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Academy News
April 18, 2018
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Final Countdown: Academy "Launch Party" Open House
To celebrate the end of the semester, please join the Academy for a "Launch Party" Open House!
- Date: Wednesday, May 9
- Time: 3 p.m. - 6 p.m.
- Location: Building F, Room F320
Stop by the Academy in F320 any time from 3 p.m. - 6 p.m. to see the new space and to enjoy some refreshments before you "take off."
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Photos of New Academy Space
The Academy is now located on the third floor of Building F in Room F320. Enter the Library through the main entrance from the Quad or by the Bookstore on the second floor of Building L, t
ake the elevator or stairs up to the third floor, follow the "yellow brick road" on the carpet straight back, and turn left at the end of the bookshelves. The glass wall with doors is the Academy.
The new space includes group workrooms, an experimental classroom, computer training lab, recording studio, faculty workroom/computer lab, and comfy faculty lounge!
Our hours are still Monday - Thursday, 8 a.m. - 6 p.m. and Friday, 8 a.m. - 4:30 p.m. Academy staff can also arrange to meet you before or after those hours by appointment. We hope to see you soon in our (and your) new space in F320!
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There's still time to register for spring workshops!
Don't miss out on the upcoming workshops facilitated by the Academy's Melissa Baysingar, Karen Herold, and Chris Dobson in the new Academy space in Building F, Room F320.
There are multiple sessions of each workshop to choose from, offered at different times on various days. Learn more and register using the links above.
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Culture of Care in the Classroom
Are you interested in learning more about how to show care and concern for students while still maintaining high academic standards? The Spring 2018 Orientation Week panel discussion on "Empathy and Rigor: Culture of Care in the Classroom" generated overwhelming enthusiasm around this topic, and The Student Experience Goal Team will continue the conversation with a May Day event.
May 1, May Day in the United States, was traditionally a day for friends and neighbors to show kindness to each other by exchanging treats and flowers. Join us to explore practices for extending kindness to students and colleagues while maintaining rigor. We'll explore essential questions (like what to do about students who try, but fail?) and more. Members of the Curriculum and Instruction Goal Team will join us to introduce some high-impact practices you can implement in your classroom. In the spirit of May Day, you can also make some crafts to spread empathy and kindness!
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Congratulations, OSCQR Peer Reviewers!
Please congratulate the following faculty members who have completed the training to become Harper online/blended course design reviewers and who have also agreed to participate as Peer Reviewers in the future:
- Becky Curtin, Career & Technical Programs (Computer Information Systems)
- Rita Gura, Health Careers (Physical Therapy)
Interested in learning more about becoming an OSCQR Peer Reviewer? Please contact Jenny Henrikson, Instructional & Distance Education Design Specialist, at 847.925.6724, [email protected].
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Last Chance to Submit Proposals for Fall 2018 Faculty/Staff Orientation Week
The Academy is still accepting proposals for Fall 2018 Faculty/Staff Orientation Week (August 13 - 18).
Proposals must be submitted by this Friday, April 20.
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Level II Adjunct Faculty Engagement Program
Adjunct faculty teach at Harper College for a variety of reasons. Some career professionals teach to give back to the community or to share their expertise with future members of the workforce. Some adjunct faculty aspire to a full-time faculty position in higher education. Still others find that part-time teaching fits into their schedules better than a full-time position.
Regardless of motivation, Harper College respects and relies on the commitment and major contributions that so many adjunct faculty make to the institution and its students both in and out of the classroom.
The Academy in collaboration with a multi-disciplinary Adjunct Faculty Advisory Team and the Harper College Adjunct Faculty Association, created the Level II Adjunct Faculty Engagement Program. The purpose of the program is to provide recognition for adjunct faculty who have demonstrated commitment to student success and teaching excellence above and beyond the walls of the classroom. This is demonstrated through the completion of a body of work (displayed in an ePortfolio) in the areas of college service and professional development, after which a unit-eligible adjunct faculty member may receive incentives as defined in the 2016-2021 adjunct faculty agreement.
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Earth Week 2018
Embodying Earth: Environmental Awareness through the Senses
Join us April 23 - 27 and explore our beautiful Earth through a different sense each day. Check out the complete schedule and complete this interest form. RSVPs are encouraged, but not required.
Note: Battery recycling at all Earth Week events!
