Intercollegiate Athletics in the Community College: Legal Issues to Consider

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Sports and education. For some, these words are related and others struggle to see the relationship between the two. Intercollegiate athletics is a dominate feature of many televisions and social media platforms across the United States. While many people are aware that many 4-year colleges and universities have intercollegiate athletic programs, less are aware of intercollegiate athletics in the community college.

Across the United States, community colleges have developed and provided the intercollegiate athletic experiences for many students. In fact, according to the National Junior College Athletic Association (n.d.), there are over 525 colleges in 24 regions in the association. While many community colleges may not have the resources for intercollegiate athletics, it is important for those colleges that have programs or are considering programs to realize that there are a lot of legal and ethical ideas to consider.

Image Credit: NJCAA.org

As we all know, there are many legal issues relating to federal laws, compliance issues, discrimination, student-athlete privacy issues, injury and concussion issues, labor laws, and many other issues that are seemingly well known. While there are many legal issues facing community colleges with athletic programs, I would like to focus on some of the issues that are not as frequently cited. Some of these includes mission and vision support of the community college, recruiting in the community college, and legal issue with money and supporting athletics. There are many others,  but these are some takes that were not discussed as much in the literature. But, it is essential that administrators are are fully aware of all the possible issues that can arise. Everyone in the community college must become aware of policies and issues and strive to adhere to them throughout the development and support of these athletic programs.

Does the Development of Intercollegiate Athletics Programs meet the Mission and Vision of the Community College

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According to the National Junior College Athletic Association (n.d), the association strives to provide support and opportunities for athletic participation consistent with colleges mission, visions, and learning outcomes. The first thing a college needs to address is whether the development of athletic programs will fit the mission and vision of the college. While many community college's missions are vague, it is important that leaders and administrators ensure athletic programs will fall within its mission and if there is a need.

This can become a legal issue down the line if the college fails to understand the economic demand some athletic programs can place on colleges. It is essential that college administration and governing boards understand the cost of various programs. If money is taken away from academics or if academic standing is negatively affected, yet athletic programs are being developed, the college can face hardships and even legal issues from their local communities and even state governing boards.

Recruiting

Community colleges are traditionally colleges located in areas that serve their local communities. These could be rural communities or large urban colleges. Traditionally, these academic institutions are established to serve their local community. In fact, many community colleges cannot even advertise their programs outside of their own county due to interfering with other community colleges in their area. How would community colleges recruit? This could be difficult. In general, students in community colleges are members of the same community. Very few students attend a community college out of state or even out of county. While it is assumed that recruiting would be local, there could be legal issues that arise if competing colleges begin recruiting out of area students. According to Williams, Byrd, and Pennington (2008), community college athletics tend to mimic university athletics. This means that recruiting or funding can become problematic and lead to legal issues between programs and between colleges.

Federal Laws in Academics and Athletics

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In addition to some of the issues we have discussed above, there are many federal laws that colleges need to address within the athletic framework. College and academic administrator need to be versed in each federal law and how it can relate to athletics and academics. Many colleges need an experienced legal team to help them understand federal law and regulations within various governing bodies. In general, administrators have little understanding of these policies and within athletics they can changes from year-to-year. Community colleges may not have the funds to hire such teams or even train their current administration in the intricacies of sports law. 

Does it Support Academics?

In addition, community colleges need to ensure the development of their programs will promote academic success and promote access to the community college. According to Horton (2009), understanding the value of athletic programs in the community college is important. Many larger schools have programs that are defined as revenue-generating athletic programs. These programs directly support the academic side as well as the athletic side of many colleges and universities. Administrators in the community college will need to ensure that their programs are supporting academics. Many athletic programs in the community college are not considered revenue-generating programs. It is important that the community college establish valid reasons to create these programs.

Conclusion

While I am not an expert in athletics in the community college or even in sports law, I thought it would be interesting to take a look at some of the issues that colleges may face in developing or maintaining athletic programs in the community college.  The development and maintenance of athletic programs require a lot of support and legal understanding. It is essential a college is fully aware of the responsibilities these program carry and to ensure that the college is able to full-fill these requirements for their athletes and all students on campus.

Resources:

Horton, D. (2009). Class and cleats: Community college student athletes and academic success. New Directions for Community Colleges, 2009(147), 15-27.

NJCAA. (n.d.). Mission. Retrieved March 18, 2018, from http://www.njcaa.org/about/mission/Mission_statement

Williams, M. R., Byrd, L., & Pennington, K. (2008). Intercollegiate athletics at the community college. Community College Journal of Research and Practice, 32(4-6), 453-461.

On-Campus Housing and the 2-Year College

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On-campus housing at community colleges may be a new idea to some, but many people do not realize that, according to American Association of Community Colleges (2016), that 28% of community colleges have on-campus housing options.

While the number of students in community college housing is only a small fraction of the overall population, many community colleges are finding ways to provide living communities in community colleges. Having on-campus housing can be a benefit to many students who made need it, but it does have its limitations. 

Positives for On-Campus Housing in Community Colleges

There are several important benefits for providing housing in community colleges. These positives have been shown to help students not only find affordable housing but also build relationships within their community and the community college they are a part of. 

Low-Cost Housing

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Low-cost housing for students can be an important factor in providing students access to a college education. Whether the student is in a rural community college or in a community college located in a major city, low-cost housing is a big issue for many students. According to Bekurs (2007), low-cost housing for students can open the door to student success by removing the burden of high housing costs. Anytime we can reduce living costs and expenses for students, the better chances the student has to succeed. 

