On 2/24/19 at 1:15pm, I presented at the North Carolina Community College Fine Arts Conference with the Session Using Real-Life Clients In The Classroom at the Meroney Theater in Salisbury, NC. This was co-presented by Carla Osborne of Wake Technical Community College
Using Real-Life Clients in the Classroom
At this event, we discussed the ability to work with clients in our classrooms, from beginning to end. This process included setting out the fear involved with
you for attending our presentation this afternoon. I’m attaching the videos that were in the presentation with a short description:
Baking and Pastry Arts Introductions
Since the student chefs are on another campus, this was our way of introducing them to the graphic design students:
Client/Media Relations – Summer Session 2017
We have fun in our department and for this video we roped in one of our Networking instructors as the client:
Client/Media Relations – Summer Session 2018
For this video we recruited a theatre student from NCSU to play the part of the client for Beet Box:
Design Apps III
In this short video Julie Evans introduces the rebranding assignment for Joe Van Gogh
And here’s the interview with the owner:
We hope you found a few tips you could implement in your own classes. Please reach out if you have questions or if you would like to share your experiences with working with clients in your classes.
On 2/23/19 at 10:15am, I attended the North Carolina Community College Fine Arts Conference Session How To Teach Graphic Design Online at the Meroney Theater in Salisbury, NC presented by Alison Consol and Julie Evans of Wake Technical Community College
Online teaching requires a different approach to bring in students and create the kind of t=virtual communities to help create a strong cornerstone of community and a presence which could be maintained in the course. You will have to anticipat the questions before they happen, because “writing is the new coding”. YOu need to have as much instruction and examples that you can to inspire but not allow materials to be copied. Students and millenials want the immediate feedback, timely materials in the gradebook, and discussions should be meaningful and relevant. Attendance can be difficult, so setting attendance to project deadlines is the easiestt way to accomplish this.
There are 452 active students at WTCC in the GRD program. Students take online and seated classes, although some are wholly online. How can we create a class which guarantees as similar or analog class online.
Graduates in the program at WTCC earn 5 certifications as they complete the degree. These certificates allow students to be motivated to continue in the classes, and be used as an advising tool These certifications are a nice way to keep students moving forward, but it also allows students from different degrees and those working in the field to step forward and take part. Over time, we see the rates of graduation and completions rates getting higher. Depending on the amount of time it takes a student to move forward, these certifications allow student numbers to maintain a level of completions which is asy to push forward to the next certification and stay motivates.
As part of our QEP program, all students have a mandatory E Learning Intro course. A student must complete this class before they can register for online courses. Students come to class with LMS learning, assignment materials standards, etc. so this is very helpful. EPIC removes barriers where every course maintains a similar look and feel, and EPIC allows teachers to get up to date.
The Human Element
We include welcome and weekly videos. We use ZOOM to assist with the idea of the teachers presence. The need to know who their teacher is and how to contact them. It seems like an increased distance in the online classes. We have a youtube channel for the department. These weekly videos are all conglomorated in the same place. Having this repository is easy to use, and can be pulled as needed from their classes.
Checklist Documentation is added to classes to keep information on the forefront. Art supplies, software, digital cameras, hardware, reliable high speed internet, etc. Having those supplies in the bookstore allows students with financial aid to get it day one. We keep 2 chapters in PDF form in each class, so that students without books can get up to speed. Hardware is a student priority and concern. We have opportunities on campus. If the student isn’t prepared, we have to have a meeting.
Structure is important, and offers consistency. Assignments are presented in a linear fashion. Failing to complete all tasks result in a tardy. Completing everything by deadline is full attendance. Missing the assignment results in an absence.
Welcome in week 1, tasks for the week, lecture materials, discussions, and finally assignments with examples. People cannot follow long pages of text, so including materials in a consistent fashion makes it easy for people to know where to go and what to do. We use icons and avatars to chunk materials and keep the visual presence for students.
Student Collaboration Online
WIkis, journals, google docs, forms and surveys, flipgrid, voicethread. There are lots of different ways to create the community and allow students to introduce and respond to one another. We use peer review such as behance, flickr, wordpress blogs and personal websites. Students need constructive criticism and they need to develop the thick skins which can easily allows students to improve and be ready for the workforce. Discussion topics are great for shared experiences and group projects. Use testing like DISC assessments or Myers-Briggs testing to find out their types.
