success classes.

Session 3G: Using On Course to Help Probationary Students Get Back “On Course”
Presenters: Ricardo Diaz, Coordinator; Karina Jabalera, Amy Borghi, Monica Molina-Padilla, Susan Starr, Counselors/Instructors; Opening Doors to Excellence Program, Chaffey College, CA

Summary: Moving students from probationary status into good academic standing makes a significant contribution to retention. Come and hear how Chaffey College faculty and staff from instructional and student services collaborated to design a custom program to serve students on probation. Instructors from this program will share an engaging multimedia presentation on their innovative instructional practices. The program was awarded the prestigious 2010 Metlife Community College award for excellence in service to students.

Session 3H:  “Poster Child:” Identifying Characteristics of Dependency to Employ Interdependence (RF/PG/AE)
Presenters: Stephanie Clemons-Thompson, Retention Counselor; Chila Thomas, Program Manager, The Ohio State University, OH

Summary: Interdependence is an important trait a student needs to ensure success, yet students often struggle in developing mutually supportive relationships. Analyzing the behavior in others leads to self-reflection. “Poster Child” is an interactive activity, where attendees learn how to help their students examine their own beliefs and identify how these beliefs impact how they relate to others. Session attendees will leave the session with ways to implement this strategy at their own institution. This session’s activity can be generalized for any discipline, but is ideal for Retention Counselors, Administrators who work with summer transition programs, and Student Success Instructors.

12:15pm-1:15pm Hosted Lunch
1:30pm-2:45pm Session #4 Breakout Sessions  (75 Minutes)

Session 4A: Creating a Success Conference at Your College
Presenters: Mark McBride, Faculty, Communications/College Success; Monica Hixson, Faculty, Speech/College Success; Kathy Patria, Faculty, Communications/College Success; Cindy Puckett, Faculty, Sociology/College Success, Brevard Community College, FL

Summary: Faculty and staff want new ideas, but because of budget restraints, they can find themselves in a professional-development vacuum. To fill this vacuum, why not host a College Success Conference at your own college, presented by your own colleagues? No matter what your position at the college, participants in this workshop can be the impetus to create their own Success Conference. In this interactive session, participants will learn about the Brevard Community College Success Conference, which we’ve hosted for the last three years. We have video, anecdotal evidence, and evaluations to demonstrate the value of the conference. In this session, you’ll explore the conference possibilities at your college, identify how to gain administration buy-in, develop themes, attract presenters and participants and develop a preliminary plan to make your conference a reality.

Session 4B: On Demand Learning: Using Podcasts in Online Classes
Presenter: Brian Tilley, Ph.D., Faculty, Psychology, National University, CA

Summary: Shifts in how we access and use information in our society have created a need to change educational approaches, specifically those in online courses. Today’s student is accustomed to being able to access phone, email, music, movies, and other amenities in almost any setting. Online classrooms are typically set up for student access to be limited to wherever the student can find Internet access. One way to offer students more options for accessing course material is to provide downloadable materials. A recorded lecture, while downloadable and therefore portable, is not ideal for student listening because studies show that attention can drift in and out of spoken recordings, much like that in the classroom. However, a 15 minute overview (“podcast”) of a topic or book chapter seemed ideal for this approach. The presenter added brief, downloadable audio files (“podcasts”) to 10 online psychology classes. The podcasts supplemented existing course material with relevant social references, real-world examples, and anecdotes. The students reported increased engagement, greater accessibility to material, and higher overall ratings of the course and instructor versus classes the author taught without the podcasts. Although the focus of the podcasts was psychology, their use is relevant to any topic that can be covered in a brief overview and is specifically suited to the online classroom.

Session 4C: Finding (and Avoiding) Your Blind Spots
Presenter: Deb Poese, Director, School of Education; Faculty, Mathematics, Montgomery College, MD

Summary: Many college and university faculty come into the teaching field with great expertise in our subject areas but also with what researchers call "expert blind spots" regarding the pathways we followed to that level of understanding. Gain some added insight into the science of learning, experience some activities that will put you in your student's shoes, and take home new strategies for creating a variety of learning pathways for the students in YOUR classroom. (Note: While the examples used will be primarily from the math and science fields, the concepts are applicable to all college faculty.)

Session 4D: Weaving On Course into the Fabric of your Campus Culture (PC)
Presenters: Milissa Troen, Counselor; Brenda Landes, Counselor, Inver Hills Community College, MN

Summary: We know that On Course is MORE than a student success curriculum! It actually defines how we engage with students outside the classroom too! During this session, participants will learn how Inver Hills Community College has embedded On Course into their campus culture and participants will brainstorm ways to embed On Course into their campus culture. On our campus, students, faculty and staff are beginning to use the On Course principles in everyday life. For example, administrators are evaluating petitions looking for whether students are taking personal responsibility. Faculty are incorporating the principles into how they interact with students and using about these principles in their course design. Recently, IHCC was the recipient of the 2010 Minnesota State Colleges and Universities Innovative Student Affairs Award and a 2010 League of Innovation Award for Teaching and Learning for our use and incorporation of On Course.

