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Professional Biography

gpratt — Sat, 21 Feb 2009 07:12:29 CST

Greg Pratt
Social Sciences Department
Mesa Community College
1833 W Southern Ave.
Mesa, Az 85283
Phone: (480) 206-1139

E-Mail: gpratt@mail.mc.maricopa.edu
Professional Web Site http://www.mc.maricopa.edu/~gpratt/

Hi, my name is Greg Pratt and I teach economics at Mesa Community College in Mesa, Arizona. My teaching takes me from the classroom to the online world as I teach macro and micro economics, international trade and US economic history. Since 1995 I have attempted to effectively use instructional technologies in the classroom and in cyberspace. While not facilitating student learning I enjoy reading, running and resting. I am currently reading One Palestine by Thomas Segey and From Colony to Superpower just arrived, if I can find the time to begin Herring's ambitious survey of foreign policy in the US past.

I teach Macroeconomics and Microeconomics Principles, Economic History of the US and the World Economy and has over twenty-five years experience in education.

I have been a high school teacher and have taught at the community college level since 1984.

I earned BS and MBA degrees from Arizona State University where I taught undergraduate economics classes.

I completed the Graduate Certificate Program in E-Learning and Online Teaching at the University of Wisconsin during the fall of 2008.

I began teaching online in 1995 at Mesa Community College and developed for online instruction and taught the four economics classes that form the basis of the economics program at MCC.

Prior to his work my higher education, I worked as a commercial loan officer for a regional bank headquartered in Arizona and as a tax auditor for the City of Scottsdale.

Home

gpratt — Sat, 17 Jan 2009 18:46:36 CST

This site supports Greg Pratt 's professional development through participation in the Graduate Certificate in E-Learning and Online Teaching.

Professional Biography

EDUC 760

EDUC 761

EDUC 762

EDUC 763

EDUC 764

EDUC 760 serves as the introduction for the Graduate Certificate in E-Learning and Online Teaching at the University of Wisconsin - Stout.

EDUC 763 Instructional Design of Online Learning is a key course in the certificate providing a hands on application of sound instructional design and instructional techology to online course development and delivery.

Both classes were completed during the Fall 2007 semester.

EDUC 761 is a review of online netiquette and protocol for managing discussion boards.

EDUC 762 Assessment in E-Learning Performance-based assessment, summative and formative feedback methods to assess student learning in the online classroom.

Both classes were completed during the Spring 2008 semester.

EDUC 764 is the culminating capstone course for the program.

This class was completed during the Fall, 2009 semester.

Final Self Assessment

gpratt — Thu, 27 Nov 2008 07:37:12 CST

School of Education
University of Wisconsin-Stout
P.O. Box 790
267 Home Economics

Greg Pratt

Sept. 8, 2008 – Dec. 15, 2008
Course: ECON 631-C03: Is Capitalism Good for the Poor? University of Colorado at Colorado Springs
http://www.fte.org/teachers/programs/online/files/capo_fall08.pdf
http://www.fte.org/teachers/programs/online/capo/index.html

UW Stout Practicum Performance Self-Assessment (Fall 2008)

Note: Self Assessment to be completed twice: 1) Midterm 2) End of practicum.
Formal Instructor Assessment to be completed at the of practicum.

Online “Voice”

Intern provided a welcoming, friendly personal introduction
Intern provides appropriate, helpful feedback to students.
Intern’s communication is polite, supportive and timely.
Email communication includes subject and salutation.
Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.
Words are sincere and open, coming from a place of mutual learning versus a place of authority.
Treats students as ‘valued customers.’

Intern’s self-assessment comments (upon completion).

Intern provided a welcoming, friendly personal introduction

Based upon my work in the 4 course sequence leading up to this practicum I have presented a welcome in 3 formats – e mail, announcements link in the CAPO course site and with a sitepal avatar based upon the model of Susan Manning in Instructional design.~Greg Pratt (Intern)

Greg your work in this area is exceptional. You go above and beyond expectations for best practice by reaching out to your students with a variety of technologies. This is wonderful modeling that demonstrates how to use web 2.0 technologies to bridge to connect iwth the learner. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Copy of message - Welcome to Is Capitalism Good for the Poor?

Congratulations, if you are reading this announcement, you have successfully enrolled in our course site.

I am delighted to welcome you to this fully online class developed and delivered by the FTE. If you are reading this e mail, you have successfully enrolled in our online course site.

As you know by now, there are a number of housekeeping issues you will want to check off your list before proceeding.

1. If you are taking this class for graduate credit, you have completed the paperwork required. Click here for information and directions - http://www.fte.org/teachers/programs/online/capo/capounivcredit.html

2. Please examine your fall schedule to verify your availability. This is important; online learning has a number of benefits including flexibility. That said, it can be easy to find other priorities so you will want to verify that you have between 5-10 hours per week to devote to the class. This class carries 3 semesters graduate credit and has a corresponding work load.

3. Review the links you find in our Blackboard course site, and, of course, e mail me if you have any questions. In particular, you will want to click on syllabus and print this out (also found attached to this e mail), click on lessons and complete the first lesson (introductory - 2 parts called i.1 and 1.2) and then click on quizzes. The class includes a pre test and post test (no stress - these two instruments are designed to see how effective our online class is). You will need to e mail me to request the password for the pre test and then proceed to the pre test and complete.

4. Click over to the discussions link and post a welcome to the class following the directions you find there.

5. I will NOT have access to your passwords there is a link on the Blackboard welcome page for retrieving lost passwords.

I am amazed and impressed how you have all jumped in and started our class. Judging by the introductions and early posting to the discussion topic - Is Capitalism Good for the Poor? we have a very well grounded and diverse group that brings to our class a wealth of knowledge and experience.

Plan to check your e mail account (the one you used when you registered for our class) daily over the first 2 weeks of class and check the announcements link in our Blackboard class 3 - 5 times per week for important announcements.

I am excited that you find the subject of poverty to be of critical importance in our world today. Again, welcome to the class and we are looking forward to our study of Capitalism and the Poor.

A note about communication - early is much better than later. I have already communicated with a number of you about our long term assignments. This is key so if you have any question or concern to not hesitate to e mail (preferred communication). I am also available via phone (see Staff Information in our Blackboard course site.

I live and work in Arizona, as a full time economics faculty I may not pick up your call (I teach from 8am to 2pm Arizona time Monday - Friday) but I will be back at you quickly.

Finally, see attached the final and revised copy of our syllabus. This revision is also reflected in our Blackboard course site. Can any of you relate to last minute corrects?

I have also attached a summary of the 2 introductory lesson requirements - let me know if you have questions about these. Note the due dates in our syllabus. Please do not be overwhelmed with the amount of material in the introductory lesson. You will have 2 weeks to complete these 2 introductory lessons and, judging by the early participation on our discussion board I suspect you will all do very, very well budgeting your time.

Look for further details on these introductory lessons and assignments later this week.

Again, welcome to CAPO.

Greg
Sitepal avatar can be viewed in the course site announcements link.
I would say that I am pleased with the refinement of the welcome message.

Intern provides appropriate, helpful feedback to students and
Intern’s communication is polite, supportive and timely.

Yes, during the critical week before class and first week of class I was online and prepared to respond to students. In addition to e mail feedback I conducted phone feedback with 2 participants during the first week of classes. All e mails were answered within 24 hours. Examples below:~Greg Pratt (Intern)
Greg your communication style as a teacher is also seen in your work as a student. You are a powerful communicator. This is true in your written and verbal communications. I've had the chance to work with you in several classes and can attest to your thoughtful, timely, professional skills in this area. I'm sure your students will appreciate the sense of presence and commitment you bring to the online classroom. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Note: this first example involves a referral to the excellent online UofWisconsin online graduate economics classes for teachers.

Example 1 – declining a student for enrollment and providing alternatives via phone and e mail.

Sally

My pleasure - great talking to you and best of luck with your continuing professional growth.

Please stay in touch and do not hesitate to e mail if I can be of any help down the road.

Greg

-----Original Message-----
From: Sally Dickson [mailto:skdickson@yahoo.com]
Sent: Fri 9/5/2008 2:45 PM
To: Greg Pratt
Subject: Fw: RE: Seeking admission to Capitalism for the Poor class that starts Sept 8

Greg,

Thank you for your telephone call and prompt response. I was unable to open the .jpg file that was attached to each of the emails, so your telephone call was especially valuable. I will certainly consider the FTE courses that you recommended in the Spring. At this point my plans for the Spring are uncertain.

