2017

RECORD NUMBER OF

TAC

AWARDS IN DECEMBER 2016

I

Left: Egg Rock from Ocean Street, Nahant; Right: Castle Rock as Seen from Forty Steps Beach, Nahant; photography by Kurt Eddy for the Poetry of Places website in the Nahant section, created as a TAC project by Carl Carlsen, professor emeritus.

In December we awarded TAC grants to more faculty

than ever before: 45. Ten of the grants are for technology integration projects, many of which are focused on developing OER (Open Educational Resources) to reduce or eliminate the cost of textbooks for students. The rest of the awards are for the development of hybrid and online courses. (continued on p. 2)

TAC Projects

Cre d i t s

The Edge is a publication of Technology Across the Curriculum. The editor is Terri Whitney, professor of English and faculty coordinator of TAC. Layout is by Ejyo Katagiri from the marketing department. Photography by Kurt Eddy, Media Services, and Jean Hodgin, professor emerita. Contributors to this issue are TAC award recipients; Eugene Zhorov, adjunct faculty, Natural Sciences; Laura Rubin, Dean of STEM and Education; and Andrea Millligan, Director of the Center for Teaching, Learning, and Innovation. The EDGE: 26th edition

C ON TE NT S

Spring 2017

2

Blackboard Learn

12

Hybrid Courses

13

STEM Tech Project

15

29 FACULTY MEMBERS (cont. from p. 1)

A few of these are for seven week accelerated hybrid courses, a new model which has its particular challenges — for faculty and for students. The college is making an effort to provide students with a variety of ways to continue their education and to make that education

TAC PROJECTS:

COMMENTS BY AWARD RECIPIENTS

TECHNOLOGY

INTEGRATION

as inexpensive as possible. At the same time, we want to ensure that the quality of that education remains high. TAC faculty are very aware of the difficulties of achieving these goals, but they all conveyed their eagerness to experiment. Thus for this issue of The Edge, we have asked faculty to tell us what they are most looking forward to with their projects and also what challenges they anticipate. Remarks are by the TAC faculty; if a faculty member did not

DR. SANDRA CARRIKER

SANDY FUHS

Dept. of Graphic Design

comments for this issue of The Edge, we

Dept. of Computer Science, Emerita

printed his/her name and the subject of

OER for Web Fluency Online Course

Multimedia Materials for Small Business Management/Entrepreneurship (MGT 206OL)

Trying to teach a Web Fluency course

I am creating online MGT 206 course

We have also included two articles by

with a print textbook is really difficult.

audio and visual presentations. My

Andrea Milligan, Director of the Center

Even if the textbook is revised often,

focus is to offer students multiple

for Teaching, Learning, and Innovation,

some content is outdated almost as

methods to learn course content based

one on hybrid courses and one spot-

soon as it is published. My challenge

on their preferred method of learning.

lighting two new tools in Blackboard

is to find current, Open Educational

The greatest challenge I think I’ll have

Learn, as well as a short article on a

Resources (OER) that meet the objec-

while working on this project is to be

STEM-funded online course devel-

tives of this course and are accessible

interesting and entertaining. I’ve taken

opment project. As more and more

to my students, in terms of readability,

online courses and realized that a re-

faculty are developing hybrid courses,

conventionality and clarity of language,

hash of the textbook is boring and un-

we thought an article on best practic-

and the knowledge demands of the

necessary. I am really looking forward

es in such courses would be helpful,

content.

to finding new tools and creative ways

respond to our invitation to contribute

the project.

of engaging online students.

especially as this is probably the most challenging course delivery format.

I think that if I can find appropriate OER for my Web Fluency course, I can save my students the cost of a textbook and increase the quality of the content of the course. Not only should the OER replace the printed text, but they should enhance the students’ experience by exposing them to contemporary digital resources not available in print. I am looking forward to identifying exciting and engaging OER for my course.