Session 4E: Mission Possible: Living Life on Purpose
Presenter: William (Bill) Johnson, Jr., Student Success Coordinator, School of Health and Human Performance, University of North Carolina-Greensboro, NC

Summary: College is more than just getting a degree; it’s also a time to maximize personal growth. A study through the Higher Education Research Institute (2006) stated that 76% of students are searching for meaning and purpose in their lives. Unfortunately, due to academic pressures, students spend little time on their own personal development. It’s one thing to get a job after graduation; it’s another thing to get a job that has meaning for you and is aligned with your purpose and passion. Do you want to improve your relationships with your students – and make a difference? If you do, then this session is for you! In this session, participants will have opportunities (through self-reflective, hands-on activities) to implement strategies that will help students answer two key questions: “What’s important to me?” and “Why am I here on this earth?” If you’re an advisor, instructor, coach, or anyone involved in student success and/or personal development of students, this session will help you learn new ways to facilitate this process of personal growth.

Session 4F: Station-To-Station: Sharing the Task of Learning
Presenter: Kathy Magee, Faculty, Occupational Health and Safety, Northern Alberta Institute of Technology, Canada

Summary: When students attempt to review concepts from assigned readings, they are too often bored and disengaged. Looking for a different way to present or review concepts in English grammar? Mathematics? Organizational Behavior? Anatomy and Physiology? Chemistry? Join this interactive presentation that will have you identifying, discussing, and utilizing key review concepts you and your station-mates will develop ways to recall information and apply concepts. As you rotate from station to station, you will complete activities that foster interdependence, build learning strategies, and increase learning.

Session 4G: Burning Bright to Burning Out
Presenters: Christine Dave, Assistant Director Student Support Services; Heather Lippard, Assistant Director Learning Skills Services, Appalachian State University, NC

Summary: Both students and educators experience burnout. Symptoms associated with burnout include emotional exhaustion, withdrawal from others, failure to seek out resources, decreased work performance, depersonalization of others, and apathy. Prevention and Self-Care are vital to the process of reducing stress within the individual and providing balance in their personal and professional lives, which serves to maintain long-term success in college and careers. During this presentation, participants will briefly learn more about burnout and its symptoms and identify burnout symptoms in themselves. The majority of the session will be experiential, with the practice of multiple and varied methods for reducing stress. Facilitators will provide attendees with various self-care strategies to promote wellness, mindfulness, and stress reduction for their students and themselves.

Session 4H: On Course Principles Across Disciplines: Quality Improvement Process

Presenters: Shannon Kirkeide, Faculty, Spanish, On Course Instructor; Ryan O'Donovan, Director of TRIO Upward Bound, Career Development Instructor, Licensed Counselor, Kim Lynch, Dean of Innovative Teaching and Learning, Anoka-Ramsey Community College, MN 

Summary: Wouldn't it be great if the On Course principles could be inherent in the language and culture of your campus? What if students could practice these ideas in a variety of courses with different activities specific to each discipline? This session will show you how to make this a reality at your college! The On Course Quality Improvement Process (QIP) provides guidance and mentoring at Anoka Ramsey Community College to help instructors improve their courses. It has been specifically designed to improve student engagement and retention WITHIN classrooms by helping infuse On Course principles into any academic discipline. After this session, you will be headed on the right course to immerse all students at your college in the culture of On Course!

3:00pm-4:00pm Session #5 Breakout Sessions  (60 Minutes)
Session 5A: Trio of Experts: Three Strategies for Classroom Success (RF/RW)
Presenters: Susannah Chewning, Coordinator, College Success; June Pomann, Assistant Coordinator, College Success; Michael Z Murphy, College Success and Communications faculty, Union County College, NJ

Summary: On Course provides many opportunities to reach out to students in the College Success and First Year Seminar contexts. The On Course workshops offer faculty the opportunity to practice and develop classroom activities and strategies that work to empower students with the qualities they need for success in college and the rest of their lives. In this session, three faculty from the College Success program at Union County College will demonstrate strategies that have worked in our classrooms, based on On Course activities and expanding on their ideas and goals, to provide opportunities for students to explore their strengths and challenges. The issues addressed here are mainly focused on empowerment and engagement with the On Course mission. Faculty, counselors, peer mentors, trainers, and administrators interested in engaging students and their staff will find the activities engaging and useful. All of these activities are classroom-tested and will provide participants with methods for engaging their audiences. We will also present research on the overall outcomes of the College Success program at UCC.

