NISOD Learning Communities 

Purpose
Bi-monthly 2 hour meeting online to help faculty be accountable to an academic writing practice. First 30 minutes will consist of a facilitated discussion on material group members read/listened to related to academic writing practice. Second 30 minutes will consist of accountability update and goals from each member. The last hour will be quite writing time.

Intended Outcomes
1. Bi-monthly meetings, i.e. 1st and 3rd Tuesday at noon - 2:00 p.m. 2. Facilitated Discussion on learning material from previous meeting, i.e. short article, chapter, podcast, etc. 3. Accountability and goal time 4. Annual writing retreat

How this topic is relevant to teaching and learning or student support and success.
Academic writing is important to the teaching and learning of faculty. Though publishing may not be required, there are faculty who what to conduct research, write creatively, or are working on doctorate that could benefit for a designated academic writing practice learning community.

Lisa Holleran, Assistant Professor, Criminal Justice, Arkansas State University Beebe

Purpose
This Learning Community will explore evidence-based strategies for integrating artificial intelligence tools to deepen student engagement and enhance learning outcomes in higher education. Drawing on my five years of experience facilitating Lumen Circles fellowships focused on "Evidence-based Teaching with Generative AI," "Advanced Generative AI for Teaching and Learning," and "Teaching with Active Learning," I will guide participants in discovering and implementing effective AI-enhanced teaching practices. Through collaborative exploration and shared learning, participants will develop practical approaches for using AI to promote active learning, foster critical thinking, and model ethical technology use. The community will leverage my experience leading 9-week cohorts of 12-15 college faculty to create a supportive environment where educators can share strategies, reflect on experiences, and adapt their teaching methods to prepare students for an AI-transformed workforce.

Intended Outcomes
1. Develop and implement evidence-based strategies for integrating AI tools to increase student engagement and promote deep learning. 2. Create and share ethical frameworks for AI use in educational settings that prepare students for real-world technology applications. 3. Build a collaborative repository of successful AI-enhanced active learning techniques and assessment strategies that can be mapped across disciplines.

How this topic is relevant to teaching and learning or student support and success.
The integration of AI in higher education represents both an opportunity and a challenge for promoting student success. As AI tools become increasingly prevalent in professional settings, educators must prepare students to use these technologies effectively and ethically. This topic directly addresses the pressing need to develop teaching practices that harness AI's potential to enhance student engagement while modeling responsible use. By exploring evidence-based strategies for AI integration, faculty can create more dynamic, interactive learning environments that promote deep understanding and critical thinking. Furthermore, by incorporating AI tools thoughtfully into course activities, educators can help students develop the technological literacy and ethical decision-making skills essential for their future careers.

Michael Babcock, Professor of English and Coordinator of Professional Development, Central Virginia Community College

Purpose
This learning community will explore the role of technology in modern higher education. While technology used to house our PowerPoints and gradebooks, it has come to encompass all of education. Many students today prefer online education, even though they don’t have time or location restraints. As more learning moves online, it is vital that educators be able to use technology according to best teaching practices, as only great teachers can. Online programs are often required by state agencies to meet regular and substantive interaction standards for distance learning. Not only does active learning help engage learners, it ensures that schools are meeting the required standards for online learning.Online learning doesn’t have to mean forfeiting the engagement that we know makes learning meaningful. Active learning has been proven to improve learning outcomes and increase confidence and enjoyment among learners. As a learning community, we will discuss what makes online learning successful such as instructor presence, online course and lesson design, engaging digital tools, digital accessibility, and especially active learning.

Intended Outcomes
Learners will be able to: -Create and maintain engaging online classrooms. -Use strategies specifically shown to increase engagement in online courses. -Create a sense of community among your online learners. -Establish instructor presence through regular communication and community building. -Design lessons to elicit student input, interest, and participation. -Empower online learners to confidently navigate your course. -Build online courses that are accessible to all learners.

How this topic is relevant to teaching and learning or student support and success.
This topic is special to me because, if implemented successfully, both students and teachers will benefit. Online learning is the preference of an increasing number of young people. They are comfortable and confident learning online, and they want learning to fit into their schedule, not the other way around. However, online learning can often mean forfeiting some of the rigor that makes higher education meaningful and preparatory. Many online teachers lament the loss of community among online learners. After all, if you get into education to work with students, the screen barrier may take away some of your joy for teaching. It’s my hope that members of this learning community will walk away with more engaging online teaching practices that still engage our learners in rigorous, meaningful, active learning that benefits both teachers and students.

Jessica White, Instructional Designer, Learning and Development, Tyler Junior College

Purpose
This Learning Community seeks to connect institutions and educators interested in establishing or improving fully online colleges. The group will focus on best practices, innovative strategies, and common challenges, fostering collaboration and sharing resources to enhance the quality and accessibility of online higher education.

Intended Outcomes
Participants will gain insights into strategic planning and the foundational steps for building online colleges. Members will explore effective strategies for scaling online programs while maintaining academic quality and student satisfaction. Participants will develop ideas for creating holistic student support systems tailored to the online environment. A network of institutions and professionals will emerge to share resources, collaborate, and inspire one another.