The EDGE: 26th edition

Spring 2017

PAGE 2

TECHNOLOGY INTEGRATION PROJECTS

JANE GARDNER

Dept. of Natural Science

WENDY GORDON-HEWICK

OER: Environmental Science: A Case Studies Approach

Dept. of Behavioral Science

I am using the TAC grant to imple-

Redesign Your Online Class: Introduction to Psychology

ment historical and current case stud-

YOUNG BAE KIM

Dept. of Natural Science Multimedia Materials for Biology 1: General Biology (BIO 105) NSCC’s biotechnology program has been offering only one section

ies into the Environmental Science

My greatest challenge with this

of the BIO 105 course once a year,

course that I teach. Teaching a course

project will be re-formatting a

usually in the fall. Due to the course

such as Environmental Science is

6-week class to a 4-week session in

features which were designed for

much more meaningful and impactful

a very short time frame. I did most

science majors, it was challenging

when using real-life examples. It will

of the work during winter break.

for a course instructor to find an

be challenging to locate appropriate

I updated the course with recent

adequate textbook for a reasonable

historical cases studies around which

research (short articles) and new

price. To resolve this, I tried to bring

to introduce the science involved in

videos to improve application of

a low-cost learning opportunity to

the various topics and to narrow in on

course material. I streamlined some

the course students last year.

current cases. However, I am confident

grading (started using rubrics, more

that these efforts will help me create

auto-graded items) so I spend less

In my continuing effort to provide

a dynamic, interactive, and meaning-

time grading.

a low cost option with last year’s

ful course in which my students can

TAC grant, I aim this year to fully

learn the science involved and begin

integrate Open Educational Resourc-

to think critically about the issues that

es (OER) materials with my course

impact our future.

materials and include all instructor teaching materials such as slides. This year, with collected and organized images and learning materials from last year, I will generate lecture

“

My focus is to offer students multiple methods to learn course content based on their preferred method of learning. I’ve taken online courses and realized that a rehash of the textbook is boring and unnecessary. I am really looking forward to finding new tools and creative ways of engaging online students.

”

— Sandy

Fuhs,

slides which cover all content in the subject and exam questions. I hope to switch the BIO 105 course to a no or low cost course in the spring 2017.

Dept. of Graphic Design

Multimedia Materials for Small Business Management/Entrepreneurship The EDGE: 26th edition

Spring 2017

PAGE 3

TECHNOLOGY INTEGRATION PROJECTS

HYBRID COURSES

CARLOS MARIN

MARIA VAZQUEZ

OER for Social Problems

OER for Human Growth and Development

ULISES ARCOSCASTREJON

together this project is to design the

I am very excited to be working on the

Hybrid for Basic Accounting 1

course in a way that is engaging and

creation of a Human Growth and De-

interesting to students. At the same

velopment online course for our North

I think the greatest challenge of con-

time, it is important to find the right

Shore Community College students. I

verting Basic Accounting 1 to a hybrid

balance between the instructor’s

am also very happy to be incorporating

is the loss of face-to-face time with stu-

expectations on what the student’s

Open Educational Resources (OER).

dents in the classroom. Students will

learning outcomes should be and the

These educational resources have a

benefit from a reduced number of class

expectation students bring to class in

Creative Commons license and can be

sessions per week because offering hy-

terms of time dedication.

shared with others for free. I am hoping

brid versions of our classes helps them

to create an amazing and affordable

with their busy working schedule, but

The grant for this course also includes

learning experience for the students

the challenge is how to create useful

an OER component. I am looking

in all of my Human Growth and

online assignments that can give them

forward to finding a variety of open

Development courses, whether they

the opportunity to come to a reduced

source materials that will help me to

are enrolled in the classroom or online.

number of classes and still master the

engage and make students interested

This project will lead to a significant

accounting technique, which requires

in domestic and global contemporary

reduction in the cost of textbooks for

a lot of practice and repetition.

social issues.

students. I have a lot of work ahead of

Dept. of Behavioral Science

Dept. of Behavioral Science

The greatest challenge with putting

DONNA NEWHALL

Adjunct, Dept. of Practical Nursing OER for Microbiology

Dept. of Business

me but I am confident that it will be

I am really motivated to tackle this

worth it.

challenge and give myself the opportunity to design activities I have not tried before in my on-campus classes. One of the things I will try, which is not a traditional feature in introductory accounting classes, is including discussion boards in Blackboard Learn where students will have to respond

LUCIANO SAPPIA Dept. of Business

Redesign of Introduction to Business Online and Flipped Course/OER/Mobile Devices The EDGE: 26th edition

Spring 2017

to their peers in terms of what we traditionally do on an individual basis in accounting. I’m really looking forward to observing those exchanges of ideas in written form.