Starfish is a nice way to alert students if they are in danger of failing. An ILC on your campus is a great resource. Compututor is a fantastic resource for our online students with texting, screensharing, and email.
REMIND.COM is a great resource. Social media is also a fine way to keep everyone on track, allows people to interact and network. We encourage them to use the student social media for professional purposes only. We use ZOOM to interact with students, and adobe SPARK is making a great deal of use.
How about the design process?
Original work only, plagiarism agreements, sketching, and feedback are part of every procject process. We have an assignment area and discussion board. This allows students to show to the instructor as well as the class. Finalization in situ is part of each process.
Its a beast. As the culmination of their work, students have to begin with a single idea. and think about how the end user will interact with thier materials.
Grades are based on PERFORMANCE. WIP, reflection and peer review in discussion boards allow students to get feedback. Inline commenting in blackboard with rubrics allow for stronger content. BLogs and reflective journals for self-assessments.
Begin with a set of best choices. Drill down from there to create a general rubric for creative projects that you can use as a go-to. Showcase this early and allow the students to see this rubric. THey’ll know what theyll be graded on and how.
Portfolio is a high-touch environment. Allowing online students to attend seated courses is a fine method for assisting students. Online meetings are great, and full size print.
An online class should be enjoyed. Its a journey, and we have to show that we are there and we can assist them become successful. We give visual attention via video and video meetings, but its a constant improvement model. Having a set of standards are especially helpful to us.
How do you handle group video meetings? It creates community, but what about those who do not wish to meet.
Zoom is used, and it records the session. If you don’t want in, no harm no foul. Its recorded and you can watch it the next day. Pop it on your account and its ready.
Do students know they might have to have the meeting?
The ELI course says that you may have to attend on-campus testing or use recording to meet the needs of the class.
What about students who cannot visit?
We work with them to mail materials.
Has online impacted seated?
Some classes have removed entirely to online. Online students are a different population. It impacts enrollment, but it is really about convenience. Some population will only work partly with online classes. Online students also come from out of city and out of state. Completion has actually increased because they have time management issues, and having access to one online class allows them to continue on their course.
On 9/24/18 at 5:45pm, I attended the Excellence In Higher Education Virtual Conference Session: Motivation In Online Environments presented by Dr. John Fisher of Utah Valley University
Most students come with associates degrees, and they offer a program in law enforcement and emergency leadership. Most of these courses will be online. They have recently started work in emergency management and leadership. Roughly 10% sign up for these upper-tier courses but never start. To get to the meat of the issue, he polled and openly asked questions to find what motivated the students to start and succeed.
What motivates the student or us? SDT sets us in motion and motivation to succeed.
So how can we support the SDT students?
by connecting with students we can establish the interpersonal relationships that emphasize choice and flexibility. Dr. Fisher talked about the “emotional bank account” that is built through these close personal connections. Often, it takes a whole lot more deposites than withdrawals. In most cases, more must be put in before others are willing to take from it.
THis chart, built by Chen & Jang shows a different set of motivations and learning outcomes.
Need is a strong effect, and needs satisfaction was positive – or less negative really- for final grades.
When we support autonomy, we see a greater understanding and success on the part of the student. As students needs were satisfied, they felt more positive.
WHile we feel that we can often give cop-out answers like: “Here’s the number to technical support, they’re much better…” but that’s not a very supportive answer.
Students who would take online courses again said they would do so because of the flexibility. Those who would not said it was because they did not get the interaction with the professor that they desired.
MOre men are taking online courses. This is an odd set of numbers. Is it because more men are coming back? it may be because job services, it is unknown
As you can see in these numbers, flexibility remains high.
These were the questions given to students to help determine how to help. The 5th question was overwhelmingly yes! The majority of online students seem to be non-traditional students with jobs and families, etc. It is odd that online students would like to have the strong contact of a seated class, but do not/would not find time to take those courses.
While 80 students took the class, only 65 seemed ready to answer the questions
Using Grounded Theory, he created some propositions and comparisons throughout the process with 4 areas specifically looked at:
ONe thing that came up was that students needed to engage early to be successful.
Students demanded that instructions were clear, that after 16wks they faced burnout. How long can you put up with the same stuff every week. They wanted to see paced courses so there was good pacing and variety
These methods are some suggestions made in terms of assignments, discussions and group work. Not all students like group work. On the other hand, others feel accountable and working. Which is surprising. Many students prefer questions and exams to papers, so some answers are quite revealing
Again, there are several major items which are commonly said, like shorter course durations, flexible schedules, the autonomy of the schedules, constant and immediate feedback, etc. Online courses must still be rigorous, worthy of credits, and collegiate-level work. Students like structured content with variety and interesting materials.