Student Support and Access

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In addition to the need for low-cost housing, more students can be supported on a continual basis if they live on campus. According to Belfield and Bailey (2011), community colleges can provide more support to individual students through their residential support staff. This can help strengthen student study skills and build better communication skills between students. According to Moeck, Hardy, and Leech (2007), community colleges offer housing as a way to improve student development instead of reasons relating to finances for low cost education. It is also important to note that on campus housing can provide better access and connection to resources through college provided services. This helps with access in addition to helping students with cost.

The Downside of On-Campus Housing in the Community College

There are a couple of downsides to offering housing in the community college. Most of it is related to issues affecting the community college and its funding. Colleges have a hard time funding the high cost associated with developing dorms and programs for live in students. 

Cost

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While it can help students with low-cost housing, it can create problems for the community college and its funding. With budgets already slashed at many community colleges, it is virtually impossible to find funding for dorms, programs, and residential staff. According to Bekurs (2007), is it too costly for most colleges to establish these living spaces. In fact, Bekurs (2007), states that colleges may result in outsourcing their housing just like they outsource their bookstores and dining facilities. This does not lower costs for students and only works to minimize costs for the college. In the end, the cost increases for students and can defeat reason housing was needed in the first place. 

Programs

In addition, the cost for hiring residential staff can be too much for many colleges. The development of campus programs and support is challenging enough, but will only get more complicated as live-in programs and residential staff will cost more, in addition to living on campus. 

Conclusion 

In the end, low-cost, on-campus housing can be beneficial to students, it can be too cost restrictive to the community college. Each community college must decide on how the benefits will work for them, while limiting the burden of cost without sacrificing low-cost living and effective programs for students. Perhaps some solutions can be worked through if federal funding for students increase or if more grants provide funding for on-campus housing in our nations community colleges. 

Just a few things to think about. 

References:

American Association of Community Colleges (2016). On-Campus Housing. Data Points, 4(23).

Bekurs, G. (2007). Outsourcing student housing in American community colleges: Problems and prospects. Community college journal of Research and practice, 31(8), 621-636.

Belfield, C. R., & Bailey, T. (2011). The benefits of attending community college: A review of the evidence. Community College Review, 39(1), 46-68.

Moeck, P. G., Hardy, D. E., Katsinas, S. G., & Mark Leech, J. (2007). On-campus housing at rural community colleges. Community College Journal of Research and Practice, 31(4), 327-337.

The Open-Door Community College and the Importance of Developmental Course Work

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If you read this blog in any capacity, this is a topic that comes up rather frequently. The importance of access and the role of the community college to be a source for all students in our communities. It is important that community colleges provide access to education and training opportunities for students. It is not enough to just provide an affordable education, the community college must provide opportunities for students to learn from a variety of educational backgrounds.

The community college has long been established as providing an open-door policy to all students. This means that the community college is charged with bringing educational opportunities to everyone. A part of this model is that prospective students are not turned away. For this model to work, the community college must train and provide instruction to bring students to the collegiate level. This means that instead of turning students away because they do not meet a minimum requirement, the community college system works to bring all students up to the academic level that is required for the student to be successful in their chosen program.

Academic Requirements and the Community College

 

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I often get asked by a variety of individuals (especially those that are unfamiliar with the community college model) about how students are accepted to the college. I have heard statements where some individuals assume a prospective student can get into college without even graduating from high school. This is not true. The community college has a role to provide education to all students, regardless of educational background. It does not mean it accepts students without demonstrating some background. In fact, many students come to the community college without a GED or high school diploma. Instead of turning a prospective student away, the community college will work to help the student earn their GED or high school credential through various programs. Once that is complete, we will guide the student through their program or training they are seeking.

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It is the job of the community college to do more than offer a degree; the model is more than just
providing a degree. According to Boggs (2011), community colleges provide more than an opportunity to learn. This means that the community college is there to teach students what they need to know to make them learners and critical thinkers. Is is essential to do more than provide access, the community college builds a foundation that guides students to success. This can take many forms, for some it may be basic skills, resume writing, or etiquette training for job placement. For others it could be access to education through GED training and then on through college. The role of the community college is to help students every step of the way no matter how many steps the student may have.

Instruction

 

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Much of this is achieved through a variety of instructional approaches. There are instructional faculty and staff in a variety of programs. GED and high school diploma program faculty help bring students up to the minimum admission criteria, developmental courses provide instruction to help meet the needs of students in their collegiate and training programs. Many students just need a helping hand to get them up a few steps of the higher education ladder in order to earn a degree or certification in an area to obtain a job or continue their education.  This instruction is essential to the open-door policy of the community college. If we do not provide both access and then the road-map to success, the community college would not be the open-door educational opportunity for many individuals in the community.

Much research into how community colleges can best achieve success for its students has been conducted, implemented, and reformed. According to Zeidenberg, Jenkins, and Calcango (2007), despite the changing models and approaches, developmental courses and programs are allowing student success. While much of the reasearch is focused on developmental courses, some includes student success courses as well. Courses focusing on study skills, acedemic writing, and other college level skills, in addition to developmental courses, are helping students move from access to success in their communities. This would not happen if students were turned away due to the lack of certain academic requirements. Part of the process is providing instruction and training to open the door to the path to success.

Are There Challenges?

