Adjunct Certification Training
ZACT 160 - Strategies To Reach Students
In this module, participants will experience learning via the brain's natural cycle while gaining specific strategies and behaviors that promote student participation and engagement. The objectives of this module include understanding the three factors required to build successful connections with students, creating a connected classroom climate, and gaining familiarity with activities that engage students which, in turn, enhances learning. This session involves small group work and discussion.
|34016 001||-T-----||06:00-08:59 PM||09/09/14-09/09/14||GEB 264||Buta C||16 of 18|
ZACT 175 - Web 2.0 Instructional Methods
This session will focus on instructional techniques regarding how to incorporate the use of Web 2.0 tools and strategies that can increase student engagement, promote critical thinking, and active learning.
|34032 001||M------||06:00-08:59 PM||09/29/14-09/29/14||GEB 264||Grady T||11 of 18|
ZACT 180 - Classroom Diversity Issues
This module provides adjunct faculty with an opportunity to discuss diversity from a variety of viewpoints, including the manner in which diversity presents opportunities and challenges in society and the classroom. In addition, hate crimes will be discussed within the institutional context.
Credit Hours: 3
|34025 001||--W----||06:00-08:59 PM||10/08/14-10/08/14||GEB 264||Kappen D||12 of 18|
ZACT 190 - Micro-Teach/Video Record
This module will require two separate video-recording experiences. The first part is a microteaching activity. After registering for one of the scheduled sessions, the adjunct faculty member will present a 5-7 minute lesson of their choice and receive feedback from their peers and the facilitator. The second part consists of video-recording one of the adjunct faculty member's class sessions. After the session, the video recording will be reviewed one-on-one with the facilitator. Adjunct faculty will keep their own DVD's. NOTE: Each microteaching session is limited to seven participants.
|34038 001||--W----||06:00-08:59 PM||09/03/14-09/03/14||GEB 264||Young M||3 of 7|
ZACT 200 - Assessment/Test Construction
This module will focus on the role assessment plays in the classroom and how a test can create a dialogue between the instructor and student about what the student has learned. Topics will include the essentials of effective test construction, creating assessments that are related to specific student learning outcomes (SLO's), differentiating between assessment and evaluation, and the use of classroom assessment techniques (CATS).
|34023 001||M------||06:00-08:59 PM||09/22/14-09/22/14||GEB 264||Barrett S||13 of 18|
ZACT 221 - Active Learning
This interactive, hands-on module will focus on integrating multiple learning tools into the college classroom. Basic brain research will provide the background for developing lessons that engage students and make the most of a learning situation. Join us for this fun-filled session modeling easy-to-use strategies supported by cognitive research.
|34021 001||-T-----||06:00-08:59 PM||09/16/14-09/16/14||GEB 264||Sawyer C
|15 of 18|
ZACT 223 - Flipping the Classroom
Flipping the classroom occurs when the traditional instructional process occurs in an online learning environment. Face-to-face class time is then devoted to active learning or problem-based learning opportunities that are associated with viewing/hearing class lectures outside of class prior to attending class. In this module, we will discuss course design and techniques associated with this teaching strategy.
|34029 001||-T-----||06:00-07:59 PM||10/14/14-10/14/14||GEB 264||Grady T||13 of 15|
ZACT 240 - Portfolio Prep
This module reviews how to build a teaching portfolio, which is used to apply for teaching awards at JCCC.
