Posts Tagged ‘community’

Public Relations: A New CDL Course Gets Good PR

Wednesday, June 20th, 2012

The Public Relations course developed at CDL for the 2012 Fall term has been receiving some good PR of its own. The course has the attention of Associate Dean Janet Shideler, who is now working with Area Coordinator Val Chukhlomin on a publicity effort for the course. George Scott, a PR professional and the course instructor, recommends we send information about the course to local newspapers as well as several PR organizations at the regional and national level. Dean Shideler agrees that publicity for a course like PR – or any other collaborative effort at CDL – needs to reach our most important audience: our students. “We need students to be just as excited about this as mentors are,” said Shideler.

Public Relations is also being showcased as a CDL “Featured Course” this month. According to Chukhlomin, “Effective public relations is part of every business’s long term success. The last time you turned an unhappy customer into a loyal patron – that was public relations. The last time your company sponsored a charitable event or a local sports team – that was public relations. The last time your favorite donut shop gave you thirteen donuts when you only paid for twelve, that was public relations. Not following a proper public relations process can quickly ruin a career – just ask Tony Hayward, the ex-CEO of British Petroleum.”

The new Public Relations course will familiarize students with best practices to establishing and maintaining clear, precise, and ethical communications. “People from all types of industries and from all areas of study can learn life-changing lessons from a course in public relations,” said Chukhlomin.

Personalizing Learning: Providing Meaning & Relevance to Student Work

Thursday, September 1st, 2011

Successful courses are those designed to work in collaboration with learners. Underlying the design of CDL course learning activities is the understanding that our students are adult students, and that it is essential that the activities engage them in meaningful ways. Following current research in the field of adult learning, (Wlodkowski, R. J. 1993), our activities are designed for adult learners who need to:

  • know why the learning is required;
  • direct their own pace/style of learning;
  • contribute their personal/professional/life experiences to the learning environment;
  • apply what they have learned to solve real-world problems, and
  • feel competent and experience success throughout the learning process.

For example, the Global Climate Change course engages students in a self-directed project called the “CO2 Calculator”. This activity requires students to directly observe their own daily routines, and then to assess how they might contribute to CO2 reduction by changing their daily behavior. This hands-on activity invites students to contribute to global energy conservation while also developing an individualized and very personal understanding of the effects of climate change.

Using Technology to Foster Authentic Learning

Friday, March 25th, 2011
In the Communications for Professionals course, a professional, collaborative online environment is created to challenge students to  tap into their existing  knowledge and experiences, and incorporate newly learned skills when presenting themselves in a professional venue. It is intended to build self-confidence and professionalism into their communications.
This activity is designed to encourage participatory learning. The course instructor is charged with channeling the students interests and aptitudes into a more professional focus. By molding online and collaborative abilities and interests into academic pursuits, an authentic learning environment is created. While focusing on discipline-specific learning goals, the instructor scaffolds the learners through a series of activities that increase in complexity, thus shepherding the development of higher-order thinking skills.

Scaffolding activities: A series of role-play introductions to specific work environments, where each work environment is introduced by a first -and report from current employees and business owners (via video).

Collaborative social environment: A course blog was created specifically for the course, while also being open to the academic community. By placing the students in a collaborative social environment like a blog and scaffolding the activities, the students can role-play authentic learning activities.

Get Glogging! Go on, Poster Yourself!

Wednesday, August 18th, 2010

Students in the Play, Fantasy and Reality course use Glogster to keep a 15-week reflective journal.  In week 15, the final week of the course, they re-read their Glog Journal and create a second Glog to describe their “play” throughout their life.  Glogging is a new way to create posters on the web – it’s fun, and free for students.  

Glogging allows the expression of opinions, feelings and ideas in a way that isn’t possible with the use of mere words. Students can add background images and themes, graphical representations, photos, titles, audio, links and videos.  After a Glog is created, students publish and share theirs with classmates.

Health Policy Course – a student community blog

Friday, February 5th, 2010

NUR 403 “Healthcare Policy and Delivery Systems” uses a blog activity to enable students to share posts and experience online publishing using a blog. The students prepare and post a comment addressing 3 of the 5 health policy topics. The activity is intended to familiarize students with the concept of sharing information publicly and electronically, as well as preparing well thought out and well prepared statements on current issues. In addition, the students experience just-in-time alerts in their e-mail and can start to consider how this method of sharing information can be used in other venues of health care leadership, education, and advocacy.


Blog Title Page for NUR 403 Healthcare Policy and Delivery Systems