I appreciate your information regarding the University of Wisconsin. Since this fall is relatively free for me, I may pursue one or two of those options.

Best regards,

Sally

--- On Fri, 9/5/08, Greg Pratt <gpratt@fte.org> wrote:

From: Greg Pratt <gpratt@fte.org>
Subject: RE: Seeking admission to Capitalism for the Poor class that starts Sept 8
To: skdickson@yahoo.com
Date: Friday, September 5, 2008, 3:39 PM

Sally

Another option for your graduate economics work would be:

Online Graduate Courses
Economic Education for Teachers
University of Wisconsin.

Location: Online via the Internet

Times: No specific time of day requirements

Partial Tuition Reimbursement for Wisconsin Teachers!

Todd

Welcome to EDSUO. You will be one busy fellow, two online classes for your first attempt at online learning. This will certainly be a worthwhile challenge.

You will see my colleague John Kessler at your Oct. conference. He is a master teacher for the FTE and will teach EOFT2 in the Spring.

You will certainly have very positive things to share about the FTE - Debbie Henney your EOFT1 instructor is another master teacher.

Your password is test

Again, welcome to the FTE on our online program. We are delighted you have selected these courses for your professional development.

Greg

-----Original Message-----
From: Todd DeVries [mailto:tdevries@westville.k12.in.us]
Sent: Mon 9/8/2008 7:00 AM
To: Greg Pratt
Subject: successfully enrolled

Mr. Pratt,

I have successfully enrolled. I am currently reading about and trying to understand the discussion board. Luckily I work with a lot of people that have good computer skills that will help me if I get stuck on the technical aspects of the course. I am also in EOFT-1. I do need a password from you to take the pretest. I am really excited about taking the course. I am speaking at an Indiana Council on Economic Education conference on October 14 and I hope to have good things to say about my FTE experience. I also use Mankiw materials. I like his book a lot.

Thank you,

Todd DeVries

Email communication includes subject and salutation.

This is affirmative and I have copied my coordinating professor on e mails throughout the course to verify this.~Greg Pratt (Intern)

Once again, your work in this area has been exceptional. You are proactive, you share freely, and you anticipated my needs in a way that made our work together seem almost intuitive. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.

Words are sincere and open, coming from a place of mutual learning versus a place of authority.

This has always been my goal and I see significant evolution in this area as a result of the modeling of Den O Connor, Susan Manning and Datta Kaur.~Greg Pratt (Intern)

Voice, tone, presence have been objects of study throughout the certificate program. The instructor's ability to project personality, caring, support, and professional connection is an essential ingredient when creating an online classroom built upon constructivist theory. Greg has created a community of practice in his classroom. I've shared in his excitement as the discussions lit up and the learner commitment caught fire in his FTE class. I've also appreciated how his presence in our graduate classes has enriched the learning environment. Greg is a gifted instructor with a passion for online learning. He is a co-learner in the best sense of the word. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

See examples below

This has always been my goal and I see significant evolution in this area as a result of the modeling of Den O Connor, Susan Manning and Datta Kaur.

See examples below

" Microlending and microcredit needs government regulation (oddly enough) in our Capitalist society to ensure that profit motives don’t detract from microlending’s initial goals."

Great opening salvo in our discussion. James, you raise a very important issue. I want to remind you all of the key distinction we make in economics between positive economics and normative economics.

As Kathy reminds us in the introduction to our course, the FTE approach in CAPO is to recognize the dimensions to the debate - and government involvement is a major portion of that debate - and attempt a reasoned review of the evidence.

Parallel to regulation of microlending practices in other countries, the debate over payday loans seems much more focused on normative argumentation, rather than a more civil discourse predicated upon positive analysis.
"Predatory Reporting" on Payday Lending?
Donald Rieck,
July 18, 2008
Note: I am not certain if the organization that housed this analysis is in fact non partisan.
Federal Reserve Bank of NY Working Paper
Payday Holiday: How Households Fare after Payday Credit Bans
Paige Skiba (Vanderbilt Law School) and Jeremy Tobacman (Oxford),
"The Profitability of Payday Loans"
As to the issue of government regulation, the impact of government regulation on entrepreneurship and ultimate development and growth, I recommend: (the title is unfortunate, the subtitle is a much better tip off to the content of these outstanding essays dealing specifically with the issue of entrepreneurship and development.

Entrepreneurship and the Process of Economic Development
Greg
"receive a high quality education"

Interesting hypothesis.

The research is generating some interesting questions about the role of education, particularly in those parts of the world that are suffering extreme poverty.

"An accessible read by a well known economic historian.

A masterful work by two leading economists on some of the biggest issues in economics: economic growth, human capital, and inequality. There are fundamental insights in the book, not just about our past but also our future. Rigorous but not overly technical, this beautifully written book will appeal to educated lay people and economists alike."

--Steven D. Levitt, University of Chicago, co-author of Freakonomics

The book received mixed reviews but should, I think, be on our reading lists.

Tyler Cowen review

Kling comments
Thanks for prompting a key point in our discussion. Truly engaging and important questions or hypothesis have more than one possible response or outcome. The world is complex and the tendency to reduce issues to simplicity, while a goal of theorizing, must be balanced with a willingness to try to look at the data to get a good idea of what exists.
While Wal Mart is a very small piece of the world economy, and Wal Mart inflames opinions, much like the larger question-is capitalism good for the poor.
I thought you might find the following interesting thanks to Cafe Hayek, one of the blogs that I reference in our external links section.
The point is not to argue one way or the other about the Wal Mart effect, it is to reinforce what we are doing in this course - those of you who viewed Kathy Ratte's wonderful video introduction heard her say we are looking as best we can at the evidence. What, as best as we can, does the data say about the impact upon poverty of capitalism?
One academic study - Dean and Sobel (printed in a CATO publication).
The Wal Mart archive over at Cafe Hayek click here
Hot topics from the FTE site on Wal Mart that are provocative.
How Hurricane Katrina Polished Wal-Mart's Image
The “Wal-Mart Bill”– Is it helping low-wage workers?

Kevin

Great point, we will discuss this issue going forward and look at data. Does the US have a great number of poor people.

In our course we will review various measures of poverty, look at poverty around the world, identify areas in which poverty (by the definitions we develop) is decreasing and the one area of the world that is experiencing increasing poverty.

I tell my students that, compared to the rest of the world now and over time, that . . . well, I'll wait till you all see the data and then you all can complete the thought.

Outstanding point.

Greg

Treats students as ‘valued customers.’

First, I take issue with the term customers. I attempt to treat all my colleagues as just that, valued colleagues and members of a learning community committed to the mutual engagement of a community of learning. Examples of this can be found above in my responses to 1 – 6.~Greg Pratt (Intern)

When an economics teacher takes issue with the phrase 'valued customers' I have to pay attention. It is my intent to convey the need for professional, attentive, and responsive service to the learners needs. Since we charge tuition, the learner is paying for a service. By thinking in terms of quality service and valued customers, we acknowledge that students have a choice about where they learn. This is especially true in online education. I see what you mean here Greg. You look for the collegial bond of teacher and student that transcends the 'customer relationship'. I applaud your commitment to the learner. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Instructor comments (upon completion).

Discussion interaction

Intern promotes student understanding of the connection between course work and professional work outside of the online classroom.

Intern encouraged reciprocity, teamwork and collaboration

Intern observes student posts and adds personal additions during the most appropriate time period.

Affirmative and my supervising instructor, with access to the course site verified the level of observation and moderation.~Greg Pratt (Intern)

Interaction is one of Greg's great talents. He is truly exceptional in his passion for communication and connection. He can reach across the Internet right into your awareness with a variety of methods and technologies. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate) ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.

