EDLD5362 A Model College Classroom - Preparing Students for 21st Century Careers

The digital age has certainly transformed the classroom and the profession. Because of the speed at which technology is being introduced to our students, teachers must evolve, adapt and learn with their students (Montiel, A., personal communication, April 14, 2011). Solomon and Schrum (2007) warn that sitting on the sidelines is no longer an option; teachers must embrace students’ technology interests and capacity while leveraging their strength, pedagogy, to help students learn. While educators are responsible for integrating technology into the pedagogy and the curriculum, campus and district administrators are responsible for designing and developing learning spaces that are community-driven, interdisciplinary and supported by technologies that engage virtual communication and collaboration (Horizon Report, 2010).

In the past, college classrooms were designed to maximize class size and enrollment: large lecture halls, with tiered seating provided seating for the masses. However, in order to prepare college students for 21st century jobs colleges must provide an environment where learners can “connect and collaborate” with peers, the teacher and with professionals (Friedman, 2005). College administrators would be remiss in not considering the integral role learning spaces (classrooms and common areas) play in developing the skills desired by the workforce including critical thinking, collaboration and communication. A well designed learning space should promote active, collaborative and individual learning by leveraging the emerging technologies in the Horizon report that are designed to prepare students for the 21st century workplace: cloud computing, collaborative environments, game based learning, mobiles, augmented reality, and flexible displays.

The college classroom of the future should include adequate lighting, connectivity and electricity for a maximum of 25 students. Lighting should be organized in zones to accommodate multiple and differentiated learning activities; connectivity should include network drops for each learning pod and a wireless network should be available; and electricity should be adjacent to network drops to support classroom and student technology including but not limited to AV equipment, desktop computers, instructor podium, laptops, mobile device chargers, etc. (Emory College Classroom Design, October 2010). Furthermore the classroom layout should be open and flexible with modular furniture/desks and movable, comfortable chairs/seating so that students can sit in small or large groups. The open layout lends itself to teacher and student mobility facilitating open communication and collaboration as well as ADA compliance. Each pod should be equipped with a large plasma screen and networked desktop computer with accessories. The large plasma display will allow multiple students to collaborate and share with peers and the instructor. The instructor podium or lectern should have both desktop and laptop access. In addition, the instructor should have access to a projector, document camera, large plasma display or smart board and AV equipment. Strategic placement of the technology, furniture, lighting, electricity and connectivity will profoundly affect the way students work, collaborate, communicate, and succeed (Horizon Report, 2010).

The classroom design of the future maximizes learning, both inside and outside of the classroom. Guided instruction in the classroom will ensure that students leverage emerging technologies outside of the classroom and across the curriculum. Cloud computing will provide students with resources that encourage and facilitate collaboration and communication and will facilitate differentiated instruction. More importantly, cloud computing is readily available and inexpensive (Horizon Report, 2010). The model classroom will encourage and facilitate a collaborative learning environment giving students opportunities to interact with peers and mentors, experience other world views, and model the kinds of work patterns that take place in an increasing number of professions (Horizon Report, 2010). Collaboration is further fostered by the use of gaming. The model learning space design lends itself to individual and collaborative gaming as a way of teaching and learning including problem solving and goal setting (Horizon Report, 2010). Electricity and wireless internet access in the learning space will allow the instructor and the students to capitalize on mobiles as part of instruction including personal student response systems. Furthermore, the incorporation of mobile devices will allow students to continue collaborating with peers and the instructor outside of the classroom: leveraging the cloud, furthering communication and collaboration and accessing games as well as augmented reality. Finally, a well designed classroom will allow students to blend (augment) virtual data with what they see in the real world (Horizon Report, 2010). Augmented reality is a powerful teaching and learning tool that will expose 21st century learners to real and virtual environments and professions.

The Partnership’s 2004 report Learning for the 21st Century report implies that the current educational system is irrelevant unless we bridge the gap between how student live and learn (Solomon & Schrum, 2007). Classrooms of the future can bridge that gap by educating students in a 21st century classroom that closely resembles interactions and environments in the workplace.

References

Emory College Classroom Design. (October, 2010). Retrieved May 5, 2011 from http://college.emory.edu/home/assets/documents/facilities/classroomGuidelines.pdf

Friedman, T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Girous.