PAGE 4

HYBRID COURSES

JESSICA BURT

NICKI BUSCEMI

LAURIE CARLSON

Hybrid World History 2

7-Week Accelerated Hybrid CMP 102: Composition 2

7 -Week Accelerated Hybrid CMP 101: Composition 1

hybrid World History 2 course as this

Right now, what I’m finding most

I am working on creating a 7-week,

will allow me to rethink and retool a

challenging is compressing what is

accelerated, hybrid CMP 101: Introduc-

course I have been teaching for years.

often a 15-week class into the acceler-

tion to Composition class to be offered

Nevertheless, I will be transitioning

ated format without losing any of the

in Lynn beginning in Fall 2017. I am

from a face-to-face class that meets

key components of the course. I am,

very excited about piloting this new

at least twice a week to only meeting

however, looking forward to what

model of a Comp 1 class.

once a week. Figuring out the balance

I hope will be added depth in our

between work students will do outside

examinations of the various works of

the class and work they will do in the

literature we’ll be reading since this

class could be challenging.

exploration will involve both online

Dept. of History

Dept. of English

Dept. of English

I am looking forward to creating a

discussion posts that students will be able to reflect upon before submitting and more spontaneous, follow-up, in-person discussions of the material.

I am most looking forward to turning my teaching strategies upside down to adapt to the online environment. I anticipate feeling fresh enthusiasm for teaching after developing this class.

“

I am really motivated to tackle [creating useful online assignments that can give students the opportunity to attend a reduced number of classes and still master accounting techniques] and give myself the opportunity to design activities I have not tried before in my on-campus classes.

”

As far as challenges, I am most wor-

DENISE CADY ARBEAU

ried about the lack of face-to-face time with students, which is where I feel my strength in teaching lies. I will

Dept. of Communication Skills

have to find ways to engage students

Hybrid First Year Experience: Mindfulness

make them laugh, and just generally

The EDGE: 26th edition

Spring 2017

without being there to cheer them on,

—Ulises

Arcos-Castrejon Dept.of Business Hybrid Basic Accounting 1

encourage them in their efforts. PAGE 5

HYBRID COURSES

STEVE CHISHOLM

IRENE FERNANDEZ

KARA KAUFMAN

7-Week Accelerated Hybrid Substance Abuse and Society and Substance Abuse Counseling for Individuals

Hybrid Elementary Spanish for Criminal Justice Careers

Hybrid History of Sexuality HIS 136

Drug and Alcohol Program

Dept. of Cultural Arts

Dept. of History

I am creating a hybrid version of my I’m planning to develop a course that

History of Sexuality course that will

Many drug and alcohol courses are

targets Spanish used by professionals in

run in spring 2018. I look forward to

presently being developed in distance

the criminal justice field (police officers,

playing with Blackboard Learn’s tools,

learning and hybrid formats as the

corrections officers, parole officers,

such as wikis and portfolios, in creative

department launches an Accelerated

firefighters and court officers). It is also

ways. I would like the course to meet

Substance Abuse Counseling Certifi-

exciting to develop this course in a hy-

once a week, which might pose a

cate program, tailored to the needs of

brid model with flexible participation.

pedagogical challenge for me to solve.

working adults in the human service

This class will run simultaneously in a

profession.

hybrid and online format. Students will benefit from the flexibility that comes

Specific to DRG 201 Substance Abuse

with an online class. They will also have

Counseling for Individuals, the great-

the opportunity to attend a face-to face

est challenge will be selecting videos

class and meet with the instructor and

and other content that will reinforce

fellow classmates whenever necessary.

in-class modeling of counseling techniques offered by the professor. I’m specifically excited by the prospect of bringing a new demographic group of students to the college and being able to reach the many adult learners in our community who are

GARRY LONG

Adjunct, Dept. of Human Services Hybrid Helping Skills in Human Services

LIZ MALONE

Adjunct, Drug and Alcohol Program 7-week Accelerated Hybrid Physiological and Medical Aspects of Drug Abuse

increasingly interested in addiction prevention, intervention, and treatment.

CARLOS MARIN

Dept. of Behavioral Science

Developing a hybrid course is both exciting and challenging. I was slow

Hybrid Social Problems

in getting started and many times

[Editor’s note: Carlos will also be

thought why did I say that I would

developing OER for this course. See his

participate. In retrospect, I am grateful

comments in that section of the article.]

for the opportunity and look forward to rolling out the course for the fall semester.