How this topic is relevant to teaching and learning or student support and success.
Online colleges are critical to meeting the needs of today’s diverse and non-traditional student populations. By focusing on strategies for building and enhancing these programs, this Learning Community directly supports student success by addressing accessibility, flexibility, and support in the online learning environment. Sharing best practices ensures that institutions are equipped to deliver high-quality education that meets the needs of their students and communities.

John Ghazzagh, Instructional Designer, McLennan Community College

Purpose
The purpose of this Learning Community is to explore how collaboration among faculty, student success administrators, professional advisors, and staff can enhance student learning, engagement, and persistence at community colleges. Grounded in student success research, the Learning Community will identify strategies that foster equity, inclusion, and academic achievement. Participants will learn to leverage cross-functional partnerships to address student challenges both inside and outside the classroom, creating a holistic support system that empowers students to thrive.

Intended Outcomes
Develop and Implement Collaborative Strategies for Student Success Strengthen Faculty and Staff Partnerships Promote Equitable Outcomes for All Students Foster a Shared Responsibility for Holistic Student Support Assess and Share Impact

How this topic is relevant to teaching and learning or student support and success.
Student success is a critical goal for community colleges, requiring both academic excellence and robust support systems. Research shows that students are more likely to persist and succeed when institutions integrate academic and non-academic resources into a cohesive framework. Tinto’s (2012) work on student persistence and Kuh’s (2008) research on high-impact practices emphasize the importance of collaboration across institutional roles to create supportive, inclusive learning environments.Faculty, professional advisors, and student success administrators each play a vital role in this collaborative effort. Faculty are key to fostering classroom engagement and inclusive teaching practices, while advisors and staff address students' non-academic challenges, such as financial insecurity, mental health concerns, and time management barriers. When these groups work together, they can create a seamless and holistic support system tailored to students’ unique needs.For instance, professional advisors can provide faculty with timely insights about students facing challenges, allowing for early interventions. Faculty can then adjust their instructional strategies or connect students with tutoring, counseling, or other resources. Similarly, student success administrators can lead professional development sessions to help faculty integrate equitable practices into their pedagogy, supporting underrepresented groups such as first-generation, low-income, and neurodiverse students.This Learning Community will explore these collaborative approaches, equipping participants with the knowledge and tools to bridge the gap between classroom learning and broader institutional support systems. By fostering a culture of shared responsibility and holistic support, the initiative aims to improve student engagement, equity, and overall success.

Kristine Goodwin, Assistant Provost, North Shore Community College

Purpose
To design and implement effective onboarding programs tailored for professionals transitioning into academia without formal teaching backgrounds, ensuring they are equipped with the necessary skills and knowledge to excel in their new roles.

Intended Outcomes
1) Develop a comprehensive onboarding framework addressing the unique challenges faced by new faculty without prior teaching experience.2) Explore mentorship opportunities and peer support networks that facilitate integration into the academic environment.3) Equip participants with a plan for helping new faculty develop foundational pedagogical skills, classroom management techniques, and student engagement strategies.4) Assess the effectiveness of onboarding initiatives and refine them based on feedback and best practices.

How this topic is relevant to teaching and learning or student support and success.
As institutions diversify their faculty by hiring industry professionals, it's essential to support these individuals in adapting to academic roles. Effective onboarding directly impacts teaching quality, faculty retention, and student success, making it a critical component of institutional development.

Lacie Couzin, Dean, School of Health Sciences and School of Public Affairs and Social Services, Ivy Tech Community College

Purpose
This Learning Community is designed to support faculty, department chairs, and institutional leaders in developing, enhancing, or sustaining faculty mentorship programs. Through collaborative discussions and shared experiences, participants will explore best practices for creating meaningful mentorship relationships that foster professional growth, faculty retention, and student success.This Learning Community will provide a collaborative space for faculty, department chairs, and institutional leaders to explore how mentorship can enhance faculty engagement, professional growth, and student success. Participants will examine best practices for designing and sustaining mentorship programs, whether formal or informal, and learn strategies to cultivate meaningful professional relationships.Through interactive discussions, resource sharing, and real-world examples, this Learning Community will empower participants to:Build effective mentorship networks that support faculty at all career stages. Foster a culture of connection, inclusion, and professional development. Enhance institutional retention and teaching effectiveness through structured mentorship.

Intended Outcomes
By participating in this Learning Community, members will:Identify key components of effective faculty mentorship programs.Learn best practices for designing, implementing, and sustaining mentorship initiatives.Develop strategies to overcome common challenges, such as mentor-mentee mismatches and engagement barriers.Explore innovative mentorship models, including cross-disciplinary, peer-to-peer, and group mentoring.Build a supportive network of professionals engaged in faculty mentorship that are available to you as you build your own program.