Horizons Report K-12 Edition. (2010). The New Media Consortium. Retrieved May 5, 2011 from http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf

Montiel, A. (personal communication, April 14, 2011)

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

EDLD5345 Reflection

Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

This week I met with our Director of Institutional Effectiveness (IE) to draft the IE plan for enrollment services. The college uses Weave Online to develop goals, outcomes and strategies that are linked to our strategic directions and guiding principles. Departmental IE plans are incorporated into the institution’ strategic plan and must include implementation and sustainability plans. The IE cycle requires that plans are evaluated annually with a final report after two years. Both evaluation cycles enable the department to monitor, evaluate and revise plans if necessary. New plans are created every two years.

Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

This week, I also attended GOT Coach training. GOT (graduate on time) coaches are assigned to students who have been identified as IPEDS eligible – first time, full time and degree seeking. These students, if they graduate within 150% of their degree plan, can positively impact the college’s graduation rate. A rate that all institutions of higher education monitor and are judged by. GOT Coaches are assigned to a group of 20-25 students. It is our responsibility to build a relationship with these students and to monitor their progress toward and until completion. We will work closely with the students to ensure instruction is maximized and that the students are challenged in the classroom and not in our processes…or by external barriers such as transportation, employment, child care, etc. GOT Coaches include both student and academic affairs administrators, promoting a culture of collaboration, trust, and high expectations. The program leverages existing portal technology to track student communication and transactions. The portal will also provide data to monitor GOT Coach interactions and students’ progress toward completion. Because this is a pilot year, the data will be used to benchmark future goals.

Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

This summer, we launched the eSTC Virtual Campus, our sixth campus. I served as the student affairs liaison, ensuring that online students had access to our services which typically begin in line. To do this, I had to leverage all division resources and applications to develop seamless, online services for students. While student affairs does not have traditional curricular or instructional opportunities we do have learning outcomes for our processes. Again, we want to ensure that students are challenge in the virtual classroom and not our virtual processes. Throughout this 20 month process I monitored and evaluated our progress while delegating specific tasks to process owners and departmental experts. This process allowed me to build capacity for leadership, but also gave other division personnel to take on new leadership roles within the division. We launched the virtual campus on Tuesday with a virtual ribbon cutting for the virtual campus at vc.southtexascollege.edu.

Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

Although I do not aspire to be a K-12 administrator, my current role includes coordination of college outreach and facilitation of dual credit registration. Both of these address competencies in Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. In order to develop and sustain effective outreach and dual credit programs, I provide our K-12 partners with the data they need to inform their college- bound and dual credit programming. The data includes matriculation and student success rates. In addition, I serve as the K-12 liaison, promoting an understanding and appreciation of the college’s diverse cultural, social and intellectual resources that can support or enhance their own instruction. I will leverage this strength as I continue to develop my skills as an educational leader.

Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

The college’s conflict resolution team review’s student appeals and renders the final decision. While we are very much a student centered institution, the team does not always side with the student. I often meet with students who are not satisfied with the outcome. I have to carefully consider the situation and consequences for both the student and the institution, as well as the moral and legal ramifications, should I uphold or repeal the team’s decision. Integrity and ethics are the framework for a fair decision.

Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

While the legislature is in session, college leaders are often asked to testify before house and senate committees. This year, I had the opportunity to testify in front of the House sub-committee for higher education regarding the unintended consequences of a bill that was passed during the previous session. Because of my experience and knowledge of dual credit programs, I was asked to provide insight and examples of how the bill negatively affected dual credit students who transfer. Essentially, dual credit students were being charged out of state tuition once they surpassed the excess credit hour maximum. Traditional liberal arts students were not affected, but students in rigorous STEM programs were impacted. For example, college algebra is a standard core curriculum class at most community colleges. The standard sequence includes pre-calculus and calculus for STEM associate degrees. Unfortunately, receiving institutions did not apply those math credits to STEM degrees resulting in excess credit hours. The bill was amended and now students no longer experience the unintended consequences of legislation that was drafted to accelerate time to degree completion.