The EDGE: 26th edition

Spring 2017

PAGE 6

HYBRID COURSES

DIANNE MCDERMOTT CERASUOLO

MARYELLEN MCNEIL

Hybrid Introduction to Marketing

Hybrid Database Calendar Management

Dept. of Business

Adjunct, Dept. of Office Administration

This course has four on-campus

RACHEL ROESLER

Dept. of Criminal Justice Hybrid Crisis Intervention in the Field of Criminal Justice I anticipate the most significant chal-

meetings of about 2.5 hours each. The

My greatest challenge will be to

lenge with a hybrid course is creating

first meeting is ideal for kicking off

motivate all students to take the time

engaging, hands- on research and writ-

course expectations -- eliminating the

to read weekly learning modules

ing projects for students to complete

confusion that sometimes happens

from cover to cover and become fully

independently and outside of class

with an online only course. At the last

acquainted with the course infor-

time and then build on the knowledge

meeting students present their mar-

mation folder. There is no second

they glean from those assignments,

keting plans -- something that works

guessing course expectations and

with interactive assignments and dis-

better face- to- face than online. This

assignments if students view this

cussions in the classroom. The chal-

delivery of this course as a hybrid is

material.

lenge will be to ensure that students

designed to be a pathway to 200-level

complete their independent work prior

marketing courses, which are primar-

I am looking forward to creating vid-

to class in order to make the in-class

ily offered on line. Simultaneously

eos for my training topics relative to

time as productive and enriching as

with this development I am creating

course content. I have created videos

possible. If even one or two students

independent, open, presentations

in the past, and I enjoy the process as

come unprepared, it can be a challenge

and lecture videos. Marketing tactics

it helps me perfect my teaching skills

to stick with the plan for the classroom

change continually. What’s hot today

for new content. As an instructor,

time since not everyone is starting

is dead tomorrow!

one of the best rewards I can receive

from the same base of knowledge and

is to witness my students grasp dif-

understanding of the content.

My greatest challenge with this project

ficult material through the modes of

is creating a series of presentations

instruction I have provided for them.

I have taught CRJ 108 as a face-to-face

and lecture videos that are timeless;

class and online, so providing a hybrid

with supplementary materials that

option to students will allow me to

will be updated every semester. I am

blend what works best in face-to-face

looking forward to the challenges of

classes with assignments and projects

packaging this course so that students

which have already been proven to

can achieve the outcomes I’ve estab-

work well for online learning.

lished for success.

The EDGE: 26th edition

Spring 2017

PAGE 7

HYBRID COURSES JOHN ZAMPARELLI Dept. of English

7-Week Accelerated Hybrid CMP 101: Composition 1 My challenge is not the hybrid portion of the course but the accelerated design. To squeeze 15 weeks of informa-

DANIELLE SANTOS

Dept. of Communication Skills Hybrid CMP 101: Composition 1 and COM 015: ALP seminar

KATHY YANCHUS

Dept. of Communication Skills Hybrid CMP 101: Composition 1 and COM 015: ALP seminar

tion into half the time is daunting at the very least. This is especially true of a Composition 1 course, which imparts so many fundamental skills without which students would find it very difficult to succeed on a college level. The condensed nature of the

I consider my greatest challenge to be balancing the in-class activities with

ALP (Accelerated Learning Program)

course also demands a much higher

the online activities and making sure

has become worthwhile support for

commitment from students than a

everything is clearly laid-out for the

the CMP 101 course, and, to date, it

regular course, which is a concern and

students. I am most looking forward to

has been very successful. To com-

means, of course, that it’s up to me to

teaching ALP in a new way that gives

plement the curriculum, a hybrid

provide that necessary motivation and

students more flexibility with their

course will be beneficial and exciting

encouragement.

schedule.

to students. It is stimulating to me because the planning and organization

In a course of this kind, organization is

of the courses should elicit a deeper

key. The F2F and online lessons must

understanding of the material being

work together in perfect alignment,

presented. The challenge will be to

especially with such a large amount

encourage students to adhere to the

of information being delivered in so

material and to make interesting the

short a time. Luckily, I love structural

independent research/presentation of

challenges and, for me, this is in part

the curriculum for the hybrid piece.

a structural exercise, a puzzle to be solved, if you will. I will also add that the online component of the course continues to greatly improve my own

“

I love structural challenges and, for me, this is in part a structural exercise, a puzzle to be solved . . . —John

” Zamparelli,

online skills. That form of teaching does not come naturally to me, so I’m looking forward to learning and practicing the various technological resources (there’s a long list!) that can

Dept. of English

7-Week Accelerated Hybrid CMP 101: Composition 1

make an online experience engaging and effective for our students. They won’t be the only ones learning, that’s for sure!