 

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Of course there are challenges. That will always be something that community colleges have to address when providing students opportunities to enter higher education. Community college faculty and staff are skilled at finding new instructional approaches and being creative in order to help all of their students. Sometimes, challenges arise that stifle that creativity and hard work. Sometimes funding and state policies can create a hardship for these open-door approaches. According to Hendrick, Hightower, and Gregory (2006), cuts in state budgets have begun to threaten the open-door policy of many community colleges. Some of these policies can have serious side effects on access and success for some students. Some funding contingencies have made it difficult to ensure students are receiving adequate development instruction while completing a degree. Some suggestions of moving from funding based on student enrollment to funding based on "on-time" completion, have made it difficult for many colleges to see how they can provide the appropriate development education and collegiate education if students are required to complete a program in a cookie-cutter time frame. Many of these policies are centered around the "2-year degree" time frame. Unfortunately, many students do not enter the community college fully ready for their program. This means the "traditional 2-year degree plan" does not work for everyone. The fact that there are up to 4 courses in development Reading/Writing and 6-8 levels of developmental mathematics in some colleges (also required by the same states with the 2-year completion expectation) creates a hardship not only on the student, but also the instructors trying to help their students succeed. While different states have different approaches, each can have their own limitation can can challenge developmental education and the community college's open door policy.

Conclusion

 

The key is to remember that developmental instructions, academic preparation, and building students up are all key to providing an open-door approach to education. While some challenges can arise, it is important to realize that not all students passing through the door of the community college have the same needs, background, preparation, and opportunities. These means that there is not a "traditional completion time" for students. Not only do we not want to turn students away, we do not want to place more hardship on students who need a little extra training in order to prepare then for their future. Developmental education is key to many students' success and this instruction and training is key to access in the open-door community college model.

Resources:

Boggs, G. R. (2011). The American community college: From access to success. About Campus, 16(2), 2-10.

Hendrick, R. Z., Hightower, W. H., & Gregory, D. E. (2006). State funding limitations and community college open door policy: Conflicting priorities?. Community College Journal of Research and Practice, 30(8), 627-640.

Zeidenberg, M., Jenkins, D., & Calcagno, J. C. (2007). Do Student Success Courses Actually Help Community College Students Succeed? CCRC Brief. Number 36. Community College Research Center, Columbia University.

Community College Access: What We Do and How We Can Improve

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Community colleges are well known for their open-door, come-as-you-are mission. Many times, community colleges are stepping stones for students to a university. For other students, they are places for training in specific skills or jobs.

The community college has a challenge in meeting the needs for a variety of students in many different situations. The community college is tasked with training and preparing students for their futures.

What Community Colleges Already Do

Many times, students seek the community college due to financial reasons. In this way, the community college offers the same quality education, for a fraction of the cost of many universities. Providing low cost education to help students get their training for a job or even the first two years of college out of the way is a great way to provide access to many students who may be denied opportunities due to financial reasons.  In addition, community colleges are part of almost every community across the United States. If there is not a community college close to someone's home, there may be a branch (or a second campus) extended into a community needing access. This means that access is available for students who may not be near a college, university, or training center.

According to Bragg (2001), community colleges may be the closest option to training or education outside of high school. This means that students can still live in their community and possibly save money on relocating to another area to attend universities or training opportunities.

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In addition, community colleges are providing access through technology. Many communities may be facing challenges with access to technology and the community college model is leading the way with providing access to the broader world with technology. This is especially true in rural communities. According to Watson (2004), best practices start with planning and looking at ways to provide access through technology. Community colleges are constantly working to improve access through technology and were among the first at providing fully integrated access with technology. Community colleges are higher-education institutions that work hard with their community to develop plans and address the needs of everyone in the community.

Community Colleges are also leading the way with providing access to students who may be first-generation college students. Many students are the first in their family to attend college. Community colleges help play a role in preparing students for the future. According to Everett (2015), students with college-educated parents are at an advantage, while first-generation students may not even know where to start. In fact, some first-generation college students may not have support at all. The open-admissions policies of the community college, faculty and staff willingness to help and guide students, and geographical location of community colleges help make it possible to provide access to first-generation college students or any other student that may need extra care and support as they transition into the academic setting.

How We Can Improve

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With all the great access community colleges provide, there are always things that can be done to improve access to students.

While community colleges work hard to keep that open door policy and to meet the needs of all students that come through the door, there are some weaknesses and even challenges the colleges face.

Providing a low-cost education is one of the biggest draws to the community college. It is one of the most important parts of access for our students. While this is a strength of the community college, there are some issues that can create barriers for students. Students still face financial issues and challenges that, despite the low cost, still limit students. While low-cost education is essential, many students in community college still have families to support, full-time jobs, and other challenges that need to be addressed. It is not enough to provide low-cost education. Community colleges need to improve on cost associated with tutoring or other services that students may need. Flexibility in the times classes are offered to help students meet the needs of their work and family lives factor into the low-cost issue. According to Bragg (2001), community colleges must develop low-cost developmental programs, establish community centers for classes and training opportunities, and create work-based learning opportunities to train students beyond the classroom. Providing access is more than low-cost tuition. It includes course design and formats, facilities, and assistance with the working, adult learner in mind. Cost for students extends beyond the doors of the business office and community colleges need to include that in the low-cost plan for students.

In addition, access with regard to technology is also a problem. While community colleges lead the way with technology, sometimes that use of technology can be limiting. While I have addressed this issues specifically in my last blog post, there are things that the community college can do better.  Technology plans are not enough. Understanding the lack of access to various types of technology must extend beyond the classroom and the doors of the college. Online and distance programs can provide access to some students, while also limiting access to others. This means careful planning of programs and options for students to have access outside of normal "college hours" is essential.

Conclusion

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While this blog does not provide any straightforward answers to issues regarding access in the community college, it does provide some talking points and issues. Some community colleges are great at addressing cost and access to college despite some student hardships, while others are better at providing access through training and technology. The key is that all community colleges are different and facing different issues. Each community college must work with its community, its students, faculty, and staff to find solutions. Keep the open-door policy by allowing open communication from all members of the college and the community. Solutions come easier when the issues are addressed, discussed, and work out through a team effort.