Affirmative and my supervising instructor, with access to the course site verified the level of observation and moderation. During the first week of discussion made use of youtube videos embedded in the discussion to advance and extend the conversation.~Greg Pratt (Intern)

I've found that the first week of instruction is vital to student retention. An online student who feels 'visible' to the instructor, and welcomed to the environment, will more quickly experience a bond with colleagues that helps them commit to the learning experience. Greg goes the extra mile to make this happen. He's very aware of the need to connect with voice, tone, and presence. It was a pleasure to watch him work (and learn from his methods.) ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Attached is a draft prepared by David Colander and KimMarie McGoldrick. This 31 page overview of the current state of our profession is worth a read. A number of you are actively involved at the college level and all of you send some of your students to higher education.~Greg Pratt (Intern)

Greg has demonstrated the ability to apply research and e-learning pedagogy at both the individual classroom and larger system level. He's got a hungry mind and I've seen the wheels constantly turning as he thinks beyond the individual class, to how an entire online learning enterprise can be administered. He's got the vision to take on program management as well as be an extraordinary online teacher. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

This project was underwritten by a grant from the Teagle Foundation to the Committee on Economic Education. The goal was to produce a white paper on the economics major as part of a liberal education.

The attached document touches on:

What is the appropriate training for a person who will be teaching in a liberal arts school?

What incentives would motivate the creation of institutional value through teaching?

What is the best way to teach introductory economics, and are we training anyone to do it?

Is the disciplinary nature of undergraduate education squeezing out asking the big-think questions, and replacing them with little-think questions?

This report will be presented in a condensed version at the ASSA meetings this January, and the authors have contracted with Elgar Press to produce a volume which is anchored by this lengthier version of the report.

I learned of this document through eco-teach - an outstanding listserv dealing with the teaching of economics.

The link is available within our course site.

-----Original Message-----
From: Adams, Sabine [mailto:adamss1@northwood.edu]
Sent: Wed 9/10/2008 12:30 PM
To: Greg Pratt
Subject: RE: CAPOfte: The Economics Major and a Liberal Education

Hello,
My email truncated when you wrote I learned of this document through .

Could you forward me the remainder of the email and I'll combine the two (or resend if that's easier).
Thanks,
Sabine Adams

Posts at least 3 times per week.

During the first week of class, my postings took place on 6 of the 7 days.

Models professional presence (logs in 5 of 7 days).

See data from first week of class:

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Administrative/Teaching tasks
Pre-course

Reviews all links and course readings and links to be sure all are updated and available.
Reviews all course materials closely for needed text edits.
Provides feedback on course design, technical tools and dynamics.
Participates in a weekly phone/ Skype conference with cooperating teacher.

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Weekly tasks

An active discussion participant, posting at least 3 times per week.

Yes, see above.

Provides weekly announcement that include consolidated discussion highlights.

Yes, the coordinating instructor was able to verify.

Answers’ student technical questions with patience, confidence and resourcefulness.

Always a challenge, but I try. See below for an example:~Greg Pratt (Intern)

We've outlined weekly tasks as part of this self-assessment as a way of stating best practices. Greg demonstrates those best practices every week. His use of wikis supplements the standard CMS (In this case, Greg was teaching with Blackboard). His students are emailed wiki updates that summarize weekly events. The technology reaches out to the student, so that even if they haven't logged into the online classroom, they've been notified of changes via email. This adds a proactive dimension to his work. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate).

Hi Sabine

Wonderful participation in CAPO! We have a tremendous group and it is a delight to watch your interaction with this group.

You are good to go with the intro and CAPO discussions (be certain you return to read both before the 18th). If you feel compelled to participate with later posts in either discussion thread that would be great but not required.

So, yep, you are ahead. Just looking for the i.1 assignment via e mail - an elaboration of your post and the i.2 assignment on Douglass North - both of which are not due till the 21st.

Looking forward to our semester together, this group has moved quickly into some very deep and important areas.

Greg

-----Original Message-----
From: Adams, Sabine [mailto:adamss1@northwood.edu]
Sent: Thu 9/11/2008 2:30 PM
To: Greg Pratt
Subject: RE: Deadline for introduction/Is Capitalism Good for the Poor? original postings Thursday, Sept. 18: CAPOfte

Hello,
I wasn't sure if I was ahead or behind when I logged on to the discussion board because the Thursday and Sunday deadlines might have been due by 9/8. I do see that my pre-test and introduction posted in "check grades". I hope that my initial comment "Is Capitalism Good for the Poor" was posted satisfactorily and timely since tonight is the deadline. I had posted a response to Ruth right after that, but since it was last Sunday rather than this Sunday, does it not qualify in the required time frame? Should I post two more responses rather than one more?

Thanks,
Sabine Adams

________________________________
From: Greg Pratt [mailto:gpratt@fte.org]
Sent: Thursday, September 11, 2008 9:27 AM
Subject: Deadline for introduction/Is Capitalism Good for the Poor? original postings Thursday, Sept. 18: CAPOfte

Good morning:

Welcome to those of you who have recently enrolled in our Blackboard course site. To ease you mind you are not behind at all. You have just joined a learning community that is filled with acute type As who engage early and often. I am certain you will be in the flow this weekend.

Deadline for Introduction one is Sept 21. Please note the process for discussion postings - the original response is due the Thursday prior to the due date - Sept. 18. So /Is Capitalism Good for the Poor? original postings are due Thursday, Sept. 18. See item 5 below. So, many of you type As completed the introduction postings one week early. This is a good thing. If you just joined class you are not behind. This is the "flow" of the class. Original postings are due the Thursday before the unit due date (check your syllabus) Please e mail if you are confused about this flow or due date process. Then, you will post replies between Thursday to Sunday. What does this mean? Well, you early posters will need to remember to return to Is Capitalism Good for the Poor next week between Thursday and Sunday to continue the discussion. I suspect that this comment is unnecessary - as a group you clearly are stimulated by online discussion - keep it up!

WOW! In looking back over our first 3 days together I am certain you are as amazed as I am. This learning community has come together and as I "listen" to our discussions it is as if I am with you all in a seminar room engaged in a thoughtful, civil and critical debate.

In looking at our class (see attachment) we have a diverse group of professionals that are highly engaged in teaching, the community and family. The FTE realizes that your opportunity cost for participating in this course is very high. Your integration into our learning community not only confirms Hayek's spontaneous order but shows that the busiest people accomplish the most. I am inspired to see what you accomplish, given your individual trade offs.

That said, a couple of items to include in your procedure:

1. Check your e mail regularly (*daily?). If you have another preferred e mail go to profile in our course site and change the e mail preference.

2. Check the course site regularly (*daily?). For example, I have posted the link to The Economics Major and Liberal Education - I apologize for the failure of the link to attach to yesterday's class email.

3. Discussion board netiquette. WOW! Our community is so engaged and thoughtful. One "suggestion" (this "suggestion" applies to all future discussion threads) when you return to the discussion thread to read posting/replies and reply to your colleagues, select a colleague posting for reply that has no replies or only one or two replies. Also, if someone posts a direct reply or comment to your posting, post a response. And, as the rubric indicates, read all postings and replies to each thread.

4. Unit 1 discussion. I know that many of you are chomping at the bit to move ahead. And, in unit 1 we will address most, if not all, the excellent issues you are raising in the Is Capitalism Good for the Poor? discussion. That lesson and set of discussion topics will be made available on Sept. 15.

5. Due dates for discussions - as you read the rubric, you will see that the due date for original postings will be Thursday evening before the unit closes. Replies will need to be posted as directed. You have modeled exemplary discussion so far. For those of you who just enrolled, you will want to post to the Introduce yourself and Is Capitalism Good for the Poor.

6. How do I know if I am done with the Introductory Unit which is due on Sept. 21?

You have e mailed me for the pre test password.
You have taken the pre test.
You have read and printed out the syllabus.
You have read the staff information.
You have read and printed out the grading rubrics.
You have clicked on Lessons, clicked on Introduction and completed lessons i.1 and i.2.
Lesson i.1 - Read The History of World Economic Growth, Posted an introduction to the discussion board by Thursday (tonight). Posted a comment to Is Capitalism Good for the Poor by Thursday (tonight). Elaborate on your discussion forum posting by submitting, to your instructor, a 3-5 paragraph position paper on the question: Is Capitalism Good for the Poor? You will sent this to my via e mail by the end of our unit on Sept. 21. Completed the pre test. As of today - two of you have completed lesson i.1
Lesson i.2 - Read both Gary Walton and Douglass North. Only one activity for you in lesson i.2 beyond the reading of Walton and North. These two readings are foundational, so be certain you have reviewed them carefully. Write, in your own words, a 2-sentence summary/generalization of the main point of each section (I-VII) of the Nobel acceptance speech. List at least 3 implications of North's work for government policies and NGO programs designed to help the poor. Submit the answers to question #1 in the text (no attached files, please) of an email with the subject "Lesson I.2 Assignment" No one has completed lesson i.2 yet - the due date is Sept. 21.
I have clicked on the long term assignments and reviewed those essential summative activities and begun to think of them both.