The EDGE: 26th edition

Spring 2017

PAGE 8

ONLINE COURSES

FRED ALTIERI

BOB CHAMPAGNE

FRANK D’AGOSTINO

Online Criminal Investigation

Online Constitutional Interpretations of Criminal Procedure

the tech itself. I have to learn a new

I am grateful to have been selected

I will be re-designing two existing

system in addition to learning the

as recipient of a TAC grant and look

online courses (CRJ 105 and 106)

best practices for teaching online.

forward to collaborating with our

into one new course (CRJ 107). This

But Andrea Milligan has been

current criminal justice faculty to

will be my fourth time working with

invaluable, and I am confident she

further develop and expand distance

Academic Technology on a project,

will guide me through the learning

learning CJ courses.

and I am truly looking forward to

Dept. of Cultural Arts Online Ethics

Adjunct, Dept. of Criminal Justice

Dept. of Criminal Justice

The greatest challenge has been

curve step-by-step.

once again having the opportunity to design a course with them. My pre-

I am looking forward to a new way

vious experiences have always been

of teaching. Andrea said it up front,

quite informative and helpful. I don’t

and she was right: Teaching online

foresee any difficulties at this time.

is not a matter of uploading a faceto-face course to Blackboard Learn; it is learning an entirely new system and rewriting the course entirely. I anticipate gaining new skills that I can apply to my F2F courses as well as online. That is an exciting idea.

BRUCE CIARAMELLA Human Services Practitioner Program Online Introduction to Mental Health Work

The EDGE: 26th edition

Spring 2017

PAGE 9

ONLINE COURSES

BETTY KELLY

JOE MANSELL

Online Hotel Operations

Redesign Online Radiologic Pathology from 1 Credit to 3 Credits

Dept. of Hospitality and Tourism

Dept. of Radiologic Technology

MARYBETH NELSON Dept. of Business

Online Intermediate Accounting 2 The TAC grant to develop and offer ACC 202 Intermediate Accounting

This course will be the first course of its kind offered as part of the Hospitality

In my 2017 TAC project, I will be

2 will offer students the opportu-

and Tourism (TGD) program, and is an

adding to last year’s TAC funded online

nity to continue with Intermediate

open elective for other programs. This

Radiologic Pathology Course. This is

Accounting in an online mode.

teaching methodology will offer an al-

an online course that explores differ-

Effective Fall 2016 students could

ternative to the traditional classroom,

ent pathology seen within diagnostic

complete the Accounting Certifi-

which is not always convenient for

radiographic images. YouTube videos

cate online. Effective Spring 2018,

our students. The greatest challenge

were used to demonstrate the subtle-

students will be able to complete the

will be to find new methodologies to

ties within radiographic images that

entire 60-degree Accounting Degree

ensure student interest and retention

indicate a pathological condition. This

online.

in the online format.

course helps students read radiographic images and understand potential

I’m looking forward to developing my

treatment and prognosis of the disor-

first online course as I’ve always done

ders seen. This year’s TAC grant will

hybrids. I now feel that I’m ready and

be used to make this 1 credit summer

am no longer afraid to learn/develop

course into a 3 credit fall course.

new technology platforms. Also, an informal survey of past students found that they enjoy using Blackboard Learn and having more flexibility in their course schedule.

DONNA NEWHALL

Adjunct, Dept. of Practical Nursing Online Overview of Microbiology I have had the pleasure to be a part of the current Teaching and Learning Online course. The TAC grant has allowed me to get great support in developing an online microbiology course. We have had superior guidance from Andrea Milligan and our other instructors. The added benefit of learning from colleagues that I would not have been working with normally has been truly beneficial. I think my biggest challenge is wading through the vast online resources in order to find appropriate material to include in my course. I am looking forward to having materials that will engage the students and help them throughout their nursing careers.

The EDGE: 26th edition

Spring 2017

PAGE 10

ONLINE COURSES MARIA VAZQUEZ

PETE O’CONNOR

Dept. of Behavioral Science

Adjunct, Dept. of Fire Protection and Safety

Online Human Growth and Development

Online Introduction to Hazardous Materials

[Editor’s note: Maria will also be developing OER for this course. See her comments in that section of the article.]

