Everyday Gaian – Earth Day – April 22, 2017

Do you have a reverence, respect, and love for nature?  How are you living in harmony with it – not just on April 22, but each and every day?  As instructors, have you a learning plan in your courses for responsible and active deep ecology?  “The expansion of human power has hardly begun, and what we are going to do with our power may either save or destroy our planet. The earth may be of small significance within the infinite universe. But if it is of some significance, we hold the key to it. In our own age we have been forced into the realization that there will be either one world, or no world.” –Abraham Joshua Heschel.  Are we moving in the direction of a wrenching and sorrowful demise of our planet? Or are we moving in the direction of a universal, collective consciousness that it is now or never? Continue reading

Connecting Class & Clinical

Constructing nursing care plans can be a challenge to nursing students and is a required written assignment in all clinicals, especially in first semester. By collaborating with a colleague who is a primary clinical instructor, I have been able to introduce and incorporate this written work in the corresponding nursing theory course. Students get practice writing care plans and become familiar with the clinical paperwork in a more relaxed environment as this is for practice and not graded. In turn, students have made connections sooner and performed better at a sooner point in time than previous students.

Wellness Event

Marinette campus nursing students hold a wellness event while enrolled in a class titled, Health Promotion. Students work in pairs or trios to bring health related information to other students, as well as faculty an staff who attend the event. Topics are chosen from the Healthy People initiatives and are specific to young and middle age adults. It is a fun and highly engaging event where students work with a population that is different than they typically do as clinical usually is centered around disease processes. Examples of topics include: distracted & impaired driving, stress management, sleep, exercise, nutrition, smoking cessation, eye safety in the workplace, ergonomics, and the list goes on. It has been a great way to bring students together from many different programs.

Employability Skills Activity

During nursing clinical orientation my students completed an activity to explore and discuss the employability skills. Each student was given a worksheet which listed each skill followed by two corresponding rows: Do and Do Not. Students worked independently to provide examples of what to do and what not to do for each skill. Following this, the class regrouped and shared ideas. It was well received and excellent examples were provided. This was a fun and easy way to discuss the employability skills along with professionalism and role development in a highly engaging manner.

Principles of Sustainability course at NWTC/ critical thinking

Principles of Sustainability  (10-806-112)  is a (newer) three credit course taught online, face to face and blended at NWTC.  This transferable course counts as a science elective  at UWGB/UW-O and is quite popular with General studies transfer students and also with ADN to BSN completers.

What’s in the curriculum you may ask?

Principles and applications are involved, but also critical thinking.  Solar energy (alternative energy), chemical cycling and biodiversity are considered the three scientific principles.  Most of us would expect those topics.   The SOCIAL science principles are:  economics, politics and ethics.

Sub themes include:  natural capital, natural capital degradation, trade-offs, solutions and individuals matter.

Any one of those sub themes could be a SPARK, or even a topic to integrate into a lesson in many disciplines that need applications/ current events.

The critical thinking charge to students in the preface lists these items:

  1.  Question everything and everybody.
  2. Identify and evaluate your bias and beliefs
  3. Be open- minded and flexible
  4. Be humble about what you know
  5. Question evidence and conclusions presented
  6. Try to uncover differences in basic beliefs and assumptions
  7. Try to identify and assess motives of those presenting evidence
  8. Expect and tolerate uncertainty
  9. Do the arguments used involve logical fallicies or debating tricks?
  10. Do not believe everything you read on the internet
  11. Develop principles or rules to evaluate evidence

My hope is that more instructors will be encouraged to add some content from Principles of Sustainablity to their classes.   Feel free to share your ideas!




DECA Advisors are encouraged to include Collegiate DECA Case Studies in the curriculum: “Collegiate DECA’s industry-validated Case Studies are aligned with marketing, business management/administration, finance and hospitality/tourism career clusters…the Case Studies contribute to students being career ready when they graduate.”

The National Collegiate DECA organization offers a variety of Guidelines, Performance Indicators, Sample Exams and Events in every topic from Accounting, Corporate Finance, Hospitality, Starting/Growing a Business to Ethics, Event Planning and International Business.  To review and/or download this information, visit this website:


Guest Speakers

Guest speakers add value to the classroom…it is somewhat of a challenge to find individuals that provide quality information while engaging or connecting with the learners.  If you are in need of the same, check out the founder of “Daily Life University:”  https://dailylifeuniversity.wordpress.com/

Mission Statement: Daily Life University is a community of dedicated life-long learners. Through studying Mentality, Gratitude, Health, Relationships, Finances, Choices, and Spirituality, D.L.U. aims to help others rise above mediocrity to live an Extraordinary Life!

Jason shares aspects of launching/marketing a business as well as “success secrets” from his book, “Conquer The Post College Passion Slump!”  The students (and this Instructor) thoroughly enjoyed this presentation.

Cool Visuals to Explain Summative and Formative Assessment

Last week I had the opportunity to attend the 2017 WTCS Assessment Conference.  One of the sessions I attended was Teachable Moments:  Formative Assessment for student Success by Dr. Nancy Chapko and Dr. Meg Hunter.  At this session they shared these two visuals which struck me as a great visual way to explain the difference between Summative and Formative Assessment.  In the ice climbing visual, Summative assessment is like the Summit and formative assessments are the foot holds that you help you reach the end result, the summit.