Yep, this is a great deal of information and the introductory unit is representative of the work load in the remaining 6 units. Each unit lasts 2 weeks and I open each unit one week early. Therefore, you will have 3 weeks to accomplish the work load in each unit. It is clear that you are all highly motivated and it is amazing how much you have accomplished in such a short period of time given the intensity of your individual schedules. That said, if an issue arises e mail me immediately. I am here to assist you and we will make certain that your experience in CAPO is a valuable one.

Have a great weekend and I wonder - can any of you correctly identify all your classmates? (see attached).

Greg

Agrees upon week’s tasks with instructor and provides the service within the agreed upon time frame.

Yes and Den O Connor was a pleasure to work with.

Greg has been great at energetically connecting the class he's been teaching to the thinking and sharing we do in the practicum. If anything, he's been ahead of schedule when it comes to the timeline. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Course development
1) Intern discussion facilitation -
During the course weeks, the intern will facilitate one required discussion forum. The intern will review student participation of this forum and supply the instructor with student points and feedback.

I facilitated all discussion in the course and made the discussions available to the coordinating professor to monitor.~Greg Pratt (Intern)

There are two tracks in the practicum class. I place novice online instructors in a graduate class at UW-Stout where they team teach with a veteran. For experienced instructors, such as Greg, I have the pleasure of monitoring their work and discussing the dynamics of their online interactions. He's made my job a pleasure. Greg knows what he's doing! ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Course development continued…
2) Intern discussion initiation and facilitation -
The intern will initiate one ‘optional’ discussion topic based on student input and interests. The intern will present, setup and facilitate this discussion with students.

I facilitated all the six discussion topics in the course and made the discussions available to the coordinating professor for examination and review. I am very appreciative of the imput that Den provided, in addition to specific suggestions on discussion topic 1 in CAPO, he modeled exemplary mentoring and facilitation in our online discussions in the practicum, a very valuable experience.~Greg Pratt (Intern)

Done.

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

3) Intern technology tool initiation and support -
The intern will offer students a description with support for one unique technology tool that is seemingly new to most students. ( Alternate: Introduce a new tool to a class you are already taking.)

Hum, this was a challenge – I did model the use of YouTube as an extension for replying to discussion board postings in the first unit posting – Is Capitalism Good for the Poor?~Greg Pratt (Intern)

Greg already does much more with the technology (Wikis, podcasting, animated avitars) than most instructors. It was great to see the use of YouTube in his class. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

4) Intern technology tool initiation and support -
The intern will setup and facilitate one ‘optional’ synchronous conference for students. The intern will summarize the highlights of this conference and provide these highlights to all students. (This is often waived by the Cooperating Teacher. Up for negotiation to say the least!)

Waived – the participants in the class would rebel and kill me.

Sometimes synchronous tools are not the right choice. Given the high degree of asynchronous interaction Greg offers in his classes, and his availability via Skype or landline, there isn't any need for a synchronous conference for students. ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

*This list may be revised by the Cooperating Teacher to better fit the circumstances of the class.
*Not all criteria need be applied.
*Cooperating Teacher and Intern will share this document.
*Intern to use this document for self-evaluation at several points during the internship.

Instructor assessment of intern skills and characteristics

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation	X
Timeliness	X
Effectiveness	X
Attention to detail		X
Professionalism	X
Dependability	X
Enthusiasm	X
Attentiveness	X
Online instructor skills	X

Additional comments by instructor.

It should be clear from my comments that I think very highly of Greg as an online instructor. He has true passion for both learning and teaching. I see in him a desire for continual improvement. The more he teaches online, the better he will get. This is because he thinks deeply about his professional practice and then energetically applies his new ideas to his courses. He's a lifetime co-learner. No doubt about it, Greg's in the right place at the right time! ~ Dennis O'Connor (Advisor: UW-Stout E-learning and Online Teaching Graduate Certificate)

Intern self-assessment

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation		X
Timeliness	X
Effectiveness		X
Attention to detail		X
Professionalism		X
Dependability	X
Enthusiasm	X
Attentiveness		X
Online instructor skills			X

Additional comments by intern.

Greg Pratt, Intern

This is an extremely valuable experience. The courses leading up to this practicum have significantly improved my tool kit and my skill set and have motivated an evolution in my instruction – both online and in person. The practicum allowed me to apply the combination of instructional tools and pedagogy in an individualized manner. This was extremely useful for me as I was able to determine areas that I need to devote attention to in my future evolution as a teacher. In addition to my own individual evolution, another very valuable element of my work in this practicum was my access to a master teacher and a network of like minded colleagues. The instructional design of this course maximized my exposure to alternative approaches to online teaching and learning.~Greg Pratt (Intern)

Intern assessment of instructor skills and characteristics

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation X
Timeliness X
Effectiveness X
Attention to detail X
Professionalism X
Dependability X
Enthusiasm X
Attentiveness X

Signed by instructor Date Dennis O'Connor, 11/24/08

Signed by intern Greg Pratt Date Nov. 25, 2008

Journal

gpratt — Tue, 11 Nov 2008 15:20:30 CST

Below is my running journaling.

On line discussions - Sept. 6@3pm

The timing for this class is ideal. On Monday Sept. 8 I start teaching 2 online classes. Both classes are discussion rich and I am committed to further improvement in building learning community in these 2 online courses. The first is the one I will use for this practicum - CAPO a grad econ class for k-12 teachers. The second is a freshman level class with my students at Mesa Community College.

CAPO was designed by the Foundation for teaching economics and this will be the first semester I have taught this class. ECN161 - Economic History of the US to 1870 is a class that I designed. My first anno

Some data:

CAPO 30 students all degreed teachers all previous online course experience
MCC 20 students undergraduates majority with no online experience

Both classes were opened for business Sept. 1, one week before classes. The discussion prompts for the 2 welcome/introduce yourself are:

CAPO prompt

Your introductory post will allow you to become acquainted with your classmates in the "Is Capitalism Good for the Poor?" (CAPO). Think about the introductory process in previous classes you have participated in, either as a student or a teacher.

The subject line of your post should have your first and last name followed by the word introduction. My model post has the subject line completed in the correct manner.

Please include:

Your background

Your reason for taking this class

Your previous experience with online classes

Your previous experience with the FTE

Your most interesting or rewarding summer experience

What you expect to take away from this class

MCC prompt

Greetings online ECN 161 students:

I am delighted that you have located this discussion forum. As part of your Module 1 activities you will need to post a welcome to this site as a reply to this posting.
In your introduction please give introduce yourself. I would like for you to include in your introduction your reason for taking this course, what you expect to learn from this course.
Please indicate what you think is the most important economic event in US history.

Explain why you consider this event to be so important.

Finally, you will need to reply to at least 2 of your classmates in a substantive manner.

As your syllabus indicates, to earn credit for these postings, your post and replies need to be thoughtful and developed. As a rule of thumb, consider at least 150 words to be a minimum post and reply. If you have not yet reviewed the grading rubric for discussions found in your syllabus and on our homepage, you may wish to do so before beginning your discussion.

Greg

Ok, as of today (2 days before class) some more data

CAPO intro postings 10/30 - 33 per cent replies 0

MCC intro postings 7/20 - 35 per cent replies 19

On line discussions - Sept. 13@8am

Wow, what a week. While exhausted and a bit concerned about the one dissatisfied student I am so pleased with the evolution of my mentoring in the discussion area. The engagement has surpassed any benchmark I might have set and I continually reflect upon the depth of my colleagues' commitment to teaching and learning.

Obstacles this week: server outage (unexpected) on Thursday. Only 3 students noticed and this is normal but it is real irritating. I am so impressed with their patience and understanding. The real world does have glitches and if this is my biggest IT headache, all will be well. The drop out e mail from dissatisfied participant really hit me hard, but from an economics point of view, this student's marginal costs and benefits are outside my control. The e mail glitch with my colleague Debbie Henney (she is a first time teacher with FTE teaching an online class Economics for Teachers Part 1) and the reaction from our admin assistant in Davis was a time consumer to smooth over. The starting of 2 additional late start online courses - one more for FTE and one more for MCC is going to challenge my time management.