Session 5B: Making Grammar Less Boring: Strategies for the ESL Classroom
Presenter: Kimberly Samaniego, Faculty, English as a Second Language, Long Beach City College, CA

Summary: Many Developmental English/ ESL students view learning grammar as a “necessary evil” of language development. In this session, participants will experience two learner-centered activities that have been applied to grammar concepts, allowing students to experience greater understanding and retention of these concepts, employ interdependence, build self confidence, further their English skills and even have some fun in the process. While particularly useful for ESL and Developmental English instructors, faculty from other disciplines can add these techniques to their teaching arsenals, as they adapt them to their content areas.

Session 5C: On Course ACROSS the College
Presenters: Jennifer Liberty Clark, Faculty, Psychology, Anoka Ramsey Community College, MN; Jonathan Brennan, Faculty, English, Mission College, CA

Summary: If students are empowered through On Course, why not the entire college? When every employee at the college takes greater responsibility for student success, the On Course principles are both reinforced and modeled for students. When everyone at the college learns and practices the On Course soft skills, they become more effective as employees. What would it take to infuse On Course across the entire college: administrators, board members, and staff? Come hear how Anoka Ramsey Community College took this step, and learn some new strategies to support you in moving forward at your own college. This workshop is ideal for anyone who is passionate about the On Course principles and wants to explore positively impacting his or her college on the institutional level, sharing the essential On Course soft skills to improve college employee effectiveness.

Session 5D: Can Multiple Intelligences Enhance Learning For Higher Education On-Line Instruction? 
Presenters: Clifford E. Tyler, Faculty; Gloria Loventhal, Consultant-Leadership Connection, Educational Administration, National University

Summary: With more higher education classes being offered online, there are new challenges and opportunities for individualizing instruction to meet unique student needs to assure their success. Howard Gardner’s Multiple Intelligences holds great promise in differentiating instruction for online classes. This presentation will provide background information about IHE online instruction, the assessment of students, how students can be involved in identifying their MI strengths, how MI Theory can be applied to online course activities, and how instructors can meet student needs through attention to Multiple Intelligences. In addition, the role and training needs for instructors in utilizing MI Theory will be discussed, along with the challenges for instructors to make a paradigm shift to apply and practice MI to meet the individual needs of students in online courses.

Session 5E: Developing Self-Efficacy to Ensure Student Success
Presenters: Kevin Rome, Vice Chancellor for Student Affairs and Enrollment Management; Jason Dorsette, Tia Marie Doxey, Student Affairs; North Carolina Central University
Summary: The alarming decline of high school and college graduation rates of African-American males continues to be a challenge for educators. To address retention and graduation rates of African American men, North Carolina Central University created the Centennial Scholars Program, a living-learning community, and First in Flight, a parent/caregiver mentor program. In this workshop, participants will be introduced to ways NCCU practitioners reinvent “old school” student and family success practices to develop self-efficacy, brotherhood, and increase retention and graduation rates of African American men.

Session 5F: Revision as an Intellectual Challenge
Presenter: Dick Harrington, Faculty Emeritus, English, Piedmont Community College, VA

Summary: Writing students must learn to revise effectively, but don’t always succeed at this task. It’s especially difficult for writing students to learn to detect and manipulate stylistic qualities such as rhythm and flow of sentences, natural order, conciseness/directness, and illustration (use of evidence/metaphor). This session is intended for English faculty who teach college composition/college-prep writing and who seek learner-centered strategies that enable effective revision of such stylistic qualities. As a participant, you will experience a dynamic session that is readily applicable in your classroom or in an online course.

Session 5G: Student Lectures and “The Trouble with Carrots”
Presenter: Sue Ellen Warren, Faculty, Nutrition, El Camino College, CA 

Summary: Want to improve student engagement? Create some excitement? Develop your students’ appreciation of skilled teaching? You need to experience Student Lectures! This is an engagement strategy to immerse the student in content, develop collaboration skills, and present content that is fast paced, entertaining, and memorable. Community college instructors often realize, around mid-semester, that content delivery, although engaging, knowledgeable, and professional, has become rather routine. Reengaging and reenergizing becomes imperative. The strategy will be described, and real samples of student work viewed. Participants will address a provocative article called “The Trouble with Carrots,” by progressive educator Alfie Kohn. Students benefit from Student Lectures in several ways: they develop a clear understanding of the section they present, begin to appreciate the power of collaboration, practice presentation skills and recognize high-quality content delivery, enjoy a fast-paced, engaging delivery of content, and begin to see their peers as fellow learners/experts. Even the instructor benefits; you enjoy an interesting and engaging presentation of the content just before you slip into a routine or a rut. After several Student Lecture sessions, comments such as ‘this is the best lecture we ever had’ were overheard! This strategy can be adapted for any subject. Come learn and enjoy!