EDLD5344 Reflection

While I do not work in K-12, the McKinney Vento Homeless Assistance Act discussed in the Week 2 web conference was the most interesting and applicable to my work in higher education. I was surprised at how broad the definition is and how many students in deep, South Texas are considered homeless. We have a large population of migrant students, students in substandard housing, and students who share housing due to economic reasons. Although NCLB addresses access to higher education and the Department of Education will provide financial aid for homeless students who qualify, community colleges can play an integral role in preparing students and their families for the transition to higher education. I have shared the McKinney Vento Act with my outreach staff so together we can develop transition plans for homeless student populations. The plan includes bi-lingual parent education programs that emphasize the value of an Associate’s Degree. For many homeless students, a college certificate or degree will put their family on the path to the middle class. Our vision is a “better quality of life for our communities;” facilitating access and completion for homeless students and families in our region puts that vision into practice.

As a student affairs administrator at a community college, I do not evaluate teacher performance; however, I do play role in identifying highly qualified teachers to teach dual enrollment courses. High schools in our district often recruit highly qualified teachers in an effort to ramp up dual credit course offering on their campus. Oftentimes, college personnel are included in drafting job descriptions and interviewing prospective faculty. Furthermore college program chairs as well as students evaluate the dual enrollment teacher per the college policy. The program chair evaluation includes in class observation, student success rates and completion of learning outcomes. Student evaluation is typically survey driven. I do not believe these evaluations are considered during the high school contract renewal process, however.

This year, with state budget cuts impacting high school staffing plans, many schools waited until the deadline to issue contract renewals. This impacted the college’s ability to develop the dual enrollment schedule and secure faculty for the fall term. While it is not common practice to issue continuing teacher contracts, I think that consideration should be given for highly qualified, effective teachers.

Confidentiality and student records are a hot topic in higher education. FERPA is applied to all college students, regardless of their age; and most faculty are very conservative in their interpretation as it relates to conversation with parents. This can present a problem when one-third of the college’s enrollment is made up of dual credit, high school students. As a result, the college has ramped up FERPA training and given faculty and staff the tools and resources to respond to parent inquiries. Furthermore, the college has secured Memorandums of Understanding with dual credit partners in order to exchange student level data. FERPA provisions allow higher education institutions to share de-identified student data at the aggregate level for accountability and compliance; however, dual credit programs require student level data to facilitate transcription of grades for the high school course. The MOU indicates that the high school has a legitimate educational interest and as a result will receive student level data including academic standing and grades.

Finally, this year the State of Texas passed legislation requiring all college students under age 30 to have a meningitis vaccine before the first class day of the regular term. Because high school students are required to have a meningitis vaccine at age 11 and a booster at age 16, we have been working closely with our high school health officials and legal counsel to determine if vaccine data can be shared as part of the college readiness standards. Together we have attended FERPA workshops and webinars to work through this process and ensure that the new requirement does not impact matriculation in our region.

EDLD5397 Reflection

As with most standards evaluation tools in this program, I rank proficient in areas of leadership, productivity and evaluation; however, I lack proficiency in curriculum and instruction standards. This is due in part because my current role does not include curriculum development and classroom management. I realize the importance of these skills for public school technology leaders and principals. I also understand how these standards facilitate the successful transition of students from K-12 to higher education. I also realize that many of the standards can contribute to the success of our dual credit faculty and students.

After completing the ETLISE and reviewing the PISE, I realize that my employment experience and future aspirations are more closely aligned with PISE than ETLISE. My strengths lie in school community and administrative leadership. I continue to lack proficiency in instructional leadership; however, as we begin to assign learning outcomes to our student affairs processes, I will strengthen this standard.

EDLD5366 Reflection

Having never formally taught students, I can only use my own experience as a learner and in higher education to address the reflection prompts. I have to admit, written reflection is not my favorite exercise. I find more satisfaction and achievement in developing tools that leverage past and prior learning to “teach” others while demonstrating what I have learned. The website assignment in week 4 is a prime example: utilizing knowledge gained in the course to develop a site incorporating branding, design principles, animation, etc. gave me an opportunity to reflect on past learning. During the process, I learned from my peers and identified my own strengths and weaknesses in this course’s content, curricula and learning outcomes.

Marketing and branding is critical in my role as a community college professional. My experience includes development of institutional brands and logos. In addition, I have developed protocol for brand standards and program artwork. As we transition to more virtual services, digital graphics and web design will take center stage. This course has given me the confidence I need to explore and apply design principles I am familiar with coupled with my newly acquired digital graphics and web design concepts. However, I never stopped to think of my own brand and how it captures me as a mom, professional, and student. I followed Alcantara (2009) suggestion to begin the branding process by brainstorming personal facts and attributes. Once the list was developed, I began the process of stereo-typing myself. I think the end product captured the balance, ever-changing and femine attributes revealed during the brainstorming session. The primary design principle used in my brand was contrast – the single most important element in design (Yearwood, 2010).