I am really pumped up, however, I am seeing progress in my skill set and the efficacy of this week's discussion and look forward to next week and the 8 remaining weeks of CAPO.

On line discussions - Sept. 25@8pm

Almost 2 weeks since my last journal. Time is really of the essence as I am swinging through 4 online classes and attempting not to neglect my face to face classes.

Discussion in CAPO is progressing well. In the introductory discussion topic - Is Capitalism Good for the Poor I made use of appropriate youTube videos
in my mentoring as well as the sitepal avatar.

The 21 participants posted 166 times to the thread and I was impressed with the quality of analysis and civil discussion. However, not certain if I can maintain the level of commitment - exhausting.

On line discussions - Oct. 3@8am
Pacing is key. I can't keep up this level and I am certain that the teachers in CAPO and EDSU are also facing the same prospect. My MCC students have settled in - I do need to look at instructional design for the ECN 211 macro course. What worked well in the 5 week summer sessions last summer is not as engaging over the 16 week fall session. Darn, I knew this but was hoping against hope I would not need to complete more revision. I also resent the fact that I am "competing" for classes at MCC with online "instructors" who teach a canned course out of the box with no engagement. I wish my dept chair had some insight about this - I consider this to be educational malpractice - both by the "instructors" (who are real minimizers) as well as the dept. chair. Sorry to be so negative - a sign of my fatigue, I think.

On line discussions - Oct. 10@5am
Oh my god - the week of outages and disasters - bb goes whiggy. The discussion board has "issues" and it takes bb and the FTE over 1 week to "resolve" the issues. There are problems posting to the discussion board and I have to deal with a 20 per cent increase in e mails from participants wondering what is going on. This type of problem (happens at least once a year at one of the institutions where I teach) always leads me to the position - I QUIT! Ok, I won't but this increases my work load and really raises my stress level to unacceptable levels. My frustration leads to resentment and anger - I mean I should not get worked up, but like my classmate in the E Learning Practicum, this is a joke. What a waste of time - all the participants and me. Ok, done venting.

This was a week of repairing damage and trying to maintain the learning community. The engaged teachers in CAPO are ok, but the minimizers see this as an excuse and another reason not to engage. Sigh.

On line discussions - Oct. 17@2pm
I am staggering toward the half way point of the semester. Buried under a ton of evaluation . . . oh man this is too much grading. The "instructors" who minimize by teaching a canned course with automated problems and grading are sure looking smart right now. Ok, I'll make it, I think.

On line discussions - Oct. 24@6pm
It is clear by this stage that I cannot adequate mentor 4 different online preps - at MCC my ECN 160 US Economic History Class and at FTE/UC the Economic Demise of the Soviet Union class are being slighted. So, part of my action plan going forward will be to limit myself to only 2 different preps per teaching period. As I reflect on this, I have to overcome the temptation to weasel around this by doing 8 week online rather than 16 week. I could teach 2 online preps first 8 weeks and then 2 different preps second 8 weeks.

I have found that, it is my impression that the quality of the discussion is impacted by the attention that I invest in mentoring the discussion board. So, while I do not post often, I review each discussion board daily. This is now taking over 3 hours per day - 4 online classes in 4 different preps and now a total of 89 students. I will take a look at retention in these 4 sections next month to see if there is a difference in the 2 sections I am more engaged in.

On line discussions - Oct. 31@8am

I have found that our discussion in the Practicum is informing my analysis of online engagement on the discussion board. In our practicum we have discussed minimizers and academically immature learners and I see a connection between the two. In CAPO I see that busy teachers will, in a rational manner, seek shortcuts or ways to minimize time on task. They, of course, fight against this in their classrooms so it is a tad ironic. In particular, the grading rubric for the discussion board sets a criteria of posting on 3 different days over the 2 week period of the discussion board. Of the 21 participants still active - 12 are actively engaged by posting on a regular basis - these participants post on more than 6 different days with an average of 2 original posts (only 1 original post required) and an average of 5 replies (only 2 are required). So these are engaged members of the learning community. On the other had, the 9 other participants are not engaged. That is they have posted, on average less than 2 times and generally post all on one day.

Then, after the unit is graded, I receive 9 e mails asking why the posted grade is less than full credit.

On line discussions - Nov. 7@6am

Very interesting intersection of the Practicum learning community, my online teaching load and some feedback from participants in CAPO and EDSU. First, two of my classmates missed a deadline in the practicum. I was struck by their reactions - it seemed overly apologetic and upset. Given the nature of our learning community, Den's clear attitude about positive learning and the nature of our class I thought - this is no problem. Then I clicked back to the syllabus and the language is rather . . . foreboding about missed assignments. So, the reaction of my classmates was based upon the language in the syllabus rather than their understanding of the course make up and Den's learner centered philosophy and practice. That said, I have found myself overwhelmed and, while I did not miss a due date in our class, I did fall behind in my evaluation and feedback of all (four of them, damn it) online courses. I just caught up and I am both exhausted and understanding of my classmates' sense of unease or fear over missing an assignment.

This is relevant because, since my last journal, I have received emails from 11 different participants in CAPO and EDSU (not to mention over 15 from my MCC online students) apologizing for missed activities, assignments, discussion posts. I am not certain how much of this "missed" stuff is due to my falling behind in evaluation and feedback. I have been active in all 4 course - on the discussion board, posting announcements, answering e mail, but I wonder if my tardiness in feedback and grading has played a part.

My policy - with the grad students (teachers) in CAPO and EDSU, no problem about make up or missed work. If this becomes an issue, I do e mail the teacher and a grade can end up as a B or even a C, but they ultimately get credit if they complete the course requirements. The undergrads at MCC are another story, they snooze, they lose.

So, of the 11 grad students - 7 have dropped - a really, really high number that has me concerned. All 15 of the MCC undergrads dropped, which is consistent with prior experience. As a community college we are open access and have no prerequisites for the econ classes or any assessment and feedback in terms of skills for online success.

On line discussions - Nov. 10@8am

On Nov. 4 my colleague Kathy Ratte from the FTE was in town for an Economic Issues workshop. We had the opportunity to talk extensively about the nature of instruction and I have been thinking about that conversation almost constantly since our meeting. I complimented Kathy, calling her an educator rather than a teacher. I see a difference between these 2 roles, an educator takes a broader perspective than the confines of the classroom. Anyway, in the course of our conversation I indicated my changing perspective toward constructivism in learning and, thinking about what I have learned in our program, my awareness of the importance of learning community and engagement. Kathy disagreed, indicating that she believed in multiple learning paths, but that "requiring" learning community in the form of engagement in discussion contradicted her view that adult learners, if they wished, should be able to acquire information and not be compelled to engage.

Now, I have taken 2 online classes from Kathy and, I consider her a master educator. She indicated a focus on content over process that now has me reconsidering the path I have been on over the past 18 months here at Stout. More about this in my next journal.

On line discussions - Nov. 21@6am

Further reflections - online learning communities and discussions. As our practicum and certificate program comes to an end I am very appreciative of the perspectives that have been presented dealing with online learning community and discussion. There have been a number of significant areas of growth for me, it is clear that there is a commitment in time, energy and thought required to properly facilitate online learning community. Moreover, online learners have a wide variety of attitudes toward online learning community and discussion and the diversity presents challenges that continue to vex me as an online mentor and coach.

Research

DanaGray — Wed, 29 Oct 2008 12:58:10 CDT

Doctoral dissertation re hybrid format courses

Gray, Dana K. M. (2007). Uses and perceptions of online learning components in hybrid courses by full-time business instructors at comprehensive and regional public universities in Oklahoma. Proquest AAT 3297504.

Abstract (Summary)

Scope and method of study. This was a descriptive study utilizing literature synthesis, online survey methodology, and quantitative data techniques to describe best practices in using online learning components in hybrid business courses and the perceived importance and actual use of these components by full-time business instructors at comprehensive and regional public universities in Oklahoma. Ten of the state's 12 institutions participated in the study. Best practices and model theory formed the theoretical underpinnings for the study.