Session 5H: Making a P.A.C.T. with Learners: Improving Participation, Attendance, Conduct, Tardiness
Presenters: Elisa Rzany, Faculty, English; Harold Santamaria, Faculty, Harry S. Truman College, Chicago, IL

Summary: Do you have students who disappear into the background? Are you having trouble with student attendance? Is your students’ body language saying they’d rather be somewhere else? Learn how to make a “P.A.C.T.”, to address Participation, Attendance, Conduct and Tardiness. P.A.C.T. was utilized in three college classrooms of English, Automotive and College Success in Chicago. Perspectives and experiences from two educators will be presented regarding immediate results of the P.A.C.T. made with students, along with student population backgrounds. The use of P.A.C.T. has opened a way for more frequent and meaningful dialogue between students and instructors in all classes. These strategies can work with urban and diverse student populations that may include first-generation college students, academically underprepared students, and English language learners. Educators will walk away with a new and practical tool to add to their own educator “Tool Box.”

4:00pm-4:15pm Beverage Break
4:15pm-5:15pm Session #6 Breakout Sessions  (60 Minutes)

Session 6A: Peer Instruction – From the Ivy League to the Community College
Presenter: Bryan Aguiar, Faculty, Business, Northwest Arkansas Community College
Summary: The benefits of active learning are widely celebrated in higher education. But how do you effectively include active learning in large lecture classes? Based on the work of Eric Mazur and others, the presenter will share his experiences with Peer Instruction (PI) techniques, involving the use of ConcepTests and personal response systems ("clickers") to engage students fully in the classroom content. Participants will learn how to motivate students to effective peer instruction as well as how to locate or develop their own ConcepTests.

Session 6B: Recognizing, Choosing and Enhancing Creator Behavior
Presenter: Pat Vos, Facilitator, Intercon Messaging Inc., Canada
Summary: Choosing to be a “creator” is a lifelong challenge. It is possible to move your faculty to the creator mindset – to build a culture of responsible creators. This session will inspire faculty at all levels to step up to thinking, choosing and behaving as creators more of the time. Over time, with practice, creator becomes a way of life, not something we talk about.  Participants will leave the session with two techniques to recognize themselves when they default to victim.  Next they will learn strategies that help allow them shift back to creator.

Session 6C: Crafting "Elevator Speeches" for Self-Awareness
Presenter: Kathy Berggren, Faculty, Communications, Cornell University, NY

Summary: Are your students the type who hate to give speeches? Do they stumble for an answer when someone asks, “What do you do? What excites you?" In this session, based on media skills trainer Lorraine Howell's "Give Your Elevator Speech a Lift," the presenter will share how to help your students be more comfortable, confident and effective when speaking, networking, and giving presentations. Participants will walk out the door ready to implement–armed with anecdotes, exercises, and a model elevator speech. All educators, administrators, and career/ success counselors can benefit from this session.

Session 6D: The Power of Words: Creating Synergy with On Course & Writing
Presenter: Teresa Ward, Chair, Language Education and Development, Butte College, CA

Summary: Looking for ways to help your students make personal connections with literacy, become more confident and competent writers, and create academic success? Come hear how the presenters’ On Course and English composition learning community has created high passing rates and significant increases in student success for their students. Participants in this session will adapt the lessons learned to their own teaching environments. This session has value especially for those considering teaching in a learning community connected with a student success course, but will also benefit writing faculty, counselors, First Year Experience coordinators, and administrators.

Session 6E: Drawing a Mandala: Enhancing Self-Esteem
Presenter: Marcia Backos, Faculty, English, Bryant & Stratton College, OH

Summary: With all the negative messages that surround our students daily, finding ways to help them appreciate their own value can be a challenge. Come to this session to experience a strategy which invites students to explore self-love and thoughts of wholeness by picturing their "greatest potential as a human being” through the creation of a mandala (the picture in a circle). During this session, participants will create their own mandalas and then have the opportunity to view and discuss the experience with others. Particularly valuable for student success instructors and counselors, this strategy may be applied by anyone looking to enhance self esteem in themselves and others. [Note: This strategy is part of the final journal exercise in On Course: Strategies for Success in College and in Life.]

Session 6F: The Career Exchange Game
Presenter: Robin Middleton, Counselor, Faculty, Jamestown Community College, NY

Summary: The prospect of finding the “right career” can be overwhelming to students. The Career Exchange Game is designed to reduce the fear of the process and allow students to take on the Creator role as they play the game, comfortably exploring the many factors involved in the career development process – and having fun too! Workshop participants will experience first-hand a strategy that will help students become aware of the importance of values, skills, and interests in career decision-making. The Career Exchange Game can be used by Freshman Year Seminar and Life/Career Planning faculty, as well as all educators involved with helping students in the career exploration process.