As usual, for me, the richest learning occurred during the group project. I worked with peers that have diverse interests and expertise. Although we have worked together in the past, I enjoyed the collaboration and the opportunity to learn and teach my peers. I was able to leverage my own experience in enrollment marketing and parental programming to contribute to the assignment. I was the only member who was not a traditional K-12 educator. As a result I gained insight regarding K-12 curriculum, technology, and multi-media instruction that will impact student learning. The use of multimedia instruction can significantly enhance student learning if properly designed and implemented (Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom, 2008).

While digital immigrants may find it difficult to integrate technology into the curriculum, we have learned from our readings that the digital natives crave it. Rather than resist, Rose and Meyer (2002) encourage teachers to integrate multimedia into instruction, helping to remove curriculum barriers and improve learning for all students. In higher education, I anticipate that technology will alter student support services. With increased online learning, we must provide equitable advising, counseling, tutoring and student engagement opportunities to our virtual students. In addition, as we all face budget and personnel cuts, we must leverage technology to create a college ready, college going and college completing culture.
References

Alcantara, L. (2009). The art of self-branding, Part 1 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-one/

Alcantara, L. (2009). The art of self-branding, Part 2 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-two/.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom. (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76425_BrainPOP_White_Paper-20090426.pdf.

Yearwood, J (2009) Basic Design Principles, Week 2 EDLD 5366 Digital Graphics Reading/Lecture.

EDLD5364 Reflection

“You don’t know what you don’t know.” This phrase sums up the entire course for me. Although I have served as an end-user trainer in the past, and am now working in higher education, I have never managed a classroom, developed a lesson plan nor studied educational theory and brain networks. Like the students in our readings, I appreciated the applied examples for learning in both texts and other readings. It gave me an opportunity to contextualize how educational theory, brain networks and technology are applied in K-12 classrooms to maximize learning. As educators we need to balance our need to measure what students learn with how students will use what they have learned to solve problems both in and outside of the classroom. The Partnership’s 2004 report Learning for the 21st Century report implies that the current educational system is irrelevant unless we bridge the gap between how students live and learn (Solomon & Schrum, 2007). The texts, videos and group project have given me insight on how to harness students interests, expertise and current social environments to help them “know what they don’t know” in an active and engaging learning environment.

Fortunately, I was able to reflect on how I may integrate the theories, networks and best practices in my own community college student affairs policies, practices, process and learning outcomes. Solomon and Schrum (2007) warn that sitting on the sidelines is no longer an option; teachers must embrace students’ technology interests and capacity while leveraging their strength, pedagogy, to help students learn. In my case, I must consider how I can integrate Web 2.0 tools into the processes I “own” including outreach, admissions, assessment and graduation. Although social networking is included in the prospective and current student communication plans, should it have a more prevalent role? What other tools may be “harnessed” to create Gladwell’s (2002) “stickiness” and “tip” admissions yield, retention and graduation rates?

My “old information” is limited. I can only leverage my experience as a student, as a parent and as a community college administrator; however, in one of the weekly overview videos, Dr. Mason spoke of "enriching our personal knowledge base," and I have, definitely. I can apply what I have learned by addressing the individual differences in my own staffs' recognition, strategic or affective networks by individualizing pathways for their learning and professional development (Meyer & Rose, 2002). As an administrator, I have identified common goals for my employees and departments, but realize that I may need to be more flexible in allowing staff to follow their own path to reach personal and departmental goals. Furthermore by applying UDL principles and standards, I will be able to clearly state my goals and identify how I will monitor progress. Afterall, one size fits none for K-12 and lifelong learners.

