2016 Assessment, Teaching & Learning Conference
Pre-Conference Workshops
1:30 - 5:00 PM May 4, 2016
WORKSHOP 1
STANDARDS OR OUTCOMES BASED GRADING: CLARITY, STUDENT SUCCESS,
AND COLLABORATION
Lucas Myers, Lower Columbia College
Becky Connolly, Lower Columbia College
Standards based grading is a paradigm shift from our traditional grading method that
creates competitive students due to a ranking system built into the points based
system. Instead, standards based grading provides clarity on each student's individual
progress towards their learning outcomes, maintains focus on student success, and
creates an environment supportive of collaboration (Duker et al., 2015).
This workshop will guide you in understanding the importance and purpose of
standards based grading as well as utilizing your Canvas LMS to easily assess and track
student progress on assignments throughout the course. You will have time to use
instructional design methods in aligning assignments/assessments to outcomes,
producing rubrics, and using Canvas' learning mastery gradebook. The two faculty on
hand to facilitate this workshop have expertise in STEM and the language arts.
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WORKSHOP 2
FAILURE IS AN OPTION! FOSTERING AND CULTIVATING GROWTH MINDSETS IN
YOUR CLASSROOM AND INSTITUTION
Justin Ericksen, Whatcom Community College
Kaatje Kraft, Whatcom Community College
Notions of “Growth” vs. “Fixed” mindset in the classroom have been gaining popularity
recently. But what is mindset and why is it crucial for teachers, students, and the future
of education? What can we do as educators to practically and tangibly apply mindset in
order to support student success? How can mindset avoid being the latest buzzword
appropriated and over-simplified by the system? During this interactive workshop, you
will have an opportunity to explore such questions and develop a plan for your own
classroom and/or institution. We will discuss how failure should be de-stigmatized and
even celebrated as critical for learning. Join us as we continue exploring how to
critically and ethically foster and cultivate growth mindsets at both individual and
institutional levels.
WORKSHOP 3
CLASSROOM AS COMMUNITY OF PRACTICE (COP): STUDENTS AND FACULTY
TEACHING AND LEARNING TOGETHER
Sally Heilstedt, Lake Washington Institute of Technology
Jo Nelson, Lake Washington Institute of Technology
Facilitators, students, and participants will be co-creators of our own community of
practice (CoP) during this session. Based on work in student voice and collaborative
learning, participants will explore the core principles of CoPs and consider practical
applications to their classrooms. Student facilitators will participate in small group
discussions and activities—lending their perspectives to the development of classroom
practices that encourage the full spectrum of student voice and potentials for student
engagement in their own learning. As we imagine transformative approaches to creating
community in this context, this workshop will create a space for us to fall more deeply in
love with the work of teaching.
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WORKSHOP 4
DREAMing IN THE CLASSROOM: CULTIVATING CULTURALLY RESPONSIVE
TEACHING IN THE CONTEXT OF UNDOCUMENTED STUDENTS
Felisciana Peralta, Clark College
According to federal law and regulations, everyone—including undocumented
students, known to us as DREAMers—has the right to obtain an education. Many
DREAMers have aspirations of pursing a higher education and/or professional
careers and seek to contribute as productive citizens in society. Unfortunately,
after having earned a high school diploma, DREAMers discover that their
opportunity to pursue a higher education is curtailed due to their legal
status. While Washington State laws represent milestones in public policy, aimed
at diminishing the barriers DREAMers struggle to overcome, classroom
instructional practices can still present significant obstacles to their
success. Participants in this workshop will collaboratively explore a central inquiry question: what
does culturally responsive teaching look like in the context of DREAMer students? Culturally
responsive teaching is defined as “using the cultural characteristics, experiences, and perspectives
of ethnically diverse students as conduits for teaching them more effectively . . . when academic
knowledge and skills are situated within the lived experiences and frames of reference of students,
they are more personally meaningful, have higher interest appeal, and are learned more easily and
thoroughly” (Gay, 2000). In this interactive three hour workshop, educators will collaboratively
develop instructional best practices that not only support DREAMer students, but deepen learning
for all students.