Session 6G: Creating a Network for Continued Success
Presenters: Jill Beauchamp, Faculty, Hospitality Management; Diane Trosch, Faculty, Counseling; Washtenaw Community College, MI

Summary: If success is a journey, not a destination, then students need more than fifteen weeks to stay “on course.” Staying on course in college and in life requires self discipline and encouragement. The faculty at Washtenaw Community College begin by inviting any student who has completed the On Course curriculum to a bi-annual Celebration of Success, at which time, a network for success is created. This allows for students to connect with faculty and students as they continue their journey. The presenters will share data as to why they facilitate a post semester experience as well as student feedback as to its value. In addition, we will detail the various elements that have been included in the initiative in order to provide an experience that is both meaningful and memorable. Let's begin with a Celebration of Success!

Session 6H: On Course Greatest Hits: All Time Favorite Tips, Tools and Techniques
Presenter: Lea Beth Lewis, Assistant Dean, Cal State Fullerton, CA 

Summary: On Course National Conference presenters and participants are always eager to share their workshop and classroom success strategies to improve engagement.  This session will provide at least 5 simple strategies for creating fun, learner-centered experiences gleaned from 5 previous National Conferences, as well as other On Course resources. Participants will experience the strategies first-hand and will be able to take immediately useable tools and techniques back to their classroom or workplace. The strategies can be adapted for any subject. Did I mention Clump?

5:15pm-6:15pm Reception with snacks and cash bar
6:15pm-8:00pm Presenters' Dinner (reservation only)
8:00pm-10:00pm Musical Entertainment (Open to all!)

7:00am-8:15am Hosted Hot Buffet Breakfast
8:15am-9:30am Session #7 Breakout Sessions (75 minutes)
Session 7A: Brain-Friendly Instruction: Enhancing Lifelong Learning
Presenter: Eileen Zamora, Faculty, English & Learning Skills, Southwestern College, CA

Summary: Traditional methods of instruction can leave both students and instructors mentally experiencing that they have been swimming against a current. Why? Current brain research has demonstrated that some traditional instructional methods are not in alignment with the way the brain learns best. Come and learn five principles for brain-friendly instruction and experience structures and strategies that will enable you to awaken and engage the brains in the classroom – both the students’ and yours!

Session 7B: Math is not a Spectator Sport!
Presenters: Martha Robertson, Faculty & Faculty Coordinator, Math; Ann Tate, Director, Center for Excellence in Teaching and Learning, Faculty, Math, San Jacinto College, TX 

Summary: Math is not a spectator sport, so learn to be a coach. Despite the research that proclaims the benefit of student engagement activities in learning math - many college math professors have a difficult time incorporating these activities into their courses. Two common concerns are often expressed: lack of time for such activities and lack of skill in constructing the activities. Participants will be guided through several activities that are designed to increase student engagement in the mathematics classroom. This workshop is designed for math professors, but will offer strategies for student engagement to instructors from other disciplines.

Session 7C: Transforming Campus Culture with On Course 
Presenter: Denise Dufek, Faculty/First Year Coordinator, Bay de Noc Community College, MI 

Summary: Have you ever wished that you could share On Course Strategies with your entire campus? In the past two years Bay College has hosted two On Course I workshops on its campus. Faculty, staff, K-12 educators, and members of the President’s Cabinet have the attended the workshops. How has this transformed our campus community? What have we learned? We have learned that the language and mindset of On Course needs to be part of our everyday conversations with our students and in our own lives. Through video clips, we will visit different areas of campus and experience how they are using On Course, hearing first- hand how it is changing the lives of people in our campus community. We will then identify road blocks to implementation and discuss how this model can be used at other colleges. This session is for anyone who wants to take On Course to the next level!

Session 7D: Fixed Mindset or Growth Mindset?
Presenter: Marianne Auten, Counselor, Paradise Valley Community College, AZ and Sherry Lichte-Baird, Rio Salado Community College, AZSummary: Do your students have a fixed mindset or a growth mindset? The answer to that question makes all the difference in their level of effort, in what they do with challenges and obstacles, and in how they handle criticism. Based on the groundbreaking ideas of Stanford Psychologist Carol Dweck, this session will explore where mindsets come from, the impact they have in every aspect of our lives, and most importantly, how we can develop a growth mindset in our students (and in ourselves!). Growth mindset = increased motivation; come experience strategies and activities that can make all the difference in student success.

Session 7E: A Taste of an On Course Implementation Workshop
Presenters: Jennifer Hurd, TeamUP College Survival Program Manager; Robert Onorato, TeamUP College Survival Consultant, Cengage Learning, AR

Summary: Have you ever wished the faculty who teach On Course at your campus could know exactly how to incorporate On Course strategies? The TeamUP College Survival Consultants are ready to help you fulfill your wishes. This session will provide you with just a taste of what an implementation workshop would be like. This interactive session will share icebreakers that become topic starters for several chapters in the text. Participants will leave the session with many resources and ideas available to them through the extensive On Course ancillaries. 

