Title V is part of the Higher Education Act administered by the U.S. Department of Education. The Developing Hispanic-Serving Institutions (DHSI) Program provides grants to assist HSIs to expand educational opportunities for Hispanic and low income students. This five year grant will enable Cabrillo College to expand and enhance academic offerings, program quality, and technology-driven student support services.
As Activity Coordinator for Cabrillo's 5-year Title V grant, I will be managing the implementation of a student portal, design and develop active/collaborative learning spaces (classrooms and mentor labs), and work with faculty to convert high demand transfer-level courses to hybrid/active learning delivery. It is a great opportunity to act as a full-time designer/trainer in distance pedagogy, collaborate with IT on distance technology upgrades to serve students, and provide mentor-based faculty professional development. Visit our websites listed below.
Cabrillo Professional Development is a college-wide initiative to promote growth as an educational community. Professional development opportunities promote and support excellence in teaching and learning, technological advancement, institutional effectiveness, and student support.
Since 1997, I have been coordinating Cabrillo College's Flexible Calendar Program, with support from the Teaching & Learning Center. To learn more about Flex Week, Flex Fridays, and other PD opportunities, go to our website.
Students enrolled in the 6-week DM 1 summer online class (7/9–8/18) will explore graphic design and media production to communicate ideas and content visually. The course will be taught in Canvas by Wendy Norris (first 3 weeks) and myself (second 3 weeks). A welcome letter [and video] with more details will be emailed to all students prior to the start of the class. Access to Adobe Creative Cloud apps is required, and if you need to purchase a monthly subscription, it's only $19.99/mo.
Why redesign your course for hybrid delivery? While online courses are available to students, not everyone is comfortable taking (or prepared to take) courses fully online. Hybrid courses allow for more flexible options for students, while also providing face-to-face engagement with the instructor and other students.
Illustration courtesy of EducationRickshaw.com
The main focus area of the Title V grant addresses enrollment bottlenecks. This means maximizing access to transfer level courses and reducing time to degree, thus improving graduation rates. Our course redesign process emphasizes both hybrid delivery (1) enabling students to complete general education requirements for an associate degree with less "seat time" and more flexibility, especially for working students and/or parents, and (2) more active learning experiences in newly redesigned classroom spaces..
For the purposes of this project, we define hybrid to mean 25–50% of student contact hours takes place online. There are always students who will, through no fault of their own, be unable to attend a traditionally scheduled on campus class.
Student learning activities will be facilitated via the Canvas learning management system and meet the standards of the Online Education Initiative's Course Design Rubric. Faculty also have the option to "flip the classroom." According to A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content, 2016:
"The philosophy behind the flip is that teachers can spend time working with students who need their help in the classroom and students can work together to solve problems"
Higher education looks very different than it did even ten years ago. Students eschew buying textbooks, they Google for answers to their questions, and expecting their attention for a lengthy traditional lecture is unrealistic.
The positives of teaching in active learning spaces is it includes increased learning gains and students report high satisfaction with the learning environment. Problem-based learning, case studies, use of clickers, and leveraging students' prior experiences, skills and strengths, are examples of active learning strategies.
"Getting students involved in 'active learning' is one of the main reasons why faculty members converted their traditional courses into hybrid courses."
2016 – present
Title V Activity Coordinator, and Flex Coordinator
2006 to 2016, and 1997–2005
Director, Teaching & Learning Center, Cabrillo College
Distance Education, Technology Training and Support, Staff Development, Digital Media Instructor, Program Chair (2011 to present)
Program Chair, Digital Media, Cabrillo College
Online instructor with @ONE, a technology training project funded by the California Community College Chancellor's Office
Director of Enrollment Services
Coordination of the Enrollment Services Center project.
Dental Hygiene Instructor, First Year Clinic Coordinator