I’m looking forward to getting my class to the students that can’t get into the classroom because of their other commitments in life. The challenge

LOREEN TIRRELL

is building a course that engages 28

Dept. of Culinary Arts

students that are all in different places

Online Food and Beverage Cost Control

at different times and finding a way to duplicate the meaningful discus-

I am excited to be working on a TAC

sion and mutual learning atmosphere

grant to create an online version of

normally found in a classroom. Not

CFS 228 Food & Beverage Cost Control.

all students have schedules that allow

This course is primarily cost account-

them to get into a classroom. I look

ing for students interested in the food

forward to seeing that environment

service/hospitality field. I love the

develop as students get involved and

content in this course and have always

learn from each other as they learn

enjoyed teaching it in the classroom.

Dept. of Natural Science

from the course.

The challenge will be to create an active

Online The Body in Health and Disease

CHUCK WALL

“classroom” through the online format.

“

I am looking forward to reaching a wider range of students with an online course . . . I plan to record ‘minilectures,’ post readings for discussion assignments, and to have quizzes/tests in the online format. —Chuck

” Wall,

I enjoy student stories and always en-

I teach a variety of biology classes, and

courage classroom participation.

I am broadly interested in nutrition, fitness, and human physiology. I am look-

I am excited to create a vibrant com-

ing forward to reaching a wider range

munity online as the college moves

of students with an online course. I am

to include this in the many online

also looking forward to extensive use of

options. In the past, I have had students

the discussion board features in Black-

from Johnson & Wales, Southern New

board as a way to get students engaged

Hampshire, Tufts, Boston University

with the material.

and many other colleges take part in the summer section. By offering an

My biggest challenge will be condens-

online option we can reach students

ing all of the course information into

from those colleges and beyond. I am

an online format that is watchable/

honored to have been selected to create

readable for the students. I plan to

this course and look forward to its

record “mini-lectures,” to post readings

September launch.

for discussion assignments, and to have quizzes/tests in the online format.

Dept. of Natural Science Online The Body in Health and Disease

Some of this I have already done with

MIKE SMITH

Adjunct, Fire Protection and Safety

face-to-face classes, but some of this will be new to me so I look forward to learning how to do all of this in a completely online environment.

Online Fire Protection Systems and Equipment The EDGE: 26th edition

Spring 2017

PAGE 11

QWICKLY ATTENDANCE TOOL Qwickly Attendance is a new tool in Blackboard Learn for attendance tracking and grading. It is available under the Course Tools in the course Control Panel. More information on Qwickly Attendance is available at https://www.goqwickly.com/attendance Qwickly Attendance allows faculty to: • Automatically create a graded column in Blackboard Learn to keep a running grade for attendance. • Manually enter student attendance or provide a PIN in class for students to login and record their own attendance. • Send an email to students when they

BLACKBOARD LEARN TOOL SPOTLIGHT:

J

Qwickly by Andrea Milligan,

Director of the Center for Teaching, Learning, and Innovation

are marked as absent for the day to acknowledge that they were missed in class. • Export attendance data to a CSV file. Qwickly Attendance is available within a Blackboard Learn course site through the Control Panel > Course Tools. Students can view their attendance record via Tools on the course menu (this can be hidden from students on the Tools page). Faculty can also hide the Grade Center column from students in the Full Grade Center.

In January, we implemented a new tool, called Qwickly, into

our Blackboard Learn environment. There are two components to Qwickly. Qwickly Attendance allows faculty to easily record and track attendance with their Blackboard Learn course sites. And the Qwickly Multi-Course Tool allows faculty to quickly make their course sites within Blackboard Learn available from a single location.

The first time Qwickly Attendance is used within a Blackboard Learn course site, faculty will be prompted to set up the attendance settings. More information on setting up and using Qwickly Attendance is available on our resource guide at https://goo.gl/eGQAkB

QWICKLY MULTI-COURSE TOOL The Qwickly Multi-Course Tool is a Blackboard Learn add-on that allows faculty to manage several course tasks, all from one place at the same time. Through the Qwickly Multi-Course Tool, faculty can

The EDGE: 26th edition

Spring 2017

One of the 24 mottos which Roger Babson had

make multiple course sites available or

carved into Dogtown boulders by Finnish quar-

unavailable, send the same email (with at-

rymen from Poetry of Places website created

tachments) to students in multiple cours-

with a TAC grant by Carl Carlsen, professor

es, and post the same announcement into

emeritus (photography by Kurt Eddy).

multiple course sites. PAGE 12

HYBRID COURSES AT NSCC

BLACKBOARD: QWICKLY (cont. from p. 12) The Qwickly module is available on the Blackboard Learn My Home page (by default, it is in the right column below the ThinkingStorm module). The following tools are available through the Qwickly module: • Course Availability Toggle course availability on or off.

by Andrea Milligan, Director of the Center for Teaching, Learning, and Innovation

•  Post Announcement Post announcement to multiple courses. •  Send Email

One of the 24 mottos which Roger

Send email to multiple courses.

