Post-Conference Workshops 

All colleges across the system will be required to offer calculus to all students by July 1, 2025. However, colleges can require additional support for students in the lowest placement band. This workshop will showcase four colleges that have designed their STEM calculus course with additional support, all in varying stages of implementation. Attendees will have the opportunity to learn from the calculus faculty how they designed, structured, and delivered their calculus course. Attendees will experience A Day in Calculus with Support as modeled at four different colleges.

Presenters: Michael Wangler and Doug Yegge, Chaffey College; Daniel Curtis, Tammi Marshall, and Osvaldo Torres, Cuyamaca College; Andy Bloom and Lori Silverman, Ohlone College

This workshop will include a deep dive into teaching practices focused on antiracism, open education, and identity. Practical examples will be shared to support transformative teaching practice to create a more antiracist learning environment for students.

Theory will be discussed, paired with concrete examples and opportunities for application so that by the end of the workshop, attendees will have concrete actions to enact antiracist teaching practices and ideas they can bring back to their colleges.

Attendees are encouraged to bring their course learning materials or samples to work on during the workshop.

Presenters: Maritez Apigo, Contra Costa College; Jamie Thomas, Cypress College

In this session, participants will hear from counselors, student services staff, and managers across the state who are embarking on establishing a vision and plan for equitable counseling. Career Ladders Project set out to learn ways counselors are pivoting to provide more equitable counseling experiences for students and what barriers they are finding as they work to implement equitable counseling practices. This workshop will engage participants in these findings and facilitate discussions around these equitable counseling policies and practices. Participants will brainstorm the types of professional development, planning, and collaboration space needed to move equitable counseling at their respective institutions. Participants will use CLP’s equitable counseling guide to help identify ways they can assemble a team; they will also use planning tools to develop a shared vision of equity with their teams.

Facilitators: Byron Reaves and Sherry Shojaei, Career Ladders Project

Panelists: Luis Chavez, Berkeley City College; Eliza Hoyos Vences & Chelena Fisher, Cerritos College; Tommy Reed, Chabot College, Lorraine Blouin, Long Beach City

This post-conference session will focus on how college practitioners can embrace artificial intelligence (AI) as a learning tool to support student success across disciplines. Participants will deepen their understanding of the role AI is playing in higher education systems and have the opportunity to hear and learn from community college students how they are currently using these tools in their coursework. This interactive session will allow participants to see the many ways AI is being used from the student perspective and discuss how AI can provide practitioners a teaching and learning opportunity to encourage students to use AI effectively. Participants will have the opportunity to 1) create their own AI classroom policy that will inform their teaching practice and strengthen their teaching philosophy, 2) create a definition for and with students on the academic use of AI, and 3) create a plan to integrate a lesson on AI into their courses.

Presenters: Jessica Cristo, Deborah Harrington, and Crystal Kiekel, 3CSN

As the California community colleges are implementing Guided Pathways programs, much time is devoted to the construction of the pathway via program mapper and other tools; however, the opportunity to engage with students in the “guiding process” is left to chance encounters, especially when connecting pathways to career options. All college stakeholders, specifically discipline faculty, can engage students in the career development process. Often, students are not provided the opportunity to be “guided” into their major or receive information about the career opportunities associated with their pathways and the skills they are learning in their courses. This post-conference session will focus on the career exploration component of Guided Pathways, using the Community College Research Center (CCRC) framework—Ask, Connect, Inspire, Plan—to support students throughout the pillars. Participants will discuss the value of bringing career exploration curriculum into the classrooms and how to use project-based learning as a way to enhance students’ opportunities to have real-world experience and exposure to careers.

Using student survey data about career exploration, participants will redesign a component of their course. Together, we will pivot the focus from the “decision” to the “process” and discover new ways to support all students—both decided and still exploring—through ongoing career exposure and self-reflection. We encourage participants to bring with them a learning artifact from their course—such as their syllabus, module, assignments, or essay prompt—that they would like to redesign with a focus on career exploration and an opportunity to create a project-based lesson.

Presenters: Kimberly Rosenfeld, California Community Colleges’ Success Network (3CSN); Jessica Cristo, Deborah Harrington, and Joanna Zimring Towne, Los Angeles Community College District/California Community Colleges’ Success Network (3CSN); Giselle Ramirez, Los Angeles Community College District