• Caroline Bartlett, Director of Hope Services
• Charisse Loughery, Associate Vice President of Student Affairs, Title IX and Title VI Coordinator

Title IX laws protect all students, faculty, and staff from sexual misconduct and harassment. 海棠直播 (PCC) works to make sure everyone feels safe and supported on campus. This presentation explains how Title IX works 海棠直播. Presenters explain the roles of different college offices and what “responsible employees” must do when they learn about an incident. Attendees also learn practical, trauma-informed strategies for talking to students who share difficult experiences.

Outcomes

• Understand wraparound supports 海棠直播 for students impacted by gender-based violence, dating violence, sexual violence, and stalking.
• Identify key campus resources and offices, including the Office of Title IX, Hope Services, Care Team, and identity-based resource centers.
• Learn about the prevalence of gender-based violence 海棠直播 and how the college responds.
• Clarify the role and reporting responsibilities of “responsible employees” versus confidential staff.
• Practice trauma-informed communication methods (like the 3 Rs and ABC models) to support students with care and clear boundaries.

Keywords

Title IX, student support, gender-based violence, trauma-informed care, higher education, PCC resources, responsible employee, confidential support

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Summary

In this presentation, members of PCC鈥檚 Accessible Education and Disability Resources team examine how the social model of disability can help educators create more inclusive learning environments. Unlike the medical model, which often treats disability as an individual problem to be fixed, the social model focuses on barriers within environments, policies, communication, and attitudes. This shift encourages educators to ask what can be changed around a student rather than what needs to be changed about the student.

The session identifies four major types of barriers: attitudinal, environmental, institutional, and communication. Examples include low expectations, inaccessible physical spaces, policies that create unnecessary obstacles, limited access to alternative formats, and assumptions about what disabled students can or cannot do. Presenters emphasize that removing these barriers benefits not only students with documented disabilities but often improves the learning environment for everyone.

The presentation also places the social model within the history of disability rights and disability justice. Participants learn about the contributions of disability rights leaders and the movement from basic legal access toward a broader focus on equity, belonging, and full participation. Disability justice encourages educators to recognize that all people have strengths and needs and that disability intersects with race, gender, class, sexuality, and other identities.

In the classroom, applying the social model can include providing course materials in advance, offering multiple ways for students to demonstrate learning, using accessible formats, building flexibility into assignments, and designing courses with a wider range of learners in mind from the beginning. Presenters stress that formal accommodations remain important, but accommodations alone cannot create full access. Inclusive course design, strong relationships, self-advocacy opportunities, and a sense of belonging all contribute to student persistence and success.

Slides:

Presentation Outcomes

• Distinguish between the medical model and social model of disability and explain how each shapes approaches to accessibility and student support.
• Identify attitudinal, environmental, institutional, and communication barriers that can limit participation for students with disabilities.
• Recognize key developments in the disability rights and disability justice movements and their influence on access to higher education.
• Explain how belonging, relationship building, academic mastery, and self-advocacy can support the persistence and success of students with disabilities.
• Apply social model and disability justice principles by focusing on removing barriers and recognizing student strengths rather than viewing the student as the problem.
• Use inclusive teaching strategies such as providing materials in advance, offering multiple ways to demonstrate learning, and building flexibility into course design.
• Recognize the limits of relying only on formal accommodations and consider how Universal Design for Learning and person-centered approaches can improve access for a broader range of students.

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Summary

In this presentation, Casey Twining and Samm Erickson make the case that module-level outcomes, or MLOs, are more than a course-design requirement. When used thoughtfully, MLOs can serve as guideposts that help instructors decide what to teach, how students should practice, and how learning should be assessed. They can also help students understand why they are completing particular activities and where those activities are leading.

The presenters define an MLO as a clear statement describing what a student should be able to do or understand by the end of a module. Effective outcomes are measurable, learner-centered, connected to course-level outcomes, and aligned with learning activities and assessments. The session emphasizes looking beyond a narrow task or test to identify the deeper, lasting skill or knowledge that students should carry forward.