Babson had carved into Dogtown

•  Needs Grading

boulders by Finnish quarrymen from

Display the number of items submitted but not yet graded. The Course Availability feature in Qwickly allows instructors to toggle course availability on or off in one location for all courses. The task of hunting down this setting inside the course is simplified. It now takes just seconds to make all courses available.

I

Poetry of Places website created with a TAC grant by Carl Carlsen, professor emeritus (photography by Kurt Eddy).

In the past few years, we have seen an increase in the number of hybrid courses developed through the Technology Across the Curriculum (TAC) Program. In the spring 2017 semester, 27 hybrid course sections were offered as compared to 113 online course sections. Through the Technology Across the Curriculum

To set your course availability using Qwickly: 1. In the Qwickly module, click Course Availability to see a list

process, approximately 15 new hybrid course sections will be offered in fall 2017.

of courses. 2. Click the on/off button for each class (on is for available and off is

WHAT ARE HYBRID COURSES?

Here at North Shore Community College,

for unavailable).

The Open Learning Consortium (OLC)

hybrid courses have a section code of CT

defines a hybrid course as a course where

and receive a note stating that this course

list of courses. The My Home page

“online activity is mixed with classroom

“meets partially online and partially in

may need to be refreshed to see the

meetings, replacing a significant per-

the classroom with a reduced number of

changes. The easiest way to do that

centage, but not all required face-to-face

classroom meetings.”

is to click on My Home again.

instructional activities” (Source: https://

3. Click Course Availability to close the

onlinelearningconsortium.org/updatMore information about how to make

ed-e-learning-definitions-2/).

courses available, send email to multiple courses, or post announcements to multiple courses is available on our resource guide at https://goo.gl/hBx01I. If you have any questions about Qwickly Attendance or the Qwickly Multi-Course Tool, please contact the NSCC Blackboard Helpdesk at bbhelp@northshore.edu. The EDGE: 26th edition

Spring 2017

PAGE 13

DESIGNING HYBRID COURSES

expectations as well as have time for an

All official hybrid courses (those

initial group project. Meetings 2 and 3

One of the important characteristics to

designated with the CT section code)

focus on complex group projects and

note about hybrid courses is that sched-

are designed and developed by faculty

presentations. During the final meeting,

uled face-to-face seat time is reduced so

through the TAC process in partner-

students present a final paper to the

that some in-class learning activities are

ship with instructional technology and

group. Student success rates are higher

replaced by online learning activities.

design team members from the Center

than strictly online classes.”

The scheduled face-to-face time can take

for Teaching, Learning, and Innovation

many forms. Typically, a face-to-face

(CTLI). Designing a hybrid course can

course that meets in the classroom once

often be more challenging than de-

a week for 2 hours 45 minutes will meet

signing an online course as thoughtful

“I was happy to find that the hybrid por-

in the classroom once a week for 1 hour

consideration needs to be given to what

tion of the course led to greater student

15 minutes as a hybrid; a face-to-face

types of activities are best delivered in

involvement. Students who usually ‘sit

course that meets in the classroom twice

the face-to-face classroom as well as in

back’ in class are required to complete

a week for 1 hour 15 minutes will meet

the online environment, and then these

reflections and discussion boards about

in the classroom once a week for 1 hour

face-to-face and online learning activi-

the online content assigned. This was

15 minutes as a hybrid; and a face-to-

ties are blended together into a learning

also reflected in students coming to face-

face course that meets in the classroom

environment that offers the “best of

to-face classes better prepared and over-

three times a week for 50 minutes will

both worlds.” It is extremely important

all class grades improved. Hybrid courses

meet in the classroom twice a week for

to ensure that the online activities are

utilizing audio, video, PowerPoints, and

50 minutes as a hybrid. At NSCC, we also

developed to complement, enhance, and

written activities during online learning

have hybrid courses that meet in the

extend the in-class activities and are not

when combined with hands -on class-

classroom three or four times through-

just added-on. Many faculty who design

room activities are an excellent way to

out the semester with the remaining

hybrid courses will incorporate flipped

address multiple learning styles.”

time spent online. Without scheduled

learning strategies where students spend

face-to-face seat time reduction, the

time in class actively engaging with

course would just be a face-to-face

each other and applying what they have

course with online learning activities

learned.