|34031 001||M------||06:00-07:59 PM||10/20/14-10/20/14||GEB 264||Senter M||11 of 18|
Center for Teaching & Learning
ZCTL 192 - Flipped Classroom
The flipped classroom is a reversed teaching model that delivers instruction to the students in advance through interactive, teacher-created videos and online learning activities and moves discussion, active learning, and other activities to the classroom. Students come to class ready to collaborate and learn together in an active, engaging environment. The webinar facilitators discuss key elements of the flipped classroom as well as share how Madison Area Technical College is preparing faculty to design and teach flipped classes.Presenters: Tina Rettler-Pagel, Faculty, Center for Excellence in Teaching and Learning; Nancy Woodward, Faculty, Center for Excellence in Teaching and Learning, Madison Area Technical College
|34042 001||---R---||01:00-01:54 PM||09/25/14-09/25/14||GEB 264||Grady T||16 of 16|
ZCTL 194 - Workforce: Measuring Success
Currently, the completion agenda, the national goal to increase the number of students who complete degrees, certificates, and other credentials, defines student success as the attainment of certificates and degrees issued by higher education institutions. However, this characterization does not tell the whole story. New research shows that many students enter community colleges to build discrete skill sets required for the workplace. For example, some students, without ever completing college, leverage coursework to secure employment or third-party certifications. Significant strides have been made to identify and understand this "skills-builder" group, including Peter Bahr's studies of course-taking patterns, research done by the California Community Colleges Chancellor's Office, and reports from Georgetown University and the National Census Bureau. Together, these various data sources can help us identify and quantify the successes of a group of students who otherwise are classified as failures. The webinar facilitator discusses the findings of these research efforts and their implications for the broad-based reform movement to increase the number of students graduating from our nation's colleges and universities.¿ Kathy Booth, Senior Research Associate, WestEd, presenter
|34041 001||---R---||01:00-01:54 PM||08/28/14-08/28/14||GEB 264||Grady T||12 of 16|
ZCTL 600 - Brain Book Discussion
Colleagues discuss and study books about the brain and how one learns. A different book is studied each semester.
|34037 001||-T-----||12:00-12:59 PM||09/09/14-10/14/14||GEB 264||Sawyer C
|10 of 18|
Educational Technology Center
ZETC 190 - iTeach Online D2L
A description of this course is not available.
|34088 002||-------||-||09/02/14-10/24/14||Online||Lovitt E||43 of 50|
ZETC 191 - Getting Started with D2L
In this first of six courses, participants will review some basic navigation components of the Desire2Learn learning management system. JCCC Quality Guidelines for online courses will also be reviewed. Some of these guidelines including Student Expectations, Introductions of the Instructor, Communication Guidelines, Response Time-frame, Grade Policy, Netiquette Policy, Copyright Statement, and Required Course Technologies. Participants will learn how to set-up their profiles and manage their notifications along with indentifying basic fundamentals of navigation inside the D2L LMS. The Distance Learning Advisory Council (DLAC) and Instructional Deans Council (IDC) recommends the completion of iTeach Online prior to teaching online at JCCC.
|34090 002||----F--||01:00-02:59 PM||09/05/14-09/05/14||LIB 373||Lovitt E||13 of 13|
|34096 003||-T-----||01:00-02:59 PM||09/02/14-09/02/14||LIB 373||Lovitt E||11 of 13|
ZETC 192 - Build Your Course in D2L
In this second of six courses, participants will review adding and organizing Modules and Topics using the Course Builder tool inside the Desire2Learn learning management system. Understanding how to use Release Conditions, HTML Editor and managing files will also be addressed. The Distance Learning Advisory Council (DLAC) and Instructional Deans Council (IDC) recommends the completion of iTeach Online prior to teaching online at JCCC.
|34091 002||----F--||01:00-02:59 PM||09/12/14-09/12/14||LIB 373||Lovitt E||13 of 13|
|34097 003||---R---||01:00-02:59 PM||09/04/14-09/04/14||LIB 373||Lovitt E||12 of 13|
ZETC 193 - iTeach Using Commun. Tools
In this third of six courses, participants will review the various Communication Tools including: News, Discussions, E-mail, Calendar, Blogs, Chat and the Checklist. Each tool will be explored in detail so users can decide upon the best approach for their course. The Distance Learning Advisory Council (DLAC) and Instructional Deans Council (IDC) recommends the completion of iTeach Online prior to teaching online at JCCC.