Through examples involving learning a musical instrument and teaching reading and critical thinking, the presenters demonstrate how changing a learning goal can change the entire instructional approach. A goal focused on developing technical skill may require different activities than one focused on persistence, creativity, or critical thinking. The same principle applies to course design: once instructors clarify what students should ultimately learn, they can make more purposeful choices about activities, content, and assessments.

The session also highlights transparency as a benefit of strong module-level outcomes. When students know where they are going and understand how course activities connect to that destination, they have a clearer path for making decisions about their own learning. For instructors, MLOs provide a framework for continually reviewing the relationship among outcomes, assessments, activities, and content so that each part of a course supports the larger learning goal.

Slides:

Presentation Outcomes

• Explain the purpose of module-level outcomes and how they differ from broad statements about course content.
• Identify characteristics of effective MLOs, including measurable, learner-centered language and alignment with course-level outcomes.
• Use module-level outcomes to guide decisions about instructional activities, course content, and assessment.
• Identify the deeper, lasting skills or knowledge students should gain rather than designing instruction only around a specific test or task.
• Evaluate how changing a learning goal can lead to different choices in teaching, practice, and assessment.
• Use MLOs to help students understand the relevance of learning activities and see a clearer path toward their goals.
• Review outcomes, assessments, activities, and content as an interconnected cycle that can be revised to strengthen course alignment.

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Summary

This session explores how cultural capital can shape students鈥� experiences in college and influence whether they feel included, understood, and connected to their academic community. The presentation invites faculty to consider the knowledge, experiences, relationships, and cultural resources students bring with them into the classroom.

By recognizing and valuing students鈥� existing strengths, instructors can create learning environments that support academic belonging rather than expecting every student to enter college with the same background knowledge or familiarity with academic expectations.

The session encourages faculty to reflect on classroom practices through an inclusive lens and consider ways to make learning environments more welcoming to students from a variety of backgrounds. Building on students鈥� cultural capital can help create stronger connections between students, instructors, course content, and the broader college community.

Slides: Harnessing Cultural Capital to Foster Inclusive Learning and Academic Belonging

Presentation outcomes

• Explore the concept of cultural capital in the context of higher education.
• Consider how students鈥� backgrounds and experiences may influence their sense of academic belonging.
• Reflect on ways faculty can recognize and value the knowledge and strengths students bring to the classroom.
• Identify opportunities to create more inclusive and welcoming learning environments.
• Consider how teaching practices can strengthen connections between students, course content, and the college community.

Summary

In this keynote presentation, Dr. Debbie Silver encourages educators to rethink how they respond to the pressures of teaching and the changing needs of today鈥檚 students. Using humor, stories, and practical examples, she introduces the idea of reframing: recognizing what educators cannot control while becoming more intentional about the choices, attitudes, and responses that remain within their control. This approach supports what Silver calls deliberate optimism, a way of maintaining perspective, purpose, and joy in education even during challenging times.

A major focus of the keynote is understanding who students are as individuals and recognizing that they may process information, participate, communicate, and learn in very different ways. Silver discusses introversion and extroversion along with several information-processing preferences, including abstract random, concrete sequential, abstract sequential, and concrete random approaches. Rather than designing instruction around one preferred way of learning, she encourages educators to use variety in assignments, activities, discussions, assessments, and learning environments so more students have meaningful opportunities to succeed.

Silver also examines how educators can create classrooms where students feel comfortable participating and sharing their ideas. Strategies include learning and correctly using students鈥� names, using introductory activities, establishing clear discussion expectations, checking in regularly, sharing appropriate personal stories, allowing time for reflection, and listening with purpose. She emphasizes that students need opportunities to feel seen, valued, and safe enough to participate in authentic learning.

Throughout the keynote, Silver reminds educators to question assumptions about what successful learning should look like. Students who are quiet, highly structured, creative, independent, social, or unconventional may each bring valuable strengths to the classroom. By combining high expectations with flexibility, relationship-building, thoughtful instructional variety, humor, and optimism, educators can help students develop confidence, self-efficacy, and greater ownership of their learning.