In essence... start the conversation and keep it going.

Resources:

Bragg, D. D. (2001). Community college access, mission, and outcomes: Considering intriguing intersections and challenges. Peabody Journal of Education, 76(1), 93-116.

Everett, J. B. (2015). Public Community Colleges: Creating Access and Opportunities for First-Generation College Students. Delta Kappa Gamma Bulletin, 81(3).

Watson, L. W. (2004). Access and technology. New Directions for Community Colleges, 2004(128), 31-38.

Technology and the Rural Community College: What Can I Do to Help?

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There are so many things that limit or hinder the success of community college students. In many cases these risks are entangled so much, it is hard to distinguish them as separate issues.  I have discussed these issues in detail in many forums and classroom settings, but it is a topic that I believe individuals, at many levels, can work to provide solutions for our students. Many students in community colleges have unique needs. Some of the student population are made up of at-risk students in under-served communities. 

All community colleges have at-risk students and each of these groups have different needs. Sometimes needs can be addressed by the community college and sometimes it is outside of the college's control. Some community colleges are housed in very remote locations with unique challenges due to the location and availability of resources. This not only means that the community college may have limited resources, but the rural community college student is a unique population that has needs that must be addressed. One of this issues is technology and connectivity.

Technology and Connectivity

Connectivity can be a big issue in the community college and students in the rural community college

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face this issue daily. There are many reasons that connectivity is an issue in these areas. Rural communities tend to have many socioeconomic issues that affect access to internet and the technology needed to use the internet. Because of these issues, the rural community college faces challenges that is difficult to overcome. According to Hardy and Katsinas (2007), the budgets of these community colleges are typically less than half of other community colleges, despite the fact that rural community colleges make up more than half of student enrollments across the United States. Not only does it limit students from taking distance education courses and learning from home, but it limits students in filling out applications and getting started in the college system. The students have to come to the college in order to get basic issues taken care of (such as registration, enrollment, financial aid, etc.). This becomes even more of a hardship due to jobs and conflicting work hours with the college hours. Less money with more hardships.

In addition, even if this population can afford all of the technology and access to the internet that they need, some of these areas do not have the ability to be connected. According to Cejda (2007), some areas serviced by the rural community colleges do not have connection availability due to location. The connectivity may be available at the college, but not in the homes in the community. Technology companies deem it too expensive to bring these services in to the community. According to Cejda (2007), more than 25% of individuals do not have “connectivity” due to this issue alone. With the large portion of distance education being delivered through the internet, this creates a greater problem for at-risk students in these community colleges because access is limited and an entire category of educational opportunity is not even an option.

What Can We Do?

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Studies have shown the value of online and hybrid instruction in student success and completion. According to Shea and Bidjerano (2014), students who have access and complete courses in an online setting are more likely to succeed and graduate. This is important because options and opportunity provide avenues for success. A problem that can arise is that students, including those in rural communities, may be excluded from these options and opportunities. In many cases, the rural community college do not have the resources to branch out into the community and the student is limited due to socioeconomic issues and/or physical location. While not everyone cannot provide community-wide or even college-wide solutions, there are some things that an individual (faculty or staff) member can do to help students in different situations.

One thing that faculty and staff can do is create access in the classroom. Use technology and technology stations to familiarize students with the technology. While this does not solve the problem of access at home, it can prepare the student for when that access may become available. Faculty can send reading and assignments home, while creating technology-based assessments in the classroom.

A little can go a long way to help provide access where it is available. Faculty can also invite student service members to their classroom to discuss options. While this cannot be done often because of the need for instructional time, having some time set aside to reach out to students in the face-to-face environment can help student services pin-point need. Sometimes the lack of access for students can create a hardship that the student does not have an avenue (including time) to find help for their problems. This can open the door for the student and potentially help student services see more of the need that is in the college community.

Wrap Up

While providing technology in the classroom and rethinking how instructors use that technology is not a overall solution to lack of resources or access, it does provide a foundation where we can start the process of helping students. This is not an end-all solution to problems that students face, but it is a start of the process. If we build help into our course design and our instruction, we provide another resource for students to succeed. Small steps can really go a long way toward success.


Resources 
Cejda, B. D. (2007). Connecting to the larger world: Distance education in rural community colleges. New directions for community colleges, 2007(137), 87-98.

Hardy, D. E., & Katsinas, S. G. (2007). Classifying community colleges: How rural community colleges fit. New Directions for Community Colleges, 2007(137), 5-17.

Shea, P., & Bidjerano, T. (2014). Does online learning impede degree completion? A national study of community college students. Computers & Education, 75, 103-111.

EDU-658 - Instructional Design and Application: A Reflection

Image Credit: P. Williams

 It has been a busy summer. On top of teaching 4 sections of microbiology and a nutrition course, I have also been completing my last course in the Online Teaching and Instructional Design program. In this course, we are tasked with developing an online course for one of our courses. In essence, this should be fairly simple for me since I teach a few sections on online courses every year. While I had some of the starting work done, I did not realize how much moving from one learning management system to another would be not only additional work as well as part of a reflective process that would key me in to some changes I need to make in the future.
 
My online course I have developed is Microbiology. One reason is because I teach microbiology on a regular basis and it really is my passion. Another, because I am always looking for ways to improve that course and make it better in the online environment.