In each of the courses I have taken thus far, I found the rubrics to be very helpful in designing my approach to completing the assignments. Some weeks, the learning curve was steeper than others, but I have been able to relate the K-12 concepts and examples to some of my work in student affairs at a community college. In school, I typically avoided group projects. In an interview when asked the standard question “do you prefer to be a team member or a team leader,” I always answer both, of course. The truth is, given the opportunity, I would prefer to be the leader: setting goals and timelines, making assignments, delegating, etc. However, for this assignment, I was at an extreme disadvantage. While I could leverage my experience as an administrator, with project based assessment and writing, I simply could not be in control, when I have no classroom experience. I had to rely on my teammates and team leader to provide context, set goals and delegate. I am fortunate to be part of a diverse team whose experience and considerable knowledge of K-12 and technology is more than impressive. Vicki’s vast knowledge of technology is an asset to student learning and teacher professional development. By exposing the team to the technology that is available she has assisted us in creating our own UDLs and meeting the scenario objectives. Jennifer’s experience with the content, lesson planning, TEKS and graphic design has helped me visualize the lesson, and both Janet’s and Holly’s experiences as coaches and with special needs students have been invaluable. Peer feedback indicated that my writing skills and time on task proved valuable to the team and the ultimate solution.

As usual, I felt the course concentration and content was more relevant for K-12 faculty and administrators; however, I have found that the things I have learned can be applied to higher education and student affairs. As college’s and K-12 research innovative ways to align curriculum and ensure that students exiting high school are college and career ready, the knowledge I have gained in this course will be valuable. I already feel as if I am more familiar with the K-12 environment including their challenges and triumphs. As I progressed through the course, I did realize that in order to provide efficient and effective service to our K-12 partners, my familiarity with the standards is essential. As we look for ways to align both career and technology as well as academic dual credit courses, I will leverage the knowledge I have gained in this course.

Although my assignment and discussion scores have been high, I do miss the feedback regarding the quality of work and areas of improvement. I was craving more feedback from both my IA and professor. I feel as though I my technology skills and attitudes have improved and as a result my ability to lead the young, digital natives that I supervise has improved as well. I am fortunate to be working at a young community college that values technology in the classroom. Our classrooms are state of the art and our information services and planning division is diligent in researching and reviewing innovative ways to support and implement technology both in and outside of the classroom. While I do have leadership, writing, strategic planning and assessment/evaluation experience, I am missing the classroom experience my peers bring to the discussion.

I live in a majority/minority region that has abhorrent educational attainment levels. The statistics reveal that for every ten Hispanic students that begin the first grade together, five make it to ninth grade, two make it to their senior year and only one of those students will graduation from college. Census Bureau data indicates that one-half the population lives below the poverty level and one-half of the adult population over age 25 have less than a ninth grade education. The majority of our students are first generation, Spanish speaking and poor. They are the faces of the non-traditional students Page (2002) references in Technology Enriched Classrooms: Effects on Students of Low Socioeconomic Status. As I reflect on my experience in this classroom, I know that I will be able to address the challenges those students face by leveraging what I have learned in this course. I will continue to reference the texts, the videos and discussion posts to look for solutions and innovative approaches to help these students succeed both inside and outside of the classroom.

References

Friedman, T.L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus & Girous.

Gladwell, M. (2002). The tipping point: How little things can make a big difference. New York: Little, Brown and Company.
Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

Hidalgo County, Texas. Educational Attainment Level 2005-2009. Retrieved March 3, 2011 from the US Census Bureau http://factfinder.census.gov/servlet/STTable?_bm=y&-context=st&-qr_name=ACS_2009_5YR_G00_S1501&-ds_name=ACS_2009_5YR_G00_&-tree_id=5309&-redoLog=true&-_caller=geoselect&-geo_id=05000US48215&-format=&-_lang=en

Page, M.S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 289-409. Retrieved August 8, 2009 from the International Society of Educationhttp:
Education Research Quarterly

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved on March 7, 2011, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_5.cfm

Solomon, G. & Schrum, L. (2007). Web 2.0: new tools, new schools. Eugene, OR: International Society for Technology in Education.

EDLD5333 Reflection

As I approached this course, I was hoping to glean practical applications that I could use as a student support services administrator at a community college. Unfortunately, the course was geared toward K-12 prospective principals; however, I have become more familiar with the procedures, processes, and practices of my K-12 colleagues. This new knowledge will facilitate discussions and solutions for K-12 partnerships that include dual credit, at-risk recovery and remediation, as well as college bound programming. I feel more confident in reviewing the K-12 data and providing college oriented programming to help K-12 achieve goals and objectives included in their campus improvement plans.