Presentation Outcomes

• Apply reframing strategies to focus attention on choices and responses educators can control while maintaining purpose and optimism during challenging situations.
• Identify information about students, including their experiences, goals, interests, communication preferences, and learning needs, that can help instructors build stronger connections.
• Recognize that students process information and participate in different ways and avoid interpreting differences in learning behavior as a lack of ability or engagement.
• Use a variety of instructional strategies, activities, assessments, and learning environments to support students with different strengths and preferences.
• Create safer and more productive classroom discussions through introductory activities, clear expectations, regular check-ins, reflection time, and relationship-building.
• Reflect on personal assumptions about students and consider how those expectations may influence instructional decisions and opportunities for student success.
• Use purposeful listening, appropriate humor, and deliberate optimism to strengthen relationships and help create a more supportive learning community.

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Summary

In this presentation, PCC鈥檚 Outreach and Advocacy Project shares practical ways faculty and staff can create learning environments that better support students affected by gender-based violence. Presenters explain that gender-based violence can include stalking, dating or domestic violence, sexual violence, sexual harassment, and other forms of physical, emotional, financial, technological, reproductive, verbal, and cultural abuse.

The session emphasizes that students may first disclose an experience of harm when they are seeking help with another need, such as missed coursework, financial challenges, or difficulty attending class. Faculty can help create survivor-centered classrooms by sharing support resources throughout the term, offering flexibility or alternate assignments when appropriate, responding to disclosures in a trauma-informed way, and partnering with PCC advocates when students need academic support.

Participants are introduced to the 4 D鈥檚 of bystander intervention: Direct, Distract, Delay, and Delegate. These approaches give faculty and staff several options for responding when they notice concerning behavior while considering their own safety and the needs of the student. The presenters also introduce the ABC method for responding to a disclosure: Acknowledge, Believe, and Check-in. This approach centers active listening, validation, student choice, and avoiding assumptions or unnecessary advice.

The session also reviews reporting and referral responsibilities 海棠直播 and encourages faculty and staff to be transparent with students about those responsibilities. Presenters demonstrate how gentle interruption, warm handoffs, CARE referrals, and connections to confidential resources can help students understand their options while preserving as much choice and privacy as possible. Through classroom and online scenarios, participants practice responding without making assumptions, retraumatizing students, or taking control away from the person seeking support.

Slides:

Presentation Outcomes

• Recognize common forms of gender-based violence, including stalking, dating and domestic violence, sexual violence, sexual harassment, and nonphysical forms of abuse.
• Identify practical strategies for creating survivor-centered classrooms, including sharing resources, providing appropriate flexibility, offering alternate assignments, and responding to disclosures with care.
• Apply the 4 D鈥檚 of bystander intervention: Direct, Distract, Delay, and Delegate, when responding to concerning behavior in classroom and campus settings.
• Use the ABC method of Acknowledge, Believe, and Check-in to respond to student disclosures in a trauma-informed and student-centered way.
• Understand PCC reporting and referral responsibilities and communicate those responsibilities transparently when a student begins to disclose gender-based violence.
• Use warm handoffs and referrals to connect students with confidential advocacy, counseling, and other PCC support resources while respecting student privacy and choice.
• Practice responding to in-person and online classroom situations without making assumptions, labeling a student鈥檚 experience for them, or causing additional harm.

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Summary

In this presentation, Christine Fanning examines how rubrics can improve the assessment experience for instructors while also helping students better understand expectations and take greater ownership of their learning. Rather than viewing a rubric only as a grading tool, the session considers how students can use rubrics as learning guides to identify important parts of an assignment, understand how their work will be evaluated, and estimate their own performance before submitting work.

Fanning reviews research on the benefits and limitations of rubrics. Students may experience less uncertainty, focus their effort on the most important parts of an assignment, and use feedback to improve future work. For instructors, rubrics can support more consistent and objective assessment by connecting grades to specific criteria rather than general impressions. The session also considers possible drawbacks, such as making criteria too restrictive or encouraging students to focus on checking boxes rather than learning.

