Friday, October 7 | Online Only Sessions

Healthy Course Checklist Open Conversation, Q&A | Zoom Link

Veronica Koehn, Ph.D, Northeastern Junior College, Stephanie Wickman, Front Range Community College, and Amanda Hardman, CCCOnline

The Healthy Course Checklist (HCC) is a growth-oriented tool for online course design and review that is based on the Quality Matters Plus (QM+) standards recommended for Colorado Online @. The Learning Design subcommittee has created a series of on-demand videos that explain the checklist and its criteria. In this session, members of the Learning Design team will host a Q&A session with virtual attendees who watched the videos and answer any questions that the attendees have about the HCC. Participants will gain the most from this session by reviewing at least one HCC informational video https://pressbooks.ccconline.org/qmplus/back-matter/hcc-resources/ prior to attending.

Veronica Koehn, Ph.D., is the Director of Academic Excellence at Northeastern Junior College. She has a passion for assessment, and she coordinates the assessment efforts at NJC. Her love for assessment has dovetailed nicely with her work on the Base Standards deliverable group for the Learning Design Subcommittee for Colorado Online @, which created the Healthy Course Checklist. She has enjoyed learning more about and receiving certifications in Quality Matters and drawing out connections between the Healthy Course Checklist and Quality Matters.

Stephanie Wickman Stephanie is the Director for Learning Design & Technology at Front Range Community College. As CCCS transitions to the Colorado Online @ (CO OL @) consortial model for online learning, she serves as co-chair on the CO OL @ learning design sub-committee and has had the opportunity to work with peers across system colleges on elements related to learning design.

Amanda Hardman is a CCCS learning designer as well as an adjunct instructor. She teaches English with CCCOnline and a course on Universal Design for Learning with University of Denver. She is part of the Learning Design subcommittee for Colorado Online @ and the work group that developed the QM+ standards and the Healthy Course Checklist.

Essential Strategies – English Language Learners | Zoom Link

Marie Flynn, Front Range Community College

English Language Learners are the fastest growing group of students in the United States. By the year 2025, the National Education Association expects that roughly one fourth of our students will be English Language Learners. There are skills and strategies that can be used to encourage and support these students, as they continue to develop and use English Language Learning Skills.

Marie Flynn has worked at Front Range Community College for 22 years, and been in higher education for 28. During this time, Flynn has become aware of the importance of establishing and maintaining relationships with those who teach and work in this environment. Flynn supports and recognizes the role and responsibility that we have, as we serve in this position, and is particularly interested in and has experience in working with English Language Learners. Flynn enjoys having the opportunity to encourage and support these students as they identify and become familiar with the conventions and use of the English Language.

Reducing Gender Imbalance in HIS Texts Through OER Implementation | Zoom Link

Judy Waddell & Cecilia Gowdy-Wygant, Front Range Community College

Women in World History (HIS 2005) lacked comprehensive textbooks that were affordable and provided diverse content. Instructors, Cecilia Gowdy-Wygant, Ph.D, and Judy Waddell, MA, gathered and reviewed HIS 2005 open educational resources (OER) during Spring 2021 Semester in order to maintain high standards and resource quality. OER were selected based on their ability to improve access and student success, while enabling faculty to maintain high quality standards in delivering instruction that aligned with current Student Learning Outcomes (SLOs). The OER chosen gave voice to those who previously have been marginalized in content creation.

Ms. Judy Waddell currently teaches at Front Range Community College and Colorado Community Colleges Online. She earned her has a B.A. in Archaeology and an M.A. in History from the University of Northern Colorado. She has seven years of experience in cultural resource management as an archaeologist and ten years of experience as a professor of history at the college level. Ms. Waddell received the FRCC Part-Time Faculty Master Teacher Award in 2017, as well as Outstanding Department Instructor Award in 2014 and 2022. In 2020, she received the CCCOnline Instructional Excellence Award.

Dr. Cecilia Gowdy-Wygant currently teaches history and women’s studies at Front Range Community College and at Metropolitan State University of Denver.  She earned a Ph.D. in History from Texas Tech University in 2007 and taught in the department of history there from 2003 to 2007.  Dr. Gowdy-Wygant is the recipient of the 2013 FRCC Teaching Excellence Award, and was the past recipient of the 2011 Outstanding Advisor Award from Phi Theta Kappa International Honor Society.  She has worked for the National Endowment for the Humanities and the Organization of American Historians.