Like K-12, community colleges are undergoing a cycle of continuous improvement. We also face unprecedented challenges in preparing students for the demands of the future workplace (Wiliam, 2007, p. 36). As a student affairs administrator, I need to ensure that students are challenged in the classroom and not our processes. Together, my staff and I need to identify student barriers in our processes and develop solutions that facilitate the successful navigation of those barriers while complying with state and federal standards and benchmarks. By allowing frontline personnel to be involved in the continuous improvement cycle, college administrators can harness the talent of all stakeholders and their unique perspectives (Marino, 2007, p. 10).

While I do not have the platform to implement the action plan developed in week four (4), I will leverage the strategies, tools, and resources gleaned from this course to lead faculty and staff, as well as students and parents in the school improvement process.

References

Marino, J. (2007). A new paradigm for organizational chane: Infovlving Customers and stakeholders in the improvement process. The Journal for Quality & Participation, 30(1), 10-12.

William, D. (2007-2008). Changing classroom practice. Educational Leadership, 65(4), 36-41.

Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 140-145.

EDLD5326 Reflection

Epstein’s Framework of Involvement (1997) describes the teacher’s role as one who facilitates the partnership of shared views and actions toward shared goals with all stakeholders. My experience has taught me that parents deserve and want to be treated with respect and patience. They should feel comfortable interacting with educators in the classroom, on the campus and in the community. Teachers can facilitate this by creating an environment of mutual respect and trust. In turn, parents can work to instill those same values at home in addition to being involved and aware of their own students’ pace and progress. Parents who are not aware of their students’ pace and progress often deny poor performance or behavior. If both the teacher and the parent maintain open, honest and transparent dialogue they can overcome any adversity together.

From my peers, I have learned that providing parents the tools and resources to support learning at home is key. I like the idea providing homework kits to families and setting clear expectations for parental involvement and engagement from the beginning. I also like the idea of surveying the parents to determine how they may be able to contribute to the learning – relevant life and work experience can provide real-world context to the lesson and to the classroom.

Reference

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). Epstein’s six types of involvement. In School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

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Epstein’s Framework of Involvement (1997) encourages parents to support institutional goals that promote learning and completion both inside and outside of the classroom. Unfortunately, parental engagement may be affected by such things as attitudes, language barriers, cultural influences, and family dynamics (Pena, 2009). Regardless of the real or perceived barriers, I believe parents, for the most part, want their students to be successful both in and outside of the classroom.

In my children’s classrooms (elementary) parental involvement is high, but is limited to supporting ancillary activities like class parties and celebrations. The involvement is typically maternal in nature and does not enhance or support the curriculum. Increased parental engagement might occur if the teachers surveyed the parents to determine how they feel they can best contribute to the classroom and their student’s achievement. Contributions can vary and include passions, hobbies, skills, work experience and education. Engaged parents can enrich learning both inside and outside of the classroom.

Reference

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). Epstein’s six types of involvement. In School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

Pena, D. (2000). Parent involvement: Influencing factors and implications. Journal of Educational Research, (94)1, 42-54.

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School leaders should provide training and set the standard for communicating and involving parents as well as the community in campus based activities and decision making. The training will ensure that the mandated parent/student/teacher/school compact is completed and appropriately leveraged to promote achievement. Broad-based engagement will promote an inclusive culture that facilitates identification of resources and services designed to strengthen school programs and family practices, as well as student learning and development (Epstein, Coates, Salinas, Sanders & Simon, 2009).

In my region, educational attainment and language barriers often affect parental engagement. School leaders should provide teacher training that demonstrates how to incorporate parents as partners in reaching and teaching students (Ferrara & Ferrara, 2005) regardless of the barriers.

References Ferrara, M., & Ferrara, P. (2005). Parents as partners: Raising awareness as a teacher preparation program. The Clearing House, 79(2), 77.
National Network of Partnership Schools. (2009). Epstein’s six types of involvement. In Epstein, J. L., Coates, L., Salinas, K. C., Sanders, M. G., & Simon, B. S. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press. Retrieved January 22, 2009, from: http://www.cpirc.org/vertical/Sites/%7B95025A21-DD4C-45C2-AE37-D35CA63B7AD9%7D/uploads/%7B1310DD65-F94A-457D-A680-9EE824084458%7D.PDF

EDLD5306 Reflection

What outcomes had you envisioned for this course? Did you achieve those outcomes?
Did the actual course outcomes align with those that you envisioned? To be honest, I was not sure what to expect. I am pursuing a master’s degree as part of my interim contractual agreement. I knew I wanted something that was dynamic, relevant and quick paced. This was my first online course, and naturally I was rather anxious as I am the quintessential procrastinator; however, I managed to fit the assignments into my schedule relatively easily…after that first week.