Findings and conclusions. The best practices literature revealed that the compelling advantage of hybrid courses was to facilitate interaction both within and outside the traditional classroom to maximize learning. The principles of interaction and six basic guidelines for using online components in hybrid courses identified in the literature were codified graphically in a proposed Moore Gray Hybrid Course model developed from the study. The study also found that the technology skill level and age of business faculty members were the dominant demographic variables relating to both their perceived importance and their reported use of online learning components in hybrid courses. Also, as faculty members' experience with hybrid courses increased, so did their use of online learning components. The critical point in increased perceived importance and use of online components appeared to occur after teaching three hybrid courses. While age was an indicator of perceived importance and use of online learning components, tenure and academic rank were not, indicating that age, rank, and tenure do not measure the same concept in relation to perception and use of online learning components in hybrid business courses.

Sloan - http://www.blendedteaching.org/

Cherry, M. (2007). Hybrid Course Development: Best Practices for Avoiding Potholes, Roadblocks, and Steering Your Course in the Right Direction. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 721-722). Chesapeake, VA: AACE.

Author

Muriel Cherry, Towson University, USA

Abstract

At many colleges and universities today, it is common to find hybrid courses offered as part of the institution’s curriculum. This presentation describes the experiences of a graduate teaching assistant in the development and implementation of hybrid courses using Blackboard. Important lessons learned in transitioning traditional face-to-face courses to a hybrid model will be discussed as well as best practices in course design.

Access to paper requires subscription.

http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=26413

The Hybrid Online Model: Good Practice
Educause - http://net.educause.edu/ir/library/pdf/EQM0313.pdf

Study Finds Hybrid Courses Just as Effective as TraditionalOnes

The study examined two health courses taught at the University of Missouri, one delivered the old fashioned-way and one in a hybrid format. The researcher, Shawna Strickland, director of the Respiratory Therapy Program at the university’s School of Health Professions, said that students in both groups performed equally well.http://chronicle.com/wiredcampus/article/3321/study-finds-hybrid-courses-just-as-effective-as-traditional-model

Reflection One

gpratt — Tue, 28 Oct 2008 09:22:46 CDT

The broad area I am focusing and reflecting on is my use of discussions and this reflection will focus on the first 2 discussion threads in CAPO. I am very interested in how mentoring of the intro/welcome discussion and the first content discussion can work to improve engagement and commitment on the part of participants.

Connections

• What are some of the ways that this experience fits within the larger picture for this year?

Well, this reflection is key as, research indicates that the pre class and first week of class in an online environment is very significant in forming a learning community. Therefore, as I learn more about ways to mentor and advance these discussions I will not only improve the retention in these courses but I will hopefully increase the depth and breadth of the engagement by participants.

I am strongly considering - for future introductions alternatives to the traditional opening (see end of this reflection for the prompt for CAPO compared to another course I teach).
E Learning reflection on icebreakers

I also liked the pair share that Datta Kaur used. Unfortunately her course is no longer available to me :-) I would love to revise those directions and look at the responses.

Generalizations

• Based on this experience, what advice would you give to someone about to do something similar?

Well, I would first suggest formal training a la the Graduate Certificate Program in E Learning and Online Teaching, even for experienced online teachers. This will allow participation from a student perspective in the all important first week discussion period and, in the case of this program, the unique ability to compare and contrast the use of intro/welcome discussions by 3 master teachers.
In addition to the above advice, I might suggest a review of past intro discussion prompts by experienced onlin teachers to self evaluate the efficacy of the prompt.
The next step is to consider the role of the mentor and when and how to participant in the discussion. This is why step 1 is so valuable, I do think a great deal of this is experiential.

Applications

• What are some of the things that you are taking away from this experience that will influence your practice in the future?

First, my use of multi modes of interaction, particularly on the first content discussion seems to have been very interesting. In addition to text, my replies have included: images, links, youTube videos, and polls.
I am now understanding how deep the time commitment really is to properly mentor and manage the first week discussion. The time is more in considering and reflecting as an instructor than in actual posting.

Personal Learning

• What are some of the things you are learning about (yourself, your students, this curriculum, this unit, this aspect of your teaching?)

Me - well I do love the interaction with students, I love the content and this is fascinating. I am finding it a challenge to draw a boundary and take time off. This is a real issue as I ramp up with additional online classes this semester and down the road.

Students - well, I am not certain if it is just this group of teachers, my evolution in mentoring as a result of the Certificate Program, or other factors but this is an amazing group of colleagues and so far an unbelievable engagement as the learning community forms. They are almost like my experience last year in E Learning or in Susan Manning's Instructional Design. This has been a ton of work but it is both inspiring and an honor to learn with these colleagues. Well, almost all of them. Of the 30 enrolled, one has dropped out (see below) and 7 have not yet shown up. I know both are typical and in line with my experience, but the other 22 are so amazing that . . . .well.

Drop out e mail

Dear Sir,
I am going to withdraw from this course. I didn't realize it would be a gateway to solicitation for conferences and other untargeted emails regarding articles that do not apply to my profession. My time and the email space granted me by my school district are valuable and I feel they have not been treated as such by the number and content of emails I have received from you during the first week of this course. I have always been pleased with my experiences with FTE and have advocated the association among my colleagues, but my initial experience with this online course has been less than satisfactory. Please outline the steps I should take to withdraw. Will I receive my deposit, in full? please note that I have never withdrawn from an online or "face-to-face" professional development program and have enrolled in several. I have enjoyed the FTE workshops that I attended, but am thoroughly dissatisfied with this course given my expectations (see initial post).
Regards,

(ouch!)

Below is my running journaling.

On line discussions - Sept. 6@3pm

The timing for this class is ideal. On Monday Sept. 8 I start teaching 2 online classes. Both classes are discussion rich and I am committed to further improvement in building learning community in these 2 online courses. The first is the one I will use for this practicum - CAPO a grad econ class for k-12 teachers. The second is a freshman level class with my students at Mesa Community College.

CAPO was designed by the Foundation for teaching economics and this will be the first semester I have taught this class. ECN161 - Economic History of the US to 1870 is a class that I designed. My first anno

Some data:

CAPO 30 students all degreed teachers all previous online course experience
MCC 20 students undergraduates majority with no online experience

Both classes were opened for business Sept. 1, one week before classes. The discussion prompts for the 2 welcome/introduce yourself are:

CAPO prompt

MCC prompt

Scenario 2

gpratt — Sun, 26 Oct 2008 18:47:27 CDT

Discussion board - sequencing within a unit of instruction.

Given our discussion of access and timing (when to open a unit of instruction) I have the following to share.

In CAPO we have 6 units of instruction each lasting 2 weeks. The audience for this class is high school teachers, who like all of us are very busy. The teachers who sign up for this class tend to be master teachers (AP, etc) and are largely type A personalities.

The unit 1 discussion - Critical Attributes of World Poverty, is predicated upon a thoughtful reading and engagement with the unit 1 material. However, the discussion was opened on day 1 of unit 1. This was done in recognition of the busy schedules of the teachers.

You guessed it, off to the races with posting and discussion not based upon the content (World Bank, IMF, UN, NGO research on the attributes of poverty worldwide) but based upon opinion of the teachers.

At first I thought - ok, this may be a constructivist type of discussion. Wrong, as the teachers wondered off into antedote, discussion of relative poverty in the US, and personal story. In fact, the early discussion (first 1/3 of the posts dealt with poverty in the US. The focus of the course is poverty in the developing world, so this unnecessarily broadened the discussion and distracted from the prime instructional objectives - definitions of poverty (relative v absolute), attributes of poverty, and institutional paths that lead toward and away from poverty.

So, the prompt might have been more focused, but in I think that rather than releasing the discussion on day one of the unit, it would have been better to release on day 8. As each unit is 2 weeks, this would have allowed time to access the course material and reflect on the instructional objectives before beginning the discussion.

Midterm Self Assessment

gpratt — Sat, 25 Oct 2008 13:57:14 CDT

School of Education
University of Wisconsin-Stout
P.O. Box 790
267 Home Economics

Enter names, dates, & course info here:

Greg Pratt Sept. 8, 2008 – Dec. 15, 2008
Course: ECON 631-C03: Is Capitalism Good for the Poor? University of Colorado at Colorado Springs
http://www.fte.org/teachers/programs/online/files/capo_fall08.pdf
http://www.fte.org/teachers/programs/online/capo/index.html

UW Stout Practicum Performance Self-Assessment (Fall 2008)

Note: Self Assessment to be completed twice: 1) Midterm 2) End of practicum.
Formal Instructor Assessment to be completed at the of practicum.

