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

During this session we will explore what faculty/staff need to know about Title IX, who is a Responsible Employee and who is Confidential, and how to support students after a disclosure. We will cover how best to respond and where to pause before reacting. Participants will be given tools to easily assist a student in getting connected to the proper resources 91¸ŁŔű.

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Supporting students with disabilities in higher education is typically seen as a legal process of compliance, traditionally informed by the medical model of disability. This presentation, featuring a student panel, will explore the social model of disability, which views disability not as a deficit to be fixed, but as a normal part of the human experience. Strategies for student support and classroom integration based in an affirming view of disability will be explored.

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All instructors are familiar with Course Outcomes. These communicate goals for an entire course. Outcomes for smaller units in a class – Module-Level Outcomes – can do the same thing for portions of each class. Come to this session – the start of a longer series – to really understand how module-level outcomes (MLOs) support teaching and learning – for teachers and instructors. We’ll investigate how MLOs can shape curriculum and assessment choices and we’ll get excited about how they can help instructors envision a course more completely.

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Join Maria to learn how to leverage the cultural capital framework as a transformative tool to promote inclusive learning, cultivate academic belonging, and dismantle deficit-based approaches when teaching minoritized and marginalized students. By recognizing and valuing the rich assets students bring from their communities—such as linguistic skills, familial support, resilience, and social networks—educators can shift away from framing students through the lens of “lacking” and instead embrace their strengths to enhance learning outcomes.

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Please join us for the Anderson Conference Keynote Address with Dr. Debbie Silver, an award-winning educator with 30 years of experience as a classroom teacher, staff development instructor, and university professor. Her style has been described as “where laughter and learning collide.” Her numerous recognitions include being named the Louisiana State Teacher of the Year and the Outstanding Education Alumnus for Louisiana Tech University. Her expertise has led her to be an invited author for numerous educational journal articles and blogs. Additionally, she is the author of several best-selling books. Debbie draws on her unique background to share insights into how teachers work, how students learn, and the best ways to give every student a reasonable chance at success.

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This session will address the prevention of and response to gender based violence 91¸ŁŔű in an effort to create a more survivor-centered community. Participants will be given information about what gender based violence is, how it impacts PCC’s students, and strategies for both responding to disclosures of violence and prevention of violence Participants will leave the session with concrete ideas to make their classrooms more survivor-centered.

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Join Christine as she presents multiple ways of using rubrics to help students and faculty. For students, rubrics can ensure they are understanding and meeting the requirements the instructor has in mind and can aid a conversation if they feel their grade is not accurate. For instructors, grading is faster, easier, and less subjective. In this session, Christine will demonstrate multiple ways to use rubrics, including in D2L and will demonstrate an assessment activity for breakout rooms to assess work based on a rubric. She will also discuss the pros and cons of that rubric as well as the use of rubrics in general.

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Over the last 50 years Theatre Improvisation has moved beyond simply making people laugh and has become widely recognized as providing powerful community building tools. This workshop will invite participants to engage in non-judgmental spontaneous activities designed around building interpersonal trust, collaboration, and discovering shared joy. Kerry Leek and Patrick Tangredi will share their experience and tools.

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Join Yvette as she shares how she implements standard language ideology in WR 121. Through examples she will demonstrate how she sheds light on the often unspoken whiteness of academic or any “professional” language; how to validate student experiences and language use, especially for multilingual writers; and how to shed light on linguistic privilege. She provides clarification on rhetorical writing and intelligibility as well as shares a strategy for promoting student agency in the feedback they receive.

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The presenters will begin with a brief overview of how academic advising is currently structured and then describe the most common assistance advisors provide. They will provide examples of advising relevant to each of the following areas: student belonging, trauma affected students, classroom power dynamics, and busting the deficit model. They will answer questions and explore how faculty and advisors can be stronger collaborators on behalf of our students.

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