A key recommendation is to teach students how to use a rubric rather than simply attaching one to an assignment. Fanning demonstrates how students can practice evaluating sample work with a rubric, compare their decisions with other assessments, and reflect on why different scores were assigned. This process can help students better understand both the assignment and the instructor’s expectations.

The session also demonstrates how rubrics can be created, attached, and used within D2L Brightspace. Participants see examples of rubrics for written assignments, discussions, mathematics, and resubmitted work. Through a hands-on assessment activity, faculty also consider what happens when rubric criteria are unclear or do not closely match an assignment. The discussion highlights the importance of reviewing and revising rubrics over time so they remain clear, useful, equitable, and aligned with the learning instructors actually want to assess.

Presentation Slides:

Presentation Outcomes

• Describe the core components of a rubric, including assessment criteria, performance levels, and descriptions of expected performance.
• Identify ways rubrics can clarify expectations, reduce uncertainty, support student self-assessment, and improve consistency in grading.
• Recognize potential limitations of rubrics, including overly restrictive criteria, unclear expectations, and criteria that do not align with the purpose of an assignment.
• Teach students how to actively use a rubric by evaluating sample work, discussing scoring decisions, and reflecting on assessment expectations.
• Create, attach, and use rubrics in D2L Brightspace to assess assignments and discussions and provide targeted feedback.
• Evaluate whether rubric criteria accurately reflect an assignment’s learning goals and revise rubrics when assessment results reveal gaps or unclear expectations.
• Use rubrics to support revision and resubmission practices that encourage students to revisit mistakes, respond to feedback, and continue developing their skills.

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Summary

In this interactive presentation, Patrick Tangredi and Kerry Leek introduce improvisation as a set of practical skills for building stronger classroom and community connections. Rather than focusing on performance or comedy, the session uses low-stakes activities to help participants practice being present, listening closely, responding in the moment, and contributing without worrying about finding the perfect answer.

Participants begin with word association activities built around the idea that there is 鈥渘o wrong answer.鈥� These exercises encourage brainstorming, active listening, patience, and less judgment of both ourselves and others. The presenters also discuss how people participate at different speeds, using the playful idea of 鈥渉ummingbirds鈥� and 鈥減andas鈥� to remind groups that quick responses are not more valuable than thoughtful ones. Creating space for different participation styles can make group activities more welcoming and inclusive.

Another activity focuses on warming up the brain by rapidly naming objects and then deliberately giving those objects incorrect names. The exercise helps participants notice self-imposed rules, practice creative problem-solving, and observe how they respond when they feel pressure or uncertainty. These ideas can be adapted as class warm-ups, brainstorming activities, or ways to help a group become more present and ready to participate.

The session also introduces collaborative storytelling and the improv principle of 鈥淵es, And.鈥� Participants build sentences and stories together by listening to what has already been contributed and adding something that moves the shared idea forward. This practice reinforces collaboration, flexibility, and letting go of the need to control the final result. The presenters encourage educators to use improvisation principles as adaptable structures that allow everyone to contribute while strengthening creativity, trust, and community.

Slides:

Presentation Outcomes

• Describe how improvisation principles can support community building, classroom participation, creativity, and collaboration.
• Use low-stakes activities such as word association to encourage active listening, brainstorming, presence, and participation without focusing on right or wrong answers.
• Recognize that participants may contribute at different speeds and create space for both quick and reflective participation styles.
• Use brain warm-up activities to encourage creative thinking, identify self-imposed limitations, and practice responding to pressure or uncertainty.
• Apply the 鈥淵es, And鈥� principle to collaborative learning by accepting what others contribute and building on those ideas rather than replacing or rejecting them.
• Practice collaborative storytelling as a way to strengthen listening, flexibility, shared problem-solving, and group connection.
• Adapt improvisation exercises to different disciplines, classroom formats, meetings, and community-building situations without requiring participants to perform or be funny.

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Summary

In this presentation, Yvette Rosales examines standard language ideology and how expectations about 鈥渃orrect鈥� English can shape students鈥� experiences in writing classrooms. The session challenges the idea that Standard Written English is the only acceptable or academically valuable form of communication and asks educators to consider how assumptions about grammar, spelling, language variety, and academic writing may reinforce linguistic and racial inequities.