Session 7F: On Course Across Your College System
Presenters: Jennifer Liberty Clark, Faculty/On Course Mini Institute; Lisa Harris, Director, TRIO-Upward Bound; Kim Lynch, Dean of Innovative Teaching and Learning; Jill Gromberg, Faculty, Anoka Ramsey Community College, MN
Summary: Wondering if you can influence other colleges and instructors to incorporate On Course principles and strategies into their course design? Well, you can! The design and implementation of a MINI-Institute can address just that! Hear how Anoka Ramsey Community College in MN provided such an experience for seven different colleges within their state system! We applied for a modest state grant [$5K], were funded, and prepared and delivered a keynote speaker and breakout sessions. The outcomes were phenomenal. We gathered evaluations and there was a 99% satisfaction rate. Almost every participant either "strongly agreed" or "agreed" that they, "learned new facts and data that can be translated into their teaching role immediately." Most of them requested some type of follow up to the session because they left wanting MORE! We as a group are thrilled to offer others the chance to replicate this event so that the On Course word can be spread like wildfire! We’ve even been contacted by our state office and asked to apply for another grant and replicate the event in the spring of 2011! You will learn to do the following: 1) access funding; 2) discover who the On Course champions within your college are that you could collaborate with, and 3) Use a DAPPS goal setting process to get moving!

Session 7G: Students Capture Success with Captivate
Presenter: Tim Magee, Faculty, Technology & Communications, SAIT, Canada

Summary: Challenged by a student-teacher language barrier? Frustrated at hearing the same questions repeatedly? Want to improve learner retention, test scores, and your own evaluations while encouraging learner responsibility? Using technology to overcome common language, attention, and attendance barriers, this interactive presentation will demonstrate how to leverage Adobe Captivate to deliver instruction to learners when they need it. This technique can be used in a variety of subjects where supplemental instruction is needed outside the classroom setting. The participants will gain increased understanding of the challenges facing ESL students, while finding their own reasons to engage some technology solutions to those challenges. The presenter will share statistical support from measures taken in class and anecdotal evidence from observations.

Session 7H: On Course: The Game of Personal Responsibility
Presenter: Kaye Young, Director, Student Learning Center, Jamestown Community College, NY

Summary: Come play the game that may replace Monopoly as the world's best selling board game (okay, perhaps not in our lifetime). The presenters created this board game to reinforce On Course principles. Five players travel around each board on their journey to graduation. In order to stay "on course," players need to demonstrate Creator thinking and decision making as they encounter Forks in the Road and unexpected obstacles, the same ones our students face on the long and winding path to graduation. Games are typically accompanied by exaggerated groans, good-natured laughter, and even an AHA now and then. Familiarity with On Course principles is helpful, but not required to participate.

9:45am-11:00am Session #8 Breakout Sessions (75 minutes)

Session 8A: Learning to Learn Camp: A Proven Model for Student & Staff Success
Presenters: Sandy Philip, Faculty/College Success; Deb Olsen, Counseling Faculty; Kim Hollman, Faculty/Supervisory Management; Laurie Beardsley, Administrative Planner/Learner Development & Presenter; Brant Kraemer, Information Specialist/Center for Excellence in Teaching and Learning, Madison College, WI

Summary: First year student face many challenges. Learning to Learn Camp offers a proven model for transitioning a diverse group of students (i.e. recent high school graduates, international students, and grant funded students - Operation Fresh Start/Gates Foundation) using On Course curriculum and principles for college success. In addition, the model offers a mutual support system involving high school, college, and community based staff members. Staff development is an integral part of this model. Participants will be given an overview of the camp and its administration through the use of hands-on activities, mini-lectures, and multi-media. Participants will also receive a CD including detailed data, anecdotes, video interviews and components to implement their own program. The components will include an overview of the program, planning documents, budget reports, retention data, and student and staff materials. This presentation would be suitable for any one who is interested in applying On Course principles to student success, retention, and transition. Presentation participants may include college success instructors, Bridge/Trio/First Year Experience staff, and staff development professionals.