Switching Learning Management Systems

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My first task was moving from the Blackboard learning management system to Canvas. Mostly, this was done for ease of grading and viewing for my instructor. I cannot add access to my blackboard courses at my place of employment, so moving systems was the best option for me. It also helped me get used to moving from system to system. While my college has no plans on moving learning management systems, it could be beneficial to at least have experience in moving material just in case I need to do that in the future. Honestly, it was not an easy process. In the end, I ended up building from scratch and adding materials I used to the new course shell.

Image Credit: @Cognitive Performance Group

Another aspect I had to plan for was creating a blueprint for the summer and a course orientation module. The blueprint was fairly standard and I do those, in some capacity, when I develop my courses. I decided to use the ADDIE model of instructional design.  While I did use ADDIE in my design process, I am one of those instructional designers that uses a mash-up of a variety of models in my design process. I have posted a blog on this in the past. You can check out that blog here.

In essence, I have been using ADDIE for years. So, the development of my online courses have always been developed using ADDIE. I like the feel of moving through a set of steps to get to a desired outcome and then being able to evaluate how the design worked in the live setting. I also like that each time the ADDIE process is completed, I can redesign my courses using that model. This course development was no different. I merged ideas from my already developed courses in blackboard and used ADDIE to "redevelop" them in Canvas. This system has worked well for me and I will likely to continue to use this method throughout my future design processes.

The remaining parts of the blueprint were also helpful. It was really beneficial to put the learning outcomes in the blueprint document. It really helped me think through the design process. In fact, I have found ways of revamping my courses in the future using this "blueprint" approach. I think every time I redesign a course, I am going to use a blueprint to guide me in the process.

The Orientation / Start Here Area

Image Credit: P. Williams

This was an area that was so challenging for me.  I typically work backwards on this area. When creating my online courses, I like to complete my orientation at the end of the process. I like to film video and audio using aspects of the course to help students get acquainted with their expectations. However, in this course, the orientation assignment was due before the course development (Pathway). This caused me a little anxiety and I actually struggled to make my orientation before my course. While I got it completed, it was a challenge to be able to incorporate the topics I want to incorporate when the course was not completed. So, in the end, some aspects of the orientation I would have had in my course were left out of the orientation because I did not have them created or organized yet. I think I will go back to completing my orientation module as the last part of the creative process in the future. It seems to work best for me.

Something I learned about and added to my orientation and plan on adding to all my courses is videos and details of each of the different technology types that are used and instructions on using them throughout the course. While I always provided instructions, in this course, I decided to have more information and a page dedicated to each technology. It was like a help area that the students could look back on. Many times, students never revisit the orientation module because they are "finished" with it. In my redesign, I wanted to make sure students could see it as a module they could return to for help. I think my redesign of the orientation and the addition of the help and resources for each technology will help change students attitudes and perspectives on the orientation and its usefulness.

The Course

Image Credit: P. Williams

This part of the course was actually fun for me. While I had many of the resources I use in the course already together, I could focus on some design aspects of the course in order to make the course "look" better. One big change I made in the course is the course "buttons". In blackboard, all the tabs are listed on the left side of the page and students can click them to get where they are going. In this course, I changed how they were displayed. I was able to be creative with buttons. This was very exciting for me. I used images of perti dishes and made them "clickable" buttons to get students directed to different modules.

In the image to the left, each image on the screen is a clickable button to take students to different areas and different modules. Overall, it does not add to the content material, but it does look a lot better. It could help guide students and could make them find the course visually appealing.

Other aspects of the design of the course were similar to what I already do. One difference in this design was getting used to a new learning management system. There were so many differences between how to create something in Canvas versus Blackboard. It was a little overwhelming. After some perseverance, I was able to get it completed. In the end, it was great to see what it looked like from the student perspective.

Wrap Up

In the end, I have gained a lot of new insight. Once big idea is that I need to start using a blueprint in the design process. While it takes a lot of time to plan out, in the end it can save time and help keep things organized. Also, my course changed some from my original blueprint, but I was able to use it to help guide me in the design process. The blueprint really helped me keep my thoughts together.

I also learned how important it was to keep updating and modifying my courses to keep things from getting "dull". While I always update content and materials, this course helped me realize how important it is to make the course look interesting. Adding the perti dishes as clickable buttons for each module helped make the course look better while also giving me "new life" in the design process. It made it exciting for me again. I think that updating the "look" just as important as keeping content updated. We, as designers, must keep the passion alive and this really helped.

In the end, I gained a lot from this course and have a renewed excitement in the design process. Looking froward to what is ahead...

Week 15: A Final Practicum Reflection

Image Credit: J. McPeek

Well... we are at the end of the practicum and I have spent a lot of time working through the course I designed and implemented for this practicum. I must say, it has been way more helpful than I thought.

When I chose to teach this Microbiology course for this practicum assignment, I thought "what will I actually gain from this experience since I have taught online for years". I actually gained a lot. What I did not realize at the beginning (and last semester when I was planning my practicum experience with the program coordinator) was how much I would gain from just the reflective process. Actually having to take the time every single week to reflect on what my students were doing, what I was doing, and what I needed to work on really helped me see some areas that I need to improve and/or "firm up" in the course. The reflective process was way more helpful than I could have ever imagined.

Reflection in an Online Course is like seeing the Full Iceberg for the First Time
Image Credit: @PCWallArt

What I will say, at least for me, is that this was not a easy process. Not only did I fully set up and design the course before the semester started, I also taught a total of 60 students and reflected on the process throughout the term. The design of the course is time consuming. Some colleges and universities have master courses and pass the "course shell" for other instructors to teach the course. While my institution is moving in that direction, currently it is the responsibility of the faculty teaching the online course to design the course and then teach it. While I have taught online Microbiology for about 4 years now, the design before the semester starts still takes no less than 30 hours before the class even begins. So, much of my breaks (summer and holiday) are spent improving resources, setting up the modules, redesigning student activities, and making general improvement based on previous feedback. I almost feel like that could have been the practicum in and of itself. But, that would not have really helped me develop as an online instructor. So, teaching 60 (now 57) students in a semester and reflecting on it really was an added benefit to this experience. Even though this was not my first experience, it was almost like a first experience with regard to all the reflection I did.