Online “Voice”

Intern provided a welcoming, friendly personal introduction
Intern provides appropriate, helpful feedback to students.
Intern’s communication is polite, supportive and timely.
Email communication includes subject and salutation.
Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.
Words are sincere and open, coming from a place of mutual learning versus a place of authority.
Treats students as ‘valued customers.’

Intern’s self-assessment comments (upon completion).

Intern provided a welcoming, friendly personal introduction

Copy of message - Welcome to Is Capitalism Good for the Poor?

Congratulations, if you are reading this announcement, you have successfully enrolled in our course site.

I am delighted to welcome you to this fully online class developed and delivered by the FTE. If you are reading this e mail, you have successfully enrolled in our online course site.

As you know by now, there are a number of housekeeping issues you will want to check off your list before proceeding.

1. If you are taking this class for graduate credit, you have completed the paperwork required. Click here for information and directions - http://www.fte.org/teachers/programs/online/capo/capounivcredit.html

2. Please examine your fall schedule to verify your availability. This is important; online learning has a number of benefits including flexibility. That said, it can be easy to find other priorities so you will want to verify that you have between 5-10 hours per week to devote to the class. This class carries 3 semesters graduate credit and has a corresponding work load.

3. Review the links you find in our Blackboard course site, and, of course, e mail me if you have any questions. In particular, you will want to click on syllabus and print this out (also found attached to this e mail), click on lessons and complete the first lesson (introductory - 2 parts called i.1 and 1.2) and then click on quizzes. The class includes a pre test and post test (no stress - these two instruments are designed to see how effective our online class is). You will need to e mail me to request the password for the pre test and then proceed to the pre test and complete.

4. Click over to the discussions link and post a welcome to the class following the directions you find there.

5. I will NOT have access to your passwords there is a link on the Blackboard welcome page for retrieving lost passwords.

I am amazed and impressed how you have all jumped in and started our class. Judging by the introductions and early posting to the discussion topic - Is Capitalism Good for the Poor? we have a very well grounded and diverse group that brings to our class a wealth of knowledge and experience.

Plan to check your e mail account (the one you used when you registered for our class) daily over the first 2 weeks of class and check the announcements link in our Blackboard class 3 - 5 times per week for important announcements.

I am excited that you find the subject of poverty to be of critical importance in our world today. Again, welcome to the class and we are looking forward to our study of Capitalism and the Poor.

A note about communication - early is much better than later. I have already communicated with a number of you about our long term assignments. This is key so if you have any question or concern to not hesitate to e mail (preferred communication). I am also available via phone (see Staff Information in our Blackboard course site.

I live and work in Arizona, as a full time economics faculty I may not pick up your call (I teach from 8am to 2pm Arizona time Monday - Friday) but I will be back at you quickly.

Finally, see attached the final and revised copy of our syllabus. This revision is also reflected in our Blackboard course site. Can any of you relate to last minute corrects?

I have also attached a summary of the 2 introductory lesson requirements - let me know if you have questions about these. Note the due dates in our syllabus. Please do not be overwhelmed with the amount of material in the introductory lesson. You will have 2 weeks to complete these 2 introductory lessons and, judging by the early participation on our discussion board I suspect you will all do very, very well budgeting your time.

Look for further details on these introductory lessons and assignments later this week.

Again, welcome to CAPO.

Greg
Sitepal avatar can be viewed in the course site announcements link.
I would say that I am pleased with the refinement of the welcome message.

Intern provides appropriate, helpful feedback to students and
Intern’s communication is polite, supportive and timely.

Yes, during the critical week before class and first week of class I was online and prepared to respond to students. In addition to e mail feedback I conducted phone feedback with 2 participants during the first week of classes. All e mails were answered within 24 hours. Examples below:

Note: this first example involves a referral to the excellent online UofWisconsin online graduate economics classes for teachers.

Example 1 – declining a student for enrollment and providing alternatives via phone and e mail.

Sally

My pleasure - great talking to you and best of luck with your continuing professional growth.

Please stay in touch and do not hesitate to e mail if I can be of any help down the road.

Greg

-----Original Message-----
From: Sally Dickson [mailto:skdickson@yahoo.com]
Sent: Fri 9/5/2008 2:45 PM
To: Greg Pratt
Subject: Fw: RE: Seeking admission to Capitalism for the Poor class that starts Sept 8

Greg,

Thank you for your telephone call and prompt response. I was unable to open the .jpg file that was attached to each of the emails, so your telephone call was especially valuable. I will certainly consider the FTE courses that you recommended in the Spring. At this point my plans for the Spring are uncertain.

I appreciate your information regarding the University of Wisconsin. Since this fall is relatively free for me, I may pursue one or two of those options.

Best regards,

Sally

--- On Fri, 9/5/08, Greg Pratt <gpratt@fte.org> wrote:

From: Greg Pratt <gpratt@fte.org>
Subject: RE: Seeking admission to Capitalism for the Poor class that starts Sept 8
To: skdickson@yahoo.com
Date: Friday, September 5, 2008, 3:39 PM

Sally

Another option for your graduate economics work would be:

Online Graduate Courses
Economic Education for Teachers
University of Wisconsin.

Location: Online via the Internet

Times: No specific time of day requirements

Partial Tuition Reimbursement for Wisconsin Teachers!

Todd

Welcome to EDSUO. You will be one busy fellow, two online classes for your first attempt at online learning. This will certainly be a worthwhile challenge.

You will see my colleage John Kessler at your Oct. conference. He is a master teacher for the FTE and will teach EOFT2 in the Spring.

You will certainly have very positive things to share about the FTE - Debbie Henney your EOFT1 instructor is another master teacher.

Your password is test

Again, welcome to the FTE on our online program. We are delighted you have selected these courses for your professional development.

Greg

-----Original Message-----
From: Todd DeVries [mailto:tdevries@westville.k12.in.us]
Sent: Mon 9/8/2008 7:00 AM
To: Greg Pratt
Subject: successfully enrolled

Mr. Pratt,

I have successfully enrolled. I am currently reading about and trying to understand the discussion board. Luckily I work with a lot of people that have good computer skills that will help me if I get stuck on the technical aspects of the course. I am also in EOFT-1. I do need a password from you to take the pretest. I am really excited about taking the course. I am speaking at an Indiana Council on Economic Education conference on October 14 and I hope to have good things to say about my FTE experience. I also use Mankiw materials. I like his book a lot.

Thank you,

Todd DeVries

Email communication includes subject and salutation.

This is affirmative and I have copied my coordinating professor on e mails throughout the course to verify this.

Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.

Words are sincere and open, coming from a place of mutual learning versus a place of authority.

This has always been my goal and I see significant evolution in this area as a result of the modeling of Den O Connor, Susan Manning and Datta Kaur.

See examples below

This has always been my goal and I see significant evolution in this area as a result of the modeling of Den O Connor, Susan Manning and Datta Kaur.

See examples below

" Microlending and microcredit needs government regulation (oddly enough) in our Capitalist society to ensure that profit motives don’t detract from microlending’s initial goals."

Great opening salvo in our discussion. James, you raise a very important issue. I want to remind you all of the key distinction we make in economics between positive economics and normative economics.

As Kathy reminds us in the introduction to our course, the FTE approach in CAPO is to recognize the dimensions to the debate - and government involvement is a major portion of that debate - and attempt a reasoned review of the evidence.

Parallel to regulation of microlending practices in other countries, the debate over payday loans seems much more focused on normative argumentation, rather than a more civil discourse predicated upon positive analysis.
"Predatory Reporting" on Payday Lending?
Donald Rieck,
July 18, 2008
Note: I am not certain if the organization that housed this analysis is in fact non partisan.
Federal Reserve Bank of NY Working Paper
Payday Holiday: How Households Fare after Payday Credit Bans
Paige Skiba (Vanderbilt Law School) and Jeremy Tobacman (Oxford),
"The Profitability of Payday Loans"
As to the issue of government regulation, the impact of government regulation on entreprenaurship and ultimate development and growth, I recommend: (the title is unfortunate, the subtitle is a much better tip off to the content of these outstanding essays dealing specifically with the issue of entreprenuarship and development.

Entrepreneurship and the Process of Economic Development
Greg
"receive a high quality education"

Interesting hypothesis.

The research is generating some interesting questions about the role of education, particularly in those parts of the world that are suffering extreme poverty.

"An accessible read by a well known economic historian.