|34092 002||----F--||01:00-02:59 PM||09/19/14-09/19/14||LIB 373||Lovitt E||13 of 13|
|34098 003||-T-----||01:00-02:59 PM||09/09/14-09/09/14||LIB 373||Lovitt E||12 of 13|
ZETC 194 - Using Assessment Tools in D2L
In this fourth of six courses, participants will review adding Assessments tools in a course. This session will explore various tools including the Quizzes, Question Libraries, Surveys and Self Assessments. The Distance Learning Advisory Council (DLAC) and Instructional Deans Council (IDC) recommends the completion of iTeach Online prior to teaching online at JCCC.
|34093 002||----F--||01:00-02:59 PM||09/26/14-09/26/14||LIB 373||Lovitt E||13 of 13|
|34099 003||---R---||01:00-02:59 PM||09/11/14-09/11/14||LIB 373||Lovitt E||12 of 13|
ZETC 195 - Using the D2L Gradebook
In this fifth of six courses, participants will review using the Desire2Learn Grade Book and generating Reports. Individuals will learn how to setup a grade book using the Wizard as well as adding manual and content-based entries into the system. Additional time will be sent on granting special access for course tools and how to use Intelligent Agents for report generation and student notification. The Distance Learning Advisory Council (DLAC) and Instructional Deans Council (IDC) recommends the completion of iTeach Online prior to teaching online at JCCC.
|34094 002||----F--||01:00-02:59 PM||10/03/14-10/03/14||LIB 373||Lovitt E||13 of 13|
|34100 003||-T-----||01:00-02:59 PM||09/16/14-09/16/14||LIB 373||Lovitt E||12 of 13|
ZETC 196 - Managing Your Course in D2L
In this sixth and final core course, participants will place the final touches on their course. We will review all the Course Editor functions for instructors located in D2L along with providing instructions on Course Import processes and how to manage Dates for your course. The Distance Learning Advisory Council (DLAC) and Instructional Deans Council (IDC) recommends the completion of iTeach Online prior to teaching online at JCCC.
|34095 002||----F--||01:00-02:59 PM||10/10/14-10/10/14||LIB 373||Lovitt E||13 of 13|
|34101 003||---R---||01:00-02:59 PM||09/18/14-09/18/14||LIB 373||Lovitt E||12 of 13|
ZORG 430 - Program Review Software Intro
Sheri Barrett, Director, Outcomes Assessment will be providing training on new software for program review.
|34126 002||---R---||10:00-10:54 AM||09/04/14-09/04/14||RC 254||TBA||14 of 16|
|34127 003||-T-----||02:00-02:54 PM||09/09/14-09/09/14||RC 254||TBA||9 of 16|
|34128 004||----F--||10:00-10:54 AM||09/12/14-09/12/14||RC 253||TBA||15 of 20|
ZORN 100 - New Staff Orientation Part 1 of 2
Each month a general two part orientation is held for all employees new to the college. The session contains information about the culture and history of the college, an overview of the student body and the mission and goals of JCCC. Employee subject matter experts present on the topics of sustainability, risk management and wellness. Employees should wear suitable shoes for the one hour campus walking tour.
|34057 003||-T-----||08:30-11:59 AM||09/23/14-09/23/14||GEB 264||TBA||23 of 25|
|34059 004||--W----||08:30-11:59 AM||10/15/14-10/15/14||RC 145||TBA||24 of 25|
ZORN 110 - New Staff Orientation Part 2 of 2
This session of orientation acquaints new employees with campus safety & security systems, emergency preparedness, technology training system and campus resources.
|34058 003||--W----||08:30-11:59 AM||09/24/14-09/24/14||RC 145||TBA||24 of 25|
|34060 004||---R---||08:30-11:59 AM||10/16/14-10/16/14||RC 157||TBA||24 of 25|
KC Prof. Dev. Council
ZPDC 100 - Role & Function
This session will discuss the primary functions and responsibilities of a supervisor. Opportunities will be given to discuss a variety of techniques to improve the quality of supervision provided and the relationship between the supervisor and employees.
|34115 001||---R---||12:30-04:29 PM||09/18/14-09/18/14||BAKOP||TBA||1 of 7|
ZPDC 110 - Your Personal Style
This program will identify and maximize strengths and potential limitations of work behavioral style. Each participant will identify their predominate style using the Personal Profile System (DiSC).