As I reflect on what this process was like, I can only think of an iceberg. Before, when I taught these online courses I reflected on my experience and tried to always make my courses better. But, having to set aside time every week to really think about what I was doing made me realize the online course is like the iceberg in the image above. We really only see a small slice of the issues on the surface. The reflective process allows you to dig deeper (or dive deeper) to see all that is there and all that is needed. I feel like taking the time each week to look back and reflect allowed me to see things I might normally miss. I has been eye opening.

So, in keeping with the iceberg metaphor, this is what I found under the surface when I dove deep into the waters...

Beginning the Course...

Image Credit: @hillononlineacademy 

The course did not actually begin until two weeks into this practicum because our online courses are 14 weeks instead of the traditional 16 week course. I believe this worked well for me because I was able to reflect on the design process and to lay out a plan for the practicum at the beginning before the course started. Not only was I able to reflect on the process, I was able to make notes about the process and see where I needed improvements. The one area I discovered that needed improvement was the course orientation. While I did not reflect on that in an early reflection (I wanted to save that until now), I noticed that I need to build up my orientation to my course. We are required to give an orientation quiz at the beginning. As I was going through the orientation and the quiz, I realized I need to focus the questions of my quiz more on my policies and expectations instead of the college policies and expectations. Because students are required to take the quiz to stay in the course, it will force the student to become more aware of the course policies... even if they like to skip reading the syllabus and other information.

I think starting this summer (the next time I teach the course) I will be improving my orientation quiz so that it includes more expectations of my course. An example of this is the Voice Thread posting. With the graded Voicethread design, I cannot grade the post without the student hitting the blue "submit assignment" button. This means that a student can complete the posts, but I cannot grade it. Although I provide a video explanation, a step-by-step diagram, and announcements on how to do this, students still miss clicking that button. Perhaps if I dedicate a question on the orientation quiz, it will ensure students are getting that little detail. While there are other examples I can give, this is one that is minor in detail, but takes a long time to explain and to "regrade" when the student fixes the issue. I think it will help save me and the student time in the end.

While I already include information on the quiz about not accepting late work, I think I want to change up the questions to make sure students must "write out" the policy (in their own words) instead of answering a true/false question about it. I think it will help students realize the importance
of the policy instead of glossing over it in the orientation.

The Modules

Learning Outcomes for Module 7
Image Credit: P. Williams

Another aspect that I evaluated and reflected on in the course was the structure of the modules and the connections of the material to the learning outcomes. So, on top of designing the course, teaching the course, and managing the course day-to-day was my goal to better connect my learning outcomes. This was something that took me a lot of time. While I completed that task I set for myself, in doing it, I discovered more ways to link outcomes to assignments and how to make more of the learning outcomes "tiered". I do not think I would have seen the need for these new ideas if I had not taken on the goal in the first place. Linking each module to specific learning outcomes really helped me identify other areas that can benefit from learning outcome connections. I am very thankful that I stuck through that "extra" goal and finished it because I now have new ideas for other areas of my course with regard to learning outcomes. Sometimes I think that a lot of teaching online is centered around "playing" with ideas in order to come up with more ideas. It sounds weird to say that, but I feel like you have to tackle one idea in order to come up with more.

I also restructured the modules, as I mentioned in my Week 14 reflection, to have a lighter load in

Module Navigation Bar
Image Credit: P. Williams 

module 1 and module 7. While I am not sure if the students will realize this was a change from previous semesters, I do think that is has been well received so far. We just entered the last module this week and I have already received thoughtful messages from some students thanking me for only have one chapter in module 7. That makes me very happy and I am so glad that that seems to be working for my students. Students do not take have to take the final all on the same day, they have a total of two weeks to take it. So, I will not be able to see all the student scores by the time this practicum ends, but those that have taken it already (only about 5 students so far) have done really well. I am not sure if that is due to the fact that top students tend to work ahead and do things early so the grades are higher by default or if it is due to the structure of the module. I can only speculate.

Other things that I learned from various parts of this practicum and reflective process was things I need to add to the modules based on student feedback. Students reported they wanted more videos, but I am not totally sure what they mean by this. I already have personal videos, lectures by me, lectures by others, short animations, and mp3 files of mini lectures to listen to in the car or at home. So, I think I am going to try and add a few more personally made short summary videos to help students. I hope this helps the students and gives them what they need. 

Practicum Wrap Up

Now that I am typing up this last post and reflecting on the entire term and all the weekly reflections I posted, I realize just how much I learned throughout this program (Online Teaching and Instructional Design) and how much I have learned throughout my years of teaching online. This program has given me many new tools as well as confidence in using tools I was hesitant to use. In the course I taught for this practicum, I used a variety of tools to help with instruction (Camtasia, Voice Thread, Late Nite Labs, Wordle, ToonDoo, and others). Hopefully this helped students connect with me and the material in the course. I know that this program gave me a lot of information to move forward with and not all of it could be used and applied in this one practicum, but I have gained a lot of information to take with me. I am excited to see how my courses develop as I continue to make improvements. 