Equity Minded Teaching Academy at ACC for Instructors | Zoom Link

LaQuilla Phillips, Jackson Culpepper, Amanda Cruz, Joelle Milholm, and Scott Guenthner, Arapahoe Community College

As ACC continues its work of fostering an equitable and inclusive learning environment that supports our students, we realized one of the biggest ways to impact student experience is to work with the adjunct instructor population. In our presentation we will cover our approach to working with the instructor population, the content covered in the 9 session course, the purpose of the work in each of those sessions, and share instructor takeaways on each task they were asked to complete. If time permits, we will have a question and answer period.

LaQuilla Phillips is the Executive Director of Equity & Inclusion

Jackson Culpepper teaches first year writing at Arapahoe Community College and Metropolitan State University of Denver, and facilitates the ACC Instructor Council. He received his MFA in Creative Writing from the University of South Carolina.

Amanda Cruz is Criminal Justice Faculty at ACC.

Joelle Milholm started out as a sportswriter after going to CSU and getting a degree in technical journalism before getting her MA in English from Cal State Bakersfield. She has taught at CCA and Red Rocks, and is currently a part-time instructor at ACC. Joelle also works in ACC’s Writing Lab and is the liaison for ACC’s prison education program at FCI Englewood.

Scott Guenthner has an MA in Rhetoric and Technical Writing from Northern Arizona University and a BA in English with a teaching certification from Nebraska Wesleyan University. He began his equity work while in the English Department at Century College in Minnesota. Scott currently works as a faculty member in the Department of Composition, Creative Writing, and Journalism at Arapahoe Community College. He has done some good work and has made several mistakes in his equity work, but he has learned from all of it.

Compressed Courses for Online Adult Learners through Relevance and Activation of Prior Knowledge | Zoom Link

Kae Novak, Dolly Rosenbrook, Kate Hagerty, & Debra Throgmorton, Front Range Community College

Current trends in online education often focus on representational diversity without actually considering the intersectionality and lived experience of students in specific career fields. The two main factors to consider for our adult students are relevance and activation of prior knowledge. As career and technical education (CTE) professionals, we are cognizant of gender and racial dominance in our disciplines; however, we may overlook other equity gaps when designing classes for traditional students. The Adult Learning and Design Academy developed and tested a course activities map and used the analogy of a restaurant menu to focus on how to compress learning that fits into the lives of adult students.

Kae Novak is the Assistant Director of Learning Design at Front Range Community College. She is a doctoral student in Education in learning design & technology and critical studies at the University of Colorado – Denver. She is in leadership in AECT Culture, Learning and Technology doing research with the Doctoral Critical Collective. Her most recent research article focuses on how educators begin to learn about equity and inclusion, Justice-Oriented Lurking: How Educators Lurk and Learn in the Marginal Syllabus.

Dolly Rosenbrook is Online Chair for Business and Information Technology + Manufacturing, Automotive, and Construction Design Technology at Front Range Community College. Dolly’s experience in serving CTE students from a variety of disciplines inspires her efforts to support adult learners. She serves as organizer for a Perkins grant-funded Adult Learning & Design Academy at FRCC, which supports faculty in outputting online curriculum specifically for adult learners.

Kate Hagerty has worked in career and technical education (CTE) since 2007. She received her Masters in Education Technology, with a graduate certificate in Educational Games & Simulations in 2020. Her focus has always been on a few things: adult learning, technology, gaming, and design. She acts as a learning designer in this project.

Debra Throgmorton is Interim Online Learning Dean of Instruction at Front Range Community College. Prior to this position, she served as Online Department Chair for Liberal Arts, Communication and Design and Online Lead for Music and Theatre. As a faculty member, Debra was Program Lead for Music & Recording Arts Technology. She has been actively teaching online for almost 20 years.

Beyond Self-Reflection: Rethinking Metacognition in the Asynchronous Online Classroom | Zoom Link

Jessica George, CCCS

In the asynchronous online classroom, providing students with activities to support self-directed learning is extremely important. These often include types of written self-reflection, which encourage students to monitor and evaluate their learning through processes of metacognition (Ambrose et al, 2010). However, beyond self-reflection, there are other classroom activities that support metacognition, including different kinds of information retrieval (Agarwal and Bain, 2019). This conversational presentation begins with the premise that talking to students about the science of learning is the first step to more effectively designing for metacognition in the asynchronous online classroom. We will then brainstorm other kinds of metacognitive activities that participants can bring into their own online classrooms.

Jessica George is a Learning Designer and adjunct instructor for the Colorado Community College System. She is a graduate student of Learning Design and Technology at UC-Denver and holds a Ph.D. in English from Indiana University-Bloomington. She is excited about collaborative learning and mentorship.