Session 8B: Increasing Self-Efficacy in the Math Classroom
Presenter: Ron Bell, Counseling Faculty, Southwestern Oregon Community College, OR 

Summary: Where is the best place to tackle math anxiety? Why, the math classroom of course. More students give up college because they don’t believe they can succeed at math. Raising math self-efficacy and reducing math anxiety are the twin goals of Person Centered Mathematics. Person Centered Mathematics posits that math instruction succeeds in proportion to how connected students feel to the material, their peers and the instructor. Participants will discover firsthand the elements that create these connections, and will learn to develop their own math support classes and incorporate these methods into regular math courses. In a recent comparison at SOCC, students in Math Success passed their math courses at a rate significantly higher than their peers in both the term taking Math Success (76% to 38%) and also in their next math class (56% to 21%). The author originated the course at Glendale C.C. in Arizona where participants were at risk, first generation college students. Passage rates rose from 31.5% before to 81% with Math Success, easily outperforming the student body at large.

Session 8C:  Ruby Red Slippers: Metaphors, Magic & Meaning
Presenters: Kim Jeffries, Pam Olsen, Achievement Coaches, Central New Mexico Community College, NM

Summary:  Achievement Coaches at Central New Mexico Community College have incorporated "On Course" strategies to work within their schools to promote student success and retention. Using metaphors from the Wizard of Oz, you will experience how Achievement Coaches are combining On Course techniques to move their students to successful completion of their educational and career goals. Participants will walk away with tools that they can put into practice in their own schools. Administrators/instructors/retention specialists will want to attend to see this unique coaching approach.

Session 8D: Reflective Simulations: Cyber-learning in the Cyber-age
Presenters: Maria Sanders; Mark Thorsby, Faculty, Philosophy, Lone Star College– CyFair, TX

Summary: As the computer has moved from laboratories to classrooms and from the homes into the pockets of students, a whole range of social norms, customs, and social expectations are changing at an unprecedented rate. The cyber-age has given birth to a whole population of cyber-students whose expectations bare the mark and promise of informational immediacy. Emerging technologies are having an extraordinary impact on the ability of institutions to engage students in reflective learning. Recent psychological research into ‘multitasking’ indicates and confirms that just such a result is occurring within student populations. Fortunately, institutions of learning offer the perfect venue for avoiding such a dismal future of fragmented thought and action. This presentation showcases one innovative method, the development of an iPhone application, for engaging students in critical thinking. Participants will experience one method employing immersive technology, having received a set of core principles for responding to the problem of fragmented learning. Participants will walk away not only having experienced one method employing immersive technology, but also with a set of core principles for a sustainable framework responding to the problem of fragmentation. This session will be of particular benefit to instructors of all disciplines as well as instructional administration, such as department chairs, deans, vice presidents, etc.

Session 8E: To, Through, and Beyond: On Course Campus-Wide Initiative
Presenters: Melissa Komadina, Counselor; Nate Nevado, Counselor; David Hasson, Faculty, Math; Jarrod Feiner, Faculty, English, Skyline College, CA

Summary: In 2009 Skyline College adopted On Course on their campus. Faculty, staff, and administrators across disciplines experienced On Course with two years of consecutive training. These panel presenters will discuss how On Course has played a vital role, threading through many disciplines and positively impacting professional development, curriculum, learning communities, and student programs and services on campus. Skyline College would like to share their successes with other colleagues who are interested in creating a campus-wide initiative using On Course on their campus. You’ll hear testimonies from faculty and mentors that have participated in this process, as well as students' reactions.

Session 8F: Change, Growth, and Healing in the Classroom
Presenter: Pieter Jan Van Niel, Head of Theatre, Faculty, Theatre/English/Speech, El Camino College Compton Center, CA

Summary: Learning centered and student success oriented approaches strongly influence easily assessed direct measures like retention, grades, and matriculation as well as impact direct measures such as self-reflection, cumulative notebooks, and journals. Classrooms ought to be habitually formulated around a centering principle of the communal healing experience, a nexus gestalt of learning and shared experience that not only naturally fosters collective and personal growth, but also organically promotes collective and personal change. When consciousness experiences change–and change is always profound when learning occurs during or after the processes and activities that encourage change–the inner being undergoes a form of profound rearrangement, and that rearrangement can best be described as healing. Instructional processes shy away from confronting and strengthening the concept and presence of healing that naturally occurs in the active and committed classroom. The workshop faces the issue head-on. Any instructor or any discipline, and any student of any discipline, will benefit from this workshop. The approach can neither be classified as mystical nor psychological: rather, the process will be revealed as a natural occurrence to which most learners pay little attention and give only passing credence.

Session 8G: Clearing the Course for Student Engagement: Using Universal Design in Course Materials
Presenters: Jim Kain, Coordinator: Freshman Experience; Lori Pellescki, Director, Developmental Education, Neumann University, PA

Summary: Recent reports on college admissions show that nearly 60% of entering college students need some form of remediation and a large number of them are first generation college students. However, college faculty are typically not provided the educational strategies needed to address a wide range of under-prepared learners. UDI is a framework for introducing these strategies in a practical way to produce instant results. Effective use of these guidelines ensures that your instruction will reach the widest range of student learning styles and abilities, and may also reduce the need for special accommodations. Research in Differentiated Instruction, Learning Styles, Multiple Intelligence Theory, and Integrated Systems approaches to instruction supports the application of UDI in many practical ways that make both teaching and learning more rewarding by eliminating complications, barriers, and miscommunications that interfere with the process. This workshop will review the principles of UDI and practice specific applications in the delivery of course materials. Participants will work on developing materials of their own to serve their teaching activities, presentations and coursework. UDI is especially useful in developmental education, first year studies and general education courses.