Presented by the Sustainability Projects in the Classroom Community of Practice
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Help End Student Hunger
You can help support students by bringing unopened, non-perishable food and personal hygiene items to Student Involvement in Building A, Room A336 during regular hours. Items will be distributed to students as needed to this service. All requests are confidential.
View a List of Items Needed
For more information, please contact the Center for Student Involvement at 847.925.6242.
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Stephanie Whalen and Dr. Milt Cox |
Dr. Milt Cox on Community and the Sydney Harbor Bridge
Written by Stephanie Whalen, Chair, Academy for Teaching Excellence & Associate Professor, English and Interdisciplinary Studies
There are many things that people can accomplish together that they cannot accomplish alone. As a leader in the faculty learning communities movement since 1979 at Miami University of Ohio, Dr. Milt Cox has a wealth of insights to offer about the worth and value of what we call Communities of Practice at Harper College. I had the pleasure of meeting Dr. Cox recently and he shared a story about climbing the Sydney Harbor Bridge that illustrates this concept that we can do more collaboratively than operating individually. Although he normally would not be interested in attempting to climb the 440 feet bridge arching over the harbor to the top, he became comfortable enough to take it on because of the trust he had for his climbing guide and the others in the group that were there for a common purpose. The bridge itself is a daunting spectacle, and the jumpsuits and safety equipment may have only made him warier of the dangers of climbing so high. After being greeted by the guide with enthusiasm and practicing some of the climbing techniques on the bridge's infrastructure with the other climbers, he started to feel like he could and wanted to climb the bridge. As part of a group with the support of his guide, he undertook and successfully completed something that he would have never attempted solo. "I did it because of the community," he beamed.
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Mary Cerutti and her Quiet Teaching group working on their prototype at the Design Thinking session on Saturday of the retreat. |
Adjusting Instruction to Respond to Students' Diverse Learning Needs and Participation Styles
Written by Mary Cerutti, Adjunct Faculty, ESL
The presentations and discussions on "Teaching Vulnerable Students in the 21st Century" at the faculty retreat provided an opportunity for me to adapt my lessons to accommodate the needs of students whose needs are not always readily apparent. I was particularly intrigued by the dialogue about providing an instructional environment that would serve both introverted and extroverted students; I think this is something that many faculty members don't consider when thinking about instructional design and class participation. Two of the Academic ESL classes I am teaching, Academic Communication and Writing Essays, have very quiet students and the weekend gave me some intentional ways to adapt my lessons to incorporate "think time" so that students have adequate time and space to process and reflect on course content. I have included a list of some of the changes I made immediately following the retreat.
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Student Learning Showcase
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Graphic Artists in Training: Patty Bruner's Pack from left to right-Bandit, Lucy, and Bear |
Train to be the Top Dog!
Written by Patty Bruner, Associate Professor, Graphic Arts Technology
Make no bones about it! Assessment for career programs is essential.
The Graphic Arts industry is a highly technical field requiring a range of proficiencies including creative processes, application expertise, and project management practices. And man's best friend, which encompasses all of these skills, is digital file competencies. Whether a student is entering the design or production field of the vast print industry, getting out of the doghouse and understanding that quality output of designed files are a necessity. Assessment is a way to validate student learning and to quantify the skills achieved.
At Harper, we are faithfully loyal to a very important program learning outcome: Create acceptable print-ready digital graphic files using industry standard preflight criteria.
How is this friendly and exuberant outcome used in the Graphic Arts industry? What do we do to groom students at Harper? How does this obedience help students leave the den and enter the workforce?
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Upcoming Programs & Workshops
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What's Happening @ Harper?
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Saturday, May 19: 50th Commencement Ceremony
August 13 - August 18: Fall 2018 Faculty/Staff Orientation Week
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Academy for Teaching Excellence |
847.925.6174
| Building F, Room F320
Monday - Thursday, 8 a.m. - 6 p.m. and Friday, 8 a.m. - 4:30 p.m.
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The mission of the Academy for Teaching Excellence is to create a vibrant teaching and learning culture for full-time and adjunct faculty that cultivates professional development in support of student success.
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Accessibility: Individuals with disabilities who would like to request an accommodation or who have questions about physical access may contact the event host or Access and Disability Services at [email protected], 847.925.6266, at least two weeks in advance of the event date.
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Harper College enriches its diverse communities by providing quality, af
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dable, and accessible education. Harper College, in collaboration with its partners, inspires the tran
sformation of individual lives, the workforce, and society.
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