At first, I felt the course concentration and content was more relevant for K-12 faculty and administrators; however, I have found that the things I have learned can be applied to higher education and student affairs. As college’s and K-12 research innovative ways to align curriculum and ensure that students exiting high school are college and career ready, the knowledge I have gained in this introduction will be valuable. I already feel as if I am more familiar with the K-12 environment including their challenges and triumphs.

To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
Not everything is relevant. I am not in the classroom and do not supervise any faculty. In addition, I struggle with the TEKS and K-12 standards. Because I am not in K-12, I am not familiar with the standards and the learning curve was steep. As I progressed through the course, I did realize that in order to provide efficient and effective service to our K-12 partners, my familiarity with the standards is essential. As we look for ways to align both career and technology as well as academic dual credit courses, I will leverage the knowledge I have and will gain in the coursework.

I did benefit from the wiki, blog, wordle, animoto, etc. assignments and immediately identified relevant applications in higher education, student affairs, in particular. I look forward to sharing with my staff so they can integrate into their own routines, presentations, and communication with prospective students.

What outcomes did you not achieve? What prevented you from achieving them?
I can’t say that I did not achieve any outcomes. Again, I was not sure what to expect. I have been out of school for 16 years and this was my first online course. I thought that I would be too distracted for online learning and that I needed to be in a classroom with my peers and an instructor. I am a product of chalk and talk and am a digital immigrant. I am very skilled and nimble with Microsoft office as I was a former end user trainer, but my desktop and web publishing skills are minimal. I also did not realize how may open source and/or free programs are available to support and enhance instruction, social networking, personal communication, etc. I also did not realize how the course would result in me more closely examining what is occurring in my own children’s classrooms. I am certainly more informed about the integration of, and the need for technology in my children’s classrooms.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
Yes, I have been successful in carrying out the course assignments. The assessments and summaries in the first week were overwhelming. I was discouraged and was having second thoughts. After all, I started this course at the same time my husband started a new job and is working out of town Monday through Thursday. As we progressed I became more interested and engaged. I have learned to pace myself during the week and am fortunate to use work time (when available) to read and complete assignments.

Although my assignment and discussion scores have been relatively high, I do miss the feedback regarding the quality of work and areas of improvement. Perhaps both are available in Epic, but I have yet to find it.

Although this is an online course, I print everything. It seems counterintuitive, but the digital immigrant in me needs to feel the paper. By the end of the day, it is difficult for me read from a computer screen.

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I feel as though I my technology skills and attitudes have improved and as a result my ability to lead the young, digital natives that I supervise. I am fortunate to be working at a young community college that values technology in the classroom. Our classrooms are state of the art and our information services and planning division is diligent in researching and reviewing innovative ways to support and implement technology both in and outside of the classroom. While I do have leadership, strategic planning and assessment/evaluation experience, I am missing the classroom experience my peers bring to the discussion. I am unable to contribute to the classroom discussion threads unless I am able to consider my past experiences or experiences with my own children.

I also was surprised to discover how much idle time I actually had in my life prior to enrolling in the course. At first, I was concerned with integrating one more obligation into my routine…but it is working and I only have 17 months to go!

EDLD5301 Reflection

I have enjoyed this class…and I really liked the Wednesday to Tuesday format. I appreciated the flexibility the schedule provided for weekend activities. Unfortunately, I have not been able to participate in the web conferences, but I appreciate that Dr. Abshire posts recordings each week for reference and review. I enjoyed the discussion boards, but my lack of classroom experience was evident in my responses. Consequently, my posts generated very little “discussion.”

The theory and practice was much more applicable to my current position in higher education than the first course. I enjoyed reading both texts and learning more about the challenges and triumphs facing K-12. I manage college bound programs in our two county region which includes 209 elementary and middle schools as well as 52 high school sites. The readings have given me additional insight into K-12 campus culture and will facilitate integration of programs that promote college readiness at all grade levels.

As I reviewed my classmates’ action research topics throughout this class, I realized how vital their plans can be in creating efficient and effective classrooms and campuses. As we enter a tight fiscal year, and state education budget cuts of close to ten billion dollars, our experience in this class will be valuable in exploring innovative ways to save districts and campuses money. I was intrigued by the level of technology resources available in districts that is under-utilized. Budget cuts amid record enrollment will require us to do more with less; however, it seems districts may be able to overcome this by leveraging action research.