Session 8H: Students Share Their On Course Experiences
Presenters: Maggie Slater, Michelle Avilez, Students, El Camino College, CA; Nathaniel Robertson, Student, Bay de Noc Community College, MI

Summary:  These students will be sharing their experiences with On Course, including:  1) how they have used the strategies; 2) what obstacles they were able to overcome; 3) outcomes of their new choices; 4) answering questions posed by attendees curious about the student perspective on On Course.  Any educator could benefit from attending this session, and can bring along some questions to share with the student panel.

11:00am-11:15am    Beverage Break

11:15am-12:30pm    Session #9: Closing Session with Dr. Skip Downing / Session 9A: What Next?

Presenter: Skip Downing, Author, On Course: Strategies for Success in College and in Life

Summary: An essential component of learner-centered education is debriefing the experience. Debriefing guides students to discover the target learning and helps make it sticky. In this closing session, you’ll not only hear about some nifty debriefing strategies, you’ll also employ them to maximize your own learning at the conference…plus plan how you’ll implement that learning to improve academic success and retention on your campus. The debriefing strategies you’ll learn in this session can be used in any subject and any size class, including large lecture courses. As is our tradition, this session will end with a raffle of some great prizes, including one $475 scholarship to the 2012 On Course National Conference and three $500 scholarships to a 2011 On Course I Workshop.


Thursday, March 31 - Pre-Conference Workshops

Pre-Conference Workshops (check-in begins at 730a)
4:00pm-6:30pm Early conference check-in (for everyone)
Location: TBA - see hotel message board
6:00pm-9:00pm On Course Ambassador's Dinner (reservation only)
Location: TBA - see hotel message board, beginning promptly at 6:00p

Friday, April 1 - Conference Day 1

7:00am-8:15am Conference Check-in and Hosted Hot Breakfast Buffet
8:15am-9:45am Session #1: Opening Session (90 Minutes)
Session #2: Breakout Sessions  (60 Minutes)
Beverage Break
Session #3 Breakout Sessions  (60 Minutes)
12:15pm-1:15pm Hosted Lunch
1:30pm-2:45pm Session #4 Breakout Sessions  (75 Minutes)
3:00pm-4:00pm Session #5 Breakout Sessions  (60 Minutes)
4:00pm-4:15pm Beverage Break
4:15pm-5:15pm Session #6 Breakout Sessions  (60 Minutes)
5:15pm-6:15pm Reception with snacks and cash bar
Location: TBA - see hotel message board
6:15pm-8:00pm Presenters' Dinner (reservation only)
8:00pm-10:00pm Musical Entertainment (Open to all!)
Location: TBA - see hotel message board

ABOUT THE BAND: Celebrate with a great evening of free music and dance with Masanga, a sizzling Marimba band guaranteed to make your feet happy. Performing Music from Zimbabwe and Latin America, Masanga Marimba plays traditional and popular music from Latin America and Africa. The instruments used in this ensemble consist of 7 Zimbabwean marimbas of various sizes along with vocals, drums, percussion, saxophone and trumpet. The word “Masanga” comes from an African word that means the coming together of rivers or roads representing the meeting of African, Latin and American traditions in this group. The group is led by Dr. Ric Alviso, a Cal State Northridge ethnomusicologist, professor of World Music, and the director of the CSUN African Music Ensemble. Masanga is the only marimba ensemble in Southern California that combines Latin and African traditions. Their music is upbeat, danceable, and family-oriented. The sight and sound of Masanga's giant marimbas is unlike anything you've ever seen or heard before. Visit masanga.com.

Saturday, April 2 - Conference Day 2

Hosted Hot Buffet Breakfast
8:15am-9:30am Session #7 Breakout Sessions (75 minutes)
9:45am-11:00am Session #8 Breakout Sessions (75 minutes)
Beverage Break
Session #9: Closing Session with Dr. Skip Downing


Contact Information

  • email: oncourseconference@comcast.net

    61 Renato Court, Suite 21A
    Redwood City, California 94061

The On Course Steering Committee would like to acknowledge our
  hosts for the 2015 On Course Conference in Costa Mesa, CA:

El Camino College | Cal State Fullerton | Long Beach City College

Santiago Canyon College | Riverside City College | Moreno Valley College 

 | Norco College | Copper Mountain College

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