Rosales encourages instructors to approach writing rhetorically rather than treating correctness as the main measure of good writing. Students are asked to consider audience, purpose, context, genre, and the choices writers make in different situations. This approach expands the study of writing beyond traditional academic essays to include workplace documents, technical writing, personal communication, social media, and other forms students encounter in their daily lives.

The session also shares classroom practices for challenging standard language ideology. Rosales uses a linguistic diversity statement in her syllabus, introduces students to discussions of language discrimination and privilege, and provides opportunities to examine how language, identity, race, and power interact. Students return to questions about what counts as 鈥済ood writing鈥� throughout the term and reflect on how their own experiences with language have shaped their understanding of academic writing.

Feedback is another important part of this approach. Rather than correcting language without context, Rosales explains why certain conventions may matter for a particular audience or situation. She also invites students to identify the types of feedback they want on major assignments, recognizing that students may have different goals for their writing. Together, these strategies shift attention from following one fixed set of language rules toward helping students make thoughtful, purposeful communication choices.

Presentation Slides:

Presentation Outcomes

• Define standard language ideology and consider how ideas about 鈥渃orrect鈥� or 鈥渟tandard鈥� English can influence teaching, assessment, and student experiences.
• Recognize how language expectations can reinforce assumptions about race, culture, academic preparation, and linguistic ability.
• Shift from defining good writing primarily through grammar and spelling toward a rhetorical approach based on audience, purpose, genre, and context.
• Incorporate a wider range of writing and language practices into the classroom, including academic, professional, technical, and personal communication.
• Use classroom discussions, readings, reflection activities, and linguistic diversity statements to help students examine relationships among language, identity, privilege, and power.
• Provide feedback that explains conventions within a specific rhetorical context rather than presenting language rules as universally correct.
• Give students greater agency in the feedback process by allowing them to identify the areas of their writing they most want to develop.

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Summary

In this presentation, Bonni Goldberg and Cherise Frehner provide an inside look at academic advising 海棠直播 and explain how advisors support students throughout their college experience. The session introduces PCC鈥檚 pathway-based advising model and shows how advisors help students connect their academic choices with their interests, strengths, career goals, and personal circumstances.

Academic advisors work with students to create term-by-term academic plans, evaluate progress toward educational goals, connect with college resources, navigate financial aid requirements, and develop strategies for academic success. Because students often work with the same advisor over time, advising can also provide an important sense of continuity and belonging. This ongoing relationship gives students a consistent person to contact when they are unsure where to go for help.

The presenters also discuss how advising can support students when challenges affect their classroom experience. Students may speak with advisors about academic performance, course structure, communication with instructors, personal barriers, or concerns about their ability to succeed. Advisors can help students practice asking questions, draft emails to instructors, review possible next steps, connect with support resources, and build confidence in advocating for themselves.

A major theme of the session is collaboration between faculty and advisors. Faculty bring expertise in their disciplines and classroom expectations, while advisors help students understand academic planning, college systems, and how individual courses fit into larger educational goals. Stronger communication between these groups can help students make informed decisions, address problems earlier, and feel more supported as they work toward their goals.

Slides:

Presentation Outcomes

• Describe PCC鈥檚 current pathway-based academic advising model and how students are connected with advisors.
• Identify the ways academic advisors support students with educational goals, academic planning, resource referrals, financial aid requirements, and academic progress.
• Explain how ongoing advisor relationships can support student belonging, trust, and continuity throughout a student鈥檚 time 海棠直播.
• Recognize how advisors can support students who are experiencing academic, personal, or classroom-related challenges while connecting them with appropriate resources.
• Identify strategies advisors use to strengthen student self-efficacy, including practicing conversations with instructors, drafting emails, and helping students evaluate their options.
• Recognize asset-based approaches that help students move away from deficit thinking and identify the strengths they bring to their education.
• Develop ideas for stronger faculty-advisor collaboration that can improve communication, academic planning, and student success.

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