One of the challenges of online courses is motivation. Some students sign up for courses and don’t start. This presentation reports on a study about student motivation in online education. During a course end evaluation, students were asked the following questions. Why do students not get started in online courses? What can be done to get them started and keep working on assignments? What motivates you to keep working? How could online courses be improved so you are better motivated? Responses were gathered from over 100 students in five sections of an upper division online course in emergency services. Responses to the questions were analyzed and propositions developed.
On 9/24/18 at 12:45pm, I attended the Excellence In Higher Education Virtual Conference Session: Classroom Engagement Techniques within the Online Environment presented by Dr. Freda Braddock of Columbia Southern University.
Dr. Barnett-Braddock began by noting that students were from all over the country, and we teachers were also. Sometimes we feel that our program directors don’t know we’re alive, that students don’t read our feedback. Our students feel the same way
We are all leaders. To lead well, we have to learn how to follow. How can we follow, but follow each other. we all lead one another.
some students will be leaders, others will be followers. Some will need prompting, and we’ll need to prod them. Who was the greatest motivator from the past? Close relatives are most common, but some had to lead themselves. Some times you have to step up and be a leader out of necessity.
Sometimes learning that info can help students to be motivated properly.
Engagement comes from looking within the students to see the bosses within them. They are leaders who have not had the chance to lead. By relating the past WE have to the past OUR STUDENTS have.
WE may have some PTSD that changes us- either to avoid or for the worse forever. Our Post traumatic growth can be helpful to bring to the students.
We need to understand ourselves. Still more, we need to engage the students. How can we find something personal about them that they wish to share? How can we find something that relates to the bigger picture of their life. These students may have overcome struggles that we cannot even imagine. And sometimes, we may be the only encouragement these students are going to receive.
Sometimes, taking the smallest amount of time can be immensely helpful. They are experiencing life issues just like us.
Sometimes yo need to embrace proximity. You have to step outside the norm and speak about student issues. If they divulge something to you, we owe it to them in multiple facets to be supportive. A minute to text, call, email, and you can give the best support to them.
Anything we can do will be helpful to help them succeed.
Intro Phone Calls
Some professors find that the intro phone calls are very helpful. I am your professor, I’m here for you, I want to see you succeed, and you can contact me if you have questions, comments, or concerns in the upcoming semester.
Where are you now? Where do you want to be? What is it going to take to get you there? What is the goal, and how can we help you get there?
- leadership 101
- never meet a stranger
- see potential in others
If you haven’t read this book, it might be worth your time. She never meets a stranger, you are the most important person in the room at that time. Embrace some of these principals and apply them to the students and colleagues in your life. Bring all stakeholders together as much as possible.
- Customize your interactions
- be open to change
- give space to grow
While this is pushed toward students, it ok to see these items as connecting to your co-workers as well. Everything changes. Give your students room to grow.
Our students get bored. The same old materials do not help them to demonstrate their knowledge or push themselves.
- Video Messages
- Social media
- Promote Learner Interactions
- Establish Hours for availability
Lots of students will want to reach out through social media. However, many of you should connect through linkedin only, as it is professional, while the others may ask for or provide too many personal items. Reminders are a great way to help students stay on target. Reminders might be fine ways to send encouragment to your coworkers, students, or those you identify might need help or like encouragement.
You’re already doing well, why not share those skills with others. Your career is what you’re paid for, your calling is what you’re made for. You’re paid to help students, but encouraging and engaging with others is a great way to keep communication open and help our students.
Why do I feel so frustrated? How can I get students to read and embrace my feedback? What more can I do to encourage engagement with others? Have you found yourself pondering these common questions? If so, you’re not alone. Student engagement is a hot topic across academia, from brick and mortar to online environments. However, recent spotlights on some institutions who have seemingly dropped the ball in the area of student engagement have turned up the heat on this issue. Yes, student engagement is a growing area of concern for many, but we can choose to view it differently. The featured presentation will give best practice advice on how professors can remain proactive within the online environment to promote engagement. Furthermore, tips on collaborative efforts with faculty members within one’s discipline and across the curriculum will be explored as well. Yes, enhancing student engagement is not only possible, but numerous benefits can be realized if certain measures are embraced. Get ready to increase your engagement arsenal!