HYBRID COURSES (cont. from p. 13)

— Dianne McDermott Cerasuolo Business Department

— Anne Jerome OTA Program

(sometimes called a technology-enhanced or web-enhanced course).

BENEFITS OF HYBRID COURSES There are many benefits to hybrid courses for both faculty and students including:

• Flexibility and convenience in course scheduling

“

I was happy to find that the hybrid portion of the course led to greater student involvement. Students who usually ‘sit back’ in class are required to complete reflections and discussion boards about the online content assigned. 

”

— Anne Jerome, OTA Program

• Reduced commuting costs due to

• Transition from face-to-face to

• In-person interactions with faculty

• Inclusion of instructional opportu-

“My hybrid courses are structured to

in class sessions, I focus on the proce-

nities that do not lend themselves

be an on-ramp for students to subse-

dure aspects of the accounting we are

to online

quently be more successful in online

covering in any particular chapter. I

courses. Face-to-face meetings are once

provide some background for why these

per month for 2.5 hours. Having that

procedural accounting functions happen

• Active learning opportunities for

much time in the first class means I can

and go through the accounting with

students within the classroom

get everyone up to speed on the course

the student. I present the procedure,

less class meeting times online courses

TEACHING HYBRID COURSES

“I teach Financial Accounting in the

What is it like to teach a hybrid course?

hybrid format, and it is structured to

Four faculty who are currently teaching

meet in class on Monday and Wednes-

hybrid courses share their perspectives.

day for 50 minutes and then what I call

and other students

the ‘Friday Online Day.’ During the

• Integration of online learning activities

The EDGE: 26th edition

Spring 2017

PAGE 14

HYBRID COURSES (cont. from p. 14)

It is extremely important to ensure that the online activities are developed to complement, enhance, and extend the inclass activities and are not just added-on.

Viking Ship, Norway from TAC photography project by Jean Hodgin, Professor Emerita.

do examples with the students, then have the students repeat the procedures with a separate problem on their own. During the online class day, I have the students focus on the conceptual and analytical topics in the chapter. Students will review interactive presentations and then complete exercises. Friday online days are graded so students must complete the work. Otherwise their grade is impacted.”

STEM TECHNOLOGY PROJECT

E

— J ohn Bosco Business Department

“An engaging e-learning course requires careful planning and implementation on the part of the instructor. The assign-

Contributors: Eugene Zhorov, adjunct faculty in Natural Sciences,

and Laura Rubin, Dean of STEM and Education

Eugene Zhorov and Natacha Miller, adjunct instructors in

the Natural Sciences Department, are working with Laura Rubin,

ments and activities should be engross-

Dean of STEM and Education, to develop a technology project

ing in order to attract and encourage

funded by the Department of Labor TAACCCT IV grant. We invit-

students to remain actively involved. Students need to know that their contin-

ed them to submit information about their project, and Eugene

ued participation is the key to having a

sent the following:

successful e-learning experience.”

— I rene Fernandez Cultural Arts Department

INTERESTED IN LEARNING MORE?

I am joining NSCC in preparation for

for professionals trying to advance their

teaching new courses in a new certifi-

careers. I see great potential in targeting

cation program entitled Quality Assur-

such a broad population and preparing

ance and Control for the Biotechnology

professionals to make safe medicinal

Industry. After over twenty years in the

products!

Please feel free to contact Andrea Milli-

pharmaceutical industry, I am looking

gan at amilliga@northshore.edu to con-

forward to sharing my perspective and

I am looking forward to the roll-out of

tinue the conversation around hybrid

experience with NSCC students.

this QA/QC certification program in the

courses.

Fall of 2017 and hope to see it grow to the This is a technology reach field, and I

graduate level! I believe that it will be a

expect that the QA/QC program will be

great addition to the NSCC STEM portfolio.

attractive to students looking for the opportunity to learn about the field and The EDGE: 26th edition

Spring 2017

PAGE 15