Image Credit: @webneel

Reflecting back, I still cannot believe all I accomplished in this practicum and in the OTID program. While a lot of it I do every semester, I think the reflective process gave me time to really see what all I actually do. From creating videos and media, to search and evaluating resources, providing individualized and differentiated instruction, making personal contact, creating announcements, and grading (oh the grading). So many things were accomplished and there is no way for me to express all that I completed throughout the semester. The biggest thing I will take from this practicum is that reflection really helps me see what I am doing and what I need to do. I realize that when teaching, I get into the grind of the everyday and do not spend enough time reflecting on what I am doing for my students and finding ways to get them what they need. I think the reflective process really helped me see what I am doing right and what I need to do as I take steps forward. I think I will make sure to include a reflective process at least once a month to make sure I am providing all I can for my students. I am now sold on the importance of reflection. The key is to make a habit out of it. It is not helpful to skip reflections or miss parts of the reflective process. There were times this semester when I was sick or tired and really wanted to just skip the reflective part, but still pushed on. I think this is important and I need to take that with me. I must always keep reflecting... even if I am busy, tired, or sick. Just do it and in the end, my students will have a better experience. That is what all of this is for... my students. 

Now my journey takes me to a different program and further learning... but I will use the knowledge I gain from this practicum and the OTID program for as long as I teach (and even beyond). I am so glad I chose to start this program. It has improved my instruction and hopefully the experience for all my students. 

Now... on to graduation. haha ;)

Week 14: Ending Module 6

Image Credit: N. Stohlman 

Wow... I am writing a post for week 14 of this practicum. I cannot believe there is only one last reflection post I need to make after this one. Time flies so fast and I had to go back and look at some of my earlier reflections just to get a since of where I am. Hopefully that is a normal feeling.

So far, in this online microbiology course, we are in Module 6, week 2. This translates to the 12th week of the semester. This week has been pretty standard with regards to instruction. My students just had a short break for the Easter Holiday and returned on Tuesday to continue forward. I think it was a much needed break for some and catch-up time for others.

What am I Doing This Week? Mentally Preparing for the Finals!!!

Image Credit: @OdasseyOnline

This week is pretty standard with the exception that the final exam is coming. We are preparing for the big exam and the culminating experience for the students in the class. It is important that the students work through module 6 and module 7 at a steady pace, because the end comes so quickly. I think this is the most stressful time for instructors and students. So, some of my time this week has been to start "mentally preparing" students for the final. I have an announcement going up on Friday (after this blog is published) about expectations of the final exam and what the students need to do to prepare for it. The final exam is housed in module 7, but I like to start getting the students prepared during module 6. I find this helps most students, but I will acknowledge it does stress some students out. I find it hard to balance between preparing and scaring.

In this online course, students have one main final and a lab practical (the culminating experience). So, basically, it is two big tests in the last module. I try and help the students out by not presenting too much new material. In the past, I had three chapters of new material plus the finals. I have worked it out this semester to have only one chapter of new material. Students seems to like this. But... I am not sure that they realize that I cut it down from previous semesters.. they just know it is less chapters to learn than the previous modules in the course. They are very happy about that.

The downside to having less new material is that earlier modules have more material in them. This can still be frustrating to some students. Haveing 4-5 chapters every two weeks can be frustrating. I had to make a choice. I cannot cut material from the course, I can only arrange it. So, I choose to weight the material heavier in module 2-6 and lighten the load in modules 1 and 7. I lightened module one to help the students ease in to the course and lightened module 7 to ease in to the final. I am looking forward to seeing if this helps students on the final exams in the class. Unfortunately, this practicum will be over before my students take the final and finish the course, so, I will not be able to report the results in this practicum.

I will be making more frequent announcements from this Friday on to the end of the course. They vary from encouragement to strict statements about deadlines and policies. I try to balance out the range of announcements, but I find it is essential to discuss both with the students. The more "harsh" announcements are about the structure, timing, and proctoring aspects of the final. While the students have lots or written instructions in the course, the syllabus, and on the orientation quiz, I still like to make sure the instructions are very clear. As you know, I have a no late work policy in the course. Even so, I reiterate that there is no acceptable reason to miss the final exam. I make it clear that sickness and technology issues are no excuse and encourage the students to take the exam as early as possible to avoid any last minute issues. Most students take that warning and get it done several days early, but some risk it and start taking the test with minutes to spare. I think it is important to constantly remind students the steps and procedures they need to take and be aware of as the final approaches. I know my words sound harsh, but I have learned that more heartache occurs if it is not presented, in detail, ahead of time.

What Else am I doing? Finishing My Extra Goal!!!

Update to Module 7 Learning Outcomes
Image Credit: P. Williams

So, for this practicum, I chose to setup and teach this online microbiology course. I actually have two courses that started with a total of 60 students. I am happy to say that I still have 57 of them at this point in time. The drop deadline has passed, so that number should stay the same. On top of that, I wanted to challenge myself even more and add some course revisions. As you know from previous reflections that task was to better integrate the learning outcomes into each module. I finally finished that task this week and I am so thrilled. I will be writing about that accomplishment in the last reflection next week, but I will say, I am so happy and proud of myself. I really pushed and challenged myself to put in lots of time and effort into this practicum and use it to better the courses I teach... and... I feel like I have really done that.

Other Things Going On

Module 6 Voice Thread Discussion
Image Credit: P. Williams 

As always, the general day-to-day tasks need to be completed. There is no getting behind on those tasks. Responding to 57 students (once was 60) on a day-to-day basis is challenging. There is no way to get behind. So, I am constantly making posts, checking in on students, and working to make sure the students have everything they need. 