How this topic is relevant to teaching and learning or student support and success.
Strong mentorship programs contribute directly to faculty development, which in turn enhances student learning experiences. Effective mentorship fosters faculty engagement, supports career growth, and reduces burnout—leading to improved teaching quality and institutional retention. Additionally, well-mentored faculty are more likely to adopt innovative teaching practices, engage in collaborative research, and contribute to a culture of continuous improvement, ultimately benefiting student success. This Learning Community will equip participants with the tools to cultivate these benefits at their institutions. Mentorship plays a vital role in faculty development, which directly impacts student success. Research shows that well-mentored faculty:Engage more deeply in student-centered teaching practices.Experience greater job satisfaction and lower burnout rates.Are more likely to adopt innovative instructional strategies.Contribute to a stronger institutional culture of collaboration and support.Furthermore, mentorship programs that include structured classroom observations, goal-setting, and reflective practices can improve teaching effectiveness and foster continuous learning. This Learning Community will equip participants with the tools to cultivate these benefits at their institutions.

Leslie Rios, Director Center for Teaching and Learning Excellence, CTLE, Santa Fe College; Angela Dobberfuhl, Faculty Development Instructional Designer, CTLE, Santa Fe College

Purpose
The purpose of this learning community is to bring together educators, administrators, and tech enthusiasts to explore, discuss, and share best practices for integrating technology into educational settings. This community will serve as a collaborative space to examine the benefits, challenges, and strategies for using technology to enhance student learning outcomes, improve teaching methodologies, and foster an engaging, future-ready learning environment.

Intended Outcomes
Enhanced Understanding: Participants will gain a deeper understanding of how technology can be effectively utilized to support various learning styles, increase engagement, and improve academic performance.Practical Strategies: Attendees will walk away with actionable strategies and tools to seamlessly incorporate technology into their teaching practices. Networking and Collaboration: Participants will connect with like-minded professionals, fostering a community of continuous improvement and mutual support in integrating tech into education. Innovative Solutions: The community will identify and share creative solutions to common obstacles faced in tech integration, including access issues, training needs, and resistance to change. Reflection and Feedback: Educators will reflect on their experiences and receive feedback from peers, leading to refined and more effective tech integration strategies.

How this topic is relevant to teaching and learning or student support and success.
Together, these outcomes create a robust framework for educators to not only integrate technology effectively but also adapt and evolve alongside new developments in the tech landscape. This community can serve as a sustainable model for ongoing professional growth and technological advancement in education.

Renee Blackshear, Senior Instructional Technologist/Workforce Trainer, Texas State Technical College

Purpose
Develop strategies to help faculty and staff teach students to critically evaluate information, recognize cognitive biases, and construct evidence-based arguments in an era of misinformation across diverse media platforms.

Intended Outcomes
Create a repository of resources to share Build holistic approaches that embed critical thinking across departments and disciplines Create assessment tools to measure students' critical thinking skill progression Develop guidelines that protect faculty's ability to teach students critical thinking without ideological constraints

How this topic is relevant to teaching and learning or student support and success.
Critical thinking is essential for student academic success, civic engagement, and lifelong learning. In an era of pervasive misinformation, students require sophisticated analytical skills to evaluate information credibility and navigate diverse, and sometimes controversial, perspectives.

Audrey Antee, Director of the Academy for Teaching and Learning and Professor of Communications, Florida State College at Jacksonville

Purpose
This Learning Community is designed to support community college faculty in rethinking traditional teaching methods and embracing strategies that foster self-directed, active learning. By exploring alternative assessments, engagement techniques, and the role of AI in the modern classroom, participants will learn how to transition from teacher-centered instruction to a more dynamic, student-driven approach. Through case study discussions, interactive workshops, and a project-based approach, faculty will develop strategies to help students become critical thinkers and independent learners while maintaining academic rigor and relevance in an evolving educational landscape.

Intended Outcomes
By the end of this Learning Community, participants will:Develop strategies for fostering self-directed learning and critical thinking in community college students. Explore and implement alternative assessment methods that encourage engagement and deeper learning. Understand how AI and emerging technologies can be used to support, rather than replace, faculty expertise in the classroom. Engage in case study discussions and hands-on virtual mini-workshops to reflect on and refine their teaching practices. Create a personalized teaching action plan that aligns with modern learner needs and institutional goals.

How this topic is relevant to teaching and learning or student support and success.
The modern classroom is at a crossroads. AI is not just a tool—it’s a force of change, and it’s already replacing some of the traditional tasks faculty once performed. This is not a threat; it’s an opportunity. The role of educators is evolving, and those who embrace adaptability will be the ones who thrive.Community college faculty, often tasked with teaching across multiple disciplines without deep specialization, must rethink their approach to teaching. The old model of passive lectures and rigid assessments is no longer sufficient in an era where information is instantly available, and students expect engaging, personalized learning experiences.This Learning Community will challenge faculty to step beyond their comfort zones and embrace the shift toward student-driven learning. We will explore how AI can automate time-consuming tasks, freeing educators to focus on what AI cannot replace—human connection, mentorship, and the ability to spark critical thinking. Participants will reimagine learning through alternative assessments, case study discussions, and engagement strategies that prioritize adaptability and innovation.Faculty who complete this Learning Community will walk away not just with strategies but with a new mindset—one that sees AI as an ally, not an adversary, and recognizes that the best teachers are, first and foremost, learners.

Krista Hanna, Business Professor and Assistant Bookstore Manager, Business, Coffeyville Community College