Although I have received feedback from my site supervisor, I do miss instructor feedback regarding my work and progress. I was fortunate in that my action research plan was actually a directive, so I did not struggle with the perceived pushback and communication issues that my peers are experiencing. Increasing the graduation rate is an institutional goal, and because I oversee the Registrar’s office, my topic was a natural extension of my current duties at the college. We have an institutional plan in place to guide action research (for us a working taskforce) that includes data, assessment, formative and summative evaluation as well as sustainability.

Throughout the course I realized that I made some assumptions in explaining the root of my wonderings. For example, in discussing the action research project with staff, I assumed they were aware of IPEDS and graduation rates…they were not. I will apply Dana’s (2009) Quality Indicator 2: Wonderings and Purpose in developing my executive summary and professional development for my own staff and colleagues.

I did not incorporate a thorough lit review in my research. The plan was designed to have an immediate impact on graduation rates, and did not provide adequate time for a thorough lit review. I plan to continue my lit review research to provide support to the strategies included in my plan.

Ultimately, as educators, we must ensure that students continue to be challenged in the classroom and not our processes, our bureaucracy, our budget cuts, etc. Action research allows us to be the “problem posers” and “problem solvers” for our own students, faculty and staff (Dana, 2009).

Reference

Dana, N. (2009). Leading with passion and knowledge: the principal as action researcher. Thousand Oaks, CA: Corwin.

EDLD5366 Digital Graphics Week 5 Reflection

Having never formally taught students, I can only use my own experience as a learner and in higher education to address the reflection prompts. I have to admit, written reflection is not my favorite exercise. I find more satisfaction and achievement in developing tools that leverage past and prior learning to “teach” others while demonstrating what I have learned. The website assignment in week 4 is a prime example: utilizing knowledge gained in the course to develop a site incorporating branding, design principles, animation, etc. gave me an opportunity to reflect on past learning. During the process, I learned from my peers and identified my own strengths and weaknesses in this course’s content, curricula and learning outcomes.

Marketing and branding is critical in my role as a community college professional. My experience includes development of institutional brands and logos. In addition, I have developed protocol for brand standards and program artwork. As we transition to more virtual services, digital graphics and web design will take center stage.  This course has given me the confidence I need to explore and apply design principles I am familiar with coupled with my newly acquired digital graphics and web design concepts.  However, I never stopped to think of my own brand and how it captures me as a mom, professional, and student. I followed Alcantara (2009) suggestion to begin the branding process by brainstorming personal facts and attributes. Once the list was developed, I began the process of stereo-typing myself. I think the end product captured the balance, ever-changing and femine attributes revealed during the brainstorming session. The primary design principle used in my brand was contrast – the single most important element in design (Yearwood, 2010).

As usual, for me, the richest learning occurred during the group project. I worked with peers that have diverse interests and expertise. Although we have worked together in the past, I enjoyed the collaboration and the opportunity to learn and teach my peers. I was able to leverage my own experience in enrollment marketing and parental programming to contribute to the assignment. I was the only member who was not a traditional K-12 educator. As a result I gained insight regarding K-12 curriculum, technology, and multi-media instruction that will impact student learning.  The use of multimedia instruction can significantly enhance student learning if properly designed and implemented (Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom, 2008).

While digital immigrants may find it difficult to integrate technology into the curriculum, we have learned from our readings that the digital natives crave it. Rather than resist, Rose and Meyer (2002) encourage teachers to integrate multimedia into instruction, helping to remove curriculum barriers and improve learning for all students. In higher education, I anticipate that technology will alter student support services.  With increased online learning, we must provide equitable advising, counseling, tutoring and student engagement opportunities to our virtual students. In addition, as we all face budget and personnel cuts, we must leverage technology to create a college ready, college going and college completing culture.

References

Alcantara, L. (2009). The art of self-branding, Part 1 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-one/

Alcantara, L. (2009). The art of self-branding, Part 2 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-two/.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom. (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76425_BrainPOP_White_Paper-20090426.pdf.

Yearwood, J (2009) Basic Design Principles, Week 2 EDLD 5366 Digital Graphics Reading/Lecture.