Another big aspect is responding to students in the discussion forums (using VoiceThread). That is a daily job. It is not only responding, it is also getting in to make sure that student comments are being monitored as well. Students  can choose to respond in a variety of formats as long as one posts is audio or video recorded. I have students that do all three methods. I also have a lot a students who prefer to respond by typing. This is fine as long as the students make one of their posts with audio or video. As you can see in the image, there is over 1 hour and 40 minutes... and we still have a few days left in the module. This takes a lot of time to listen / read through and to respond to as well. So, this task alone takes a lot of time. 

Examples of Some Announcements Posted for Students
Image Credit: P. Williams 

Other aspects of the course is making sure to keep students informed and just letting them know I am there for them. I also like to post announcements about all the stuff going on around campus (even through some of our students are not near campus). I like to make sure students know that there are free events and activities for them to do around campus if they would like to be involved. This week is Spring Fling and there are lots of free food and activities for students. I like to make sure they are aware of these fun things. Sometimes students do not check their email and this just gives another point of contact to get information out there to students.

Wrap Up

So... that is a little about what is going on throughout this week. It is a very busy and stressful time during the semester and it is all about keeping up (and a little ahead) so that students feel supported. I spend a lot of time just trying to make sure my presence is known and that everything I do is in support of the student. As we make our way into Sunday this week, students will be approaching the last module and heading into the final exam. 

Next week will be my last post for this practicum... hopefully... I can provide a good wrap up to all my work this term and where I hope to go from here. 

Now... on to week 15... 

Week 13: Hanging in There

Image Credit: @englishOSAca 

It is week 13 of this practicum and week 11 of my 14 week online course. It is that time of the semester when both students and instructors are just hanging on. I have always found this time of the semester the hardest to push through, both as a student and as an instructor. Everyone is tired and many have worked really hard. A lot of times, instructors fear to let their students know that they are tired and just pushing through. I feel like some instructors want to keep those feelings from students. I have never understood that sentiment.

I think it is important to let students know that everyone gets tired and everyone gets burned out. I like to let students know it is okay to reach that point because, in reality, it happens in work and in school. Too often, I think students feel teaching is an easy job and that only they get tired.  I want students to see that being tired and struggling is a part of life. I also want to set the example of what you do when you are tired and just hanging in. When I tell my students, "Yes, I am exhausted and just hanging in there" and I show them that I push through and get everything done ahead of time, it sets a standard and an example for students to push through as well. I think it helps them realize that pushing through is also a learning process.

What Do I Do?

I know this sounds like a basic thing, but it takes a lot of work and energy to push through when we are tired and need a break. The first thing I do is let students know that it happens to everyone, including me. I have students message me to tell me thanks for sharing how I feel about something because it makes them realize that their feelings are normal. I never realized how important this was until I encouraged students to open up to me. I then realized that students want to know that a lot of people feel the same way. So, once I tell students how I feel, I like to send them encouraging messages. I like to point out to each student what they are doing well and how I can see their hard work paying off. When a particular students stands out, I send them a message letting them know I can see their hard work and that I appreciate it. 

Image Credit: M. Yost

I also will message students that seem to be struggling or slowing down (compared to the beginning of the term). I like to let these students know that we are almost finished and to hang in there. This seems to give some students that extra burst on energy to push forward. It also provides an open door for students to tell me their struggles. I find that when I contact students, I get a flood of emotions from students in return. They open up to me about personal issues and other struggles they are experiencing. I find this an opportunity to help guide them and offer any advice or support I can. I did not really know how helpful it would be until I just starting doing it. 

On top of that, I post general announcements with encouragement and support. I always make sure to thank my students for their hard work and dedication to the course. I find that students tend to respond well to that type of encouragement. Now... one problem I have is getting all the students to read each announcement, but that is another issue entirely. I also like, as you have seen in previous blogs, to post comics, images, well wishes, and other positive messages in the course. For example, The Easter holiday is this weekend and students will be greeted with an announcement to wish them fun times with family and friends during the short break. During this time, I encourage students to take a break from the course for at least a day and spend time with family/friends or just get some much needed rest. I also let them know that I will be doing the same thing. I let each student know it is okay to take a day or two to not even think about this course at all. It is a time of no worries. I think students appreciate this. I actually had one student message me in a previous term to thank me for encouraging them to take a break. The student said that they felt better know that I did not have an expectation for them to be thinking about the course all the time. I think it is important to let students know that this is okay and that this is something even I, the instructor, do in the very same course. 

Wrap Up

While I think some of the things I mentioned in the above blog seems very simple, I believe it is something that took me a long time to learn to incorporate in my courses. The longer I have taught, the more comfortable I get in doing these small things in my courses. Also, I have seen one of our instructors in the OTID program do something a little similar (at least with regards to being open about needing time and breaks). In some of our virtual class meetings, one instructor is very open to let us know when they are tired and just "pushing through". This encouraged me to continue to do this and continue to find ways to connect with students. When I see other instructors do certain things, it then encourages me to either try it or improve it. I think that is the beauty of this program in OTID... not only are we learning things to use... we are seeing it modeled in some of our courses. I think it is wonderful. 

While I know my blog post seems very simple, all of these things take a lot of time, practice, and even a push to get it all done. It is an aspect of online teaching that I did not realize is needed until I dived into the world on teaching online.

Also, a large portion of my week was spent doing the general daily tasks that always needs to be completed. This week is the beginning of a new module and that always means a lot of grading. I succesfully made it through all the grading for Module 5 work and posted all the information in annoucenemtns needed for Module 6. I also completed Module 7's update of learning outcomes. That was a huge task this term and I am so happy it is completed. Like I have said before... online teaching is a never ending job. You really have to work hard to stay ahead of the game.

Now... on to week 14...