|34116 001||---R---||12:30-04:29 PM||10/16/14-10/16/14||PARKU||TBA||2 of 7|
ZPDC 185 - Managing the Seas of Change
Change is inevitable. How do you cope and benefit from change when it happens to you in the workplace? This session looks at change in the workplace, the process of change, and how to deal with changing roles at work when they occur. This facilitator presents the basics of workplace change but structures the program to help the participants plan and benefit from those changes. The program is highly interactive weaving in individual reflection, small group discussion and practical applications to help the attendees deal with their ever changing worlds of work.
|34124 001||---R---||01:00-03:59 PM||10/09/14-10/09/14||CCC||TBA||7 of 7|
ZPDC 240 - Instructional Strategies
As a result of attending this workshop, faculty attendees will be able to:Establish clear student learning outcomesIdentify and apply a wide variety of instructional strategiesFacilitate student learning by aligning methods with outcomesDetermine the value of currently used strategiesRelate the levels of learning in Bloom's taxonomy to methods of instructionDevelop a learner centered philosophy of instructionMove student learning to higher level thinking skills per Bloom's taxonomy
|34114 001||----F--||01:00-03:59 PM||09/19/14-09/19/14||BAKOP||TBA||5 of 5|
ZPDC 245 - Engaging Learners Online
Adult distance learners are a growing population within higher education, yet little research exists to guide practitioners to best practices that increase engagement and retention of these students. (Barron, 2014 p. 1). In this collaborative special topics session, the facilitator will provide a collaborative and engaging session that will allow faculty to share and discuss effective instructional practices, learning theories, and characteristics of adult distance learners. Current research and effective teaching strategies will be provided. Come prepared to share your best practices with your colleagues!!
|34131 001||-T-----||01:00-03:59 PM||09/09/14-09/09/14||PARK||Grady T||5 of 5|
ZPDC 250 - Evaluating Student Learning
As a result of attending this workshop, faculty attendees will be able to:Create assessment tools in relation to learning outcomesIdentify and apply a wide variety of assessment strategiesCreate assessment tools that address higher level thinking skillsIntegrate test analysis and correction as part of the student learning processCreate and use rubrics to guide assessmentUse formative and summative assessments as well as alternatives
|34073 001||-----S-||09:00-11:59 AM||10/18/14-10/18/14||RC 175||Barrett S||5 of 5|
Staff Wellness Activities
ZWEL 100 - Weight Training & Conditioning
JCCC's conditioning coaches, will get you started to keep you going on conditioning exercises. Proper techniques, sound practices, individual and group needs will be addressed in this class.
|34068 002||M-W-F--||12:10-12:49 PM||08/18/14-08/29/14||GYM 022||Taylor S||16 of 30|
|M-W-F--||12:10-12:49 PM||09/03/14-11/24/14||GYM 022|
|M-W-F--||12:10-12:49 PM||12/01/14-12/12/14||GYM 022|
ZWEL 110 - Total Fitness
This class is designed for all fitness levels. Included in the workout will be aerobics, slide & step aerobics, toning and stretching.
|34065 002||M-W----||12:10-12:49 PM||08/18/14-08/27/14||GYM 007||Triplett P||13 of 30|
|M-W----||12:10-12:49 PM||09/03/14-11/24/14||GYM 007|
|M-W----||12:10-12:49 PM||12/01/14-12/10/14||GYM 007|
ZWEL 150 - CPR & AED Training
CPR/AED Training session. CPR/AED training Debi Wright, instructor. This American Heart Association Heartsaver CPR/AED course covers basic CPR and AED skills, including CPR for a child or adult, using an Automated External Defibrillator, using a mask or barrier device. The course completion card is good for two years. This is a 3 hour session. Registration is required. Walk-ins permitted based on attendance of those registered.
|34129 003||M------||09:00-11:59 AM||10/20/14-10/20/14||RC 175||TBA||11 of 18|
|34130 004||---R---||01:00-03:59 PM||09/04/14-09/04/14||RC 181||TBA||13 of 18|