A masterful work by two leading economists on some of the biggest issues in economics: economic growth, human capital, and inequality. There are fundamental insights in the book, not just about our past but also our future. Rigorous but not overly technical, this beautifully written book will appeal to educated lay people and economists alike."

--Steven D. Levitt, University of Chicago, co-author of Freakonomics

The book received mixed reviews but should, I think, be on our reading lists.

Tyler Cowen review

Kling comments
Thanks for prompting a key point in our discussion. Truly engaging and important questions or hypothesis have more than one possible response or outcome. The world is complex and the tendency to reduce issues to simplicity, while a goal of theorizing, must be balanced with a willingness to try to look at the data to get a good idea of what exists.
While Wal Mart is a very small piece of the world economy, and Wal Mart inflames opinions, much like the larger question-is capitalism good for the poor.
I thought you might find the following interesting thanks to Cafe Hayek, one of the blogs that I reference in our external links section.
The point is not to argue one way or the other about the Wal Mart effect, it is to reinforce what we are doing in this course - those of you who viewed Kathy Ratte's wonderful video introduction heard her say we are looking as best we can at the evidence. What, as best as we can, does the data say about the impact upon poverty of capitalism?
One academic study - Dean and Sobel (printed in a CATO publication).
The Wal Mart archive over at Cafe Hayek click here
Hot topics from the FTE site on Wal Mart that are provocative.
How Hurricane Katrina Polished Wal-Mart's Image
The “Wal-Mart Bill”– Is it helping low-wage workers?

Kevin

Great point, we will discuss this issue going forward and look at data. Does the US have a great number of poor people.

In our course we will review various measures of poverty, look at poverty around the world, identify areas in which poverty (by the definitions we develop) is decreasing and the one area of the world that is experiencing increasing poverty.

I tell my students that, compared to the rest of the world now and over time, that . . . well, I'll wait till you all see the data and then you all can complete the thought.

Outstanding point.

Greg

Treats students as ‘valued customers.’

Instructor comments (upon completion).

Discussion interaction

Intern promotes student understanding of the connection between course work and professional work outside of the online classroom.

Intern encouraged reciprocity, teamwork and collaboration

Intern observes student posts and adds personal additions during the most appropriate time period.

Affirmative and my supervising instructor, with access to the course site verified the level of observation and moderation.

Intern’s discussion additions expand the learning and stimulate additional research, questions and/or discussion.

Posts at least 3 times per week.

During the first week of class, my postings took place on 6 of the 7 days.

Models professional presence (logs in 5 of 7 days).

See data from first week of class:

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Administrative/Teaching tasks
Pre-course

Reviews all links and course readings and links to be sure all are updated and available.
Reviews all course materials closely for needed text edits.
Provides feedback on course design, technical tools and dynamics.
Participates in a weekly phone/ Skype conference with cooperating teacher.

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Weekly tasks

An active discussion participant, posting at least 3 times per week.

Yes, see above.

Provides weekly announcement that include consolidated discussion highlights.

Yes, the coordinating instructor was able to verify.

Answers’ student technical questions with patience, confidence and resourcefulness.

Always a challenge, but I try. See below for an example:

Hi Sabine

Wonderful participation in CAPO! We have a tremendous group and it is a delight to watch your interaction with this group.

You are good to go with the intro and CAPO discussions (be certain you return to read both before the 18th). If you feel compelled to participate with later posts in either discussion thread that would be great but not required.

So, yep, you are ahead. Just looking for the i.1 assignment via e mail - an elaboration of your post and the i.2 assignment on Douglass North - both of which are not due till the 21st.

Looking forward to our semester together, this group has moved quickly into some very deep and important areas.

Greg

-----Original Message-----
From: Adams, Sabine [mailto:adamss1@northwood.edu]
Sent: Thu 9/11/2008 2:30 PM
To: Greg Pratt
Subject: RE: Deadline for introduction/Is Capitalism Good for the Poor? original postings Thursday, Sept. 18: CAPOfte

Hello,
I wasn't sure if I was ahead or behind when I logged on to the discussion board because the Thursday and Sunday deadlines might have been due by 9/8. I do see that my pre-test and introduction posted in "check grades". I hope that my initial comment "Is Capitalism Good for the Poor" was posted satisfactorily and timely since tonight is the deadline. I had posted a response to Ruth right after that, but since it was last Sunday rather than this Sunday, does it not qualify in the required time frame? Should I post two more responses rather than one more?

Thanks,
Sabine Adams

________________________________
From: Greg Pratt [mailto:gpratt@fte.org]
Sent: Thursday, September 11, 2008 9:27 AM
Subject: Deadline for introduction/Is Capitalism Good for the Poor? original postings Thursday, Sept. 18: CAPOfte

Good morning:

Welcome to those of you who have recently enrolled in our Blackboard course site. To ease you mind you are not behind at all. You have just joined a learning community that is filled with acute type As who engage early and often. I am certain you will be in the flow this weekend.

Deadline for Introduction one is Sept 21. Please note the process for discussion postings - the original response is due the Thursday prior to the due date - Sept. 18. So /Is Capitalism Good for the Poor? original postings are due Thursday, Sept. 18. See item 5 below. So, many of you type As completed the introduction postings one week early. This is a good thing. If you just joined class you are not behind. This is the "flow" of the class. Original postings are due the Thursday before the unit due date (check your syllabus) Please e mail if you are confused about this flow or due date process. Then, you will post replies between Thursday to Sunday. What does this mean? Well, you early posters will need to remember to return to Is Capitalism Good for the Poor next week between Thursday and Sunday to continue the discussion. I suspect that this comment is unnecessary - as a group you clearly are stimulated by online discussion - keep it up!

WOW! In looking back over our first 3 days together I am certain you are as amazed as I am. This learning community has come together and as I "listen" to our discussions it is as if I am with you all in a seminar room engaged in a thoughtful, civil and critical debate.

In looking at our class (see attachment) we have a diverse group of professionals that are highly engaged in teaching, the community and family. The FTE realizes that your opportunity cost for participating in this course is very high. Your integration into our learning community not only confirms Hayek's spontaneous order but shows that the busiest people accomplish the most. I am inspired to see what you accomplish, given your individual trade offs.

That said, a couple of items to include in your procedure:

1. Check your e mail regularly (*daily?). If you have another preferred e mail go to profile in our course site and change the e mail preference.

2. Check the course site regularly (*daily?). For example, I have posted the link to The Economics Major and Liberal Education - I apologize for the failure of the link to attach to yesterday's class email.

3. Discussion board netiquette. WOW! Our community is so engaged and thoughtful. One "suggestion" (this "suggestion" applies to all future discussion threads) when you return to the discussion thread to read posting/replies and reply to your colleagues, select a colleague posting for reply that has no replies or only one or two replies. Also, if someone posts a direct reply or comment to your posting, post a response. And, as the rubric indicates, read all postings and replies to each thread.

4. Unit 1 discussion. I know that many of you are chomping at the bit to move ahead. And, in unit 1 we will address most, if not all, the excellent issues you are raising in the Is Capitalism Good for the Poor? discussion. That lesson and set of discussion topics will be made available on Sept. 15.

5. Due dates for discussions - as you read the rubric, you will see that the due date for original postings will be Thursday evening before the unit closes. Replies will need to be posted as directed. You have modeled exemplary discussion so far. For those of you who just enrolled, you will want to post to the Introduce yourself and Is Capitalism Good for the Poor.

6. How do I know if I am done with the Introductory Unit which is due on Sept. 21?

You have e mailed me for the pre test password.
You have taken the pre test.
You have read and printed out the syllabus.
You have read the staff information.
You have read and printed out the grading rubrics.
You have clicked on Lessons, clicked on Introduction and completed lessons i.1 and i.2.
Lesson i.1 - Read The History of World Economic Growth, Posted an introduction to the discussion board by Thursday (tonight). Posted a comment to Is Capitalism Good for the Poor by Thursday (tonight). Elaborate on your discussion forum posting by submitting, to your instructor, a 3-5 paragraph position paper on the question: Is Capitalism Good for the Poor? You will sent this to my via e mail by the end of our unit on Sept. 21. Completed the pre test. As of today - two of you have completed lesson i.1
Lesson i.2 - Read both Gary Walton and Douglass North. Only one activity for you in lesson i.2 beyond the reading of Walton and North. These two readings are foundational, so be certain you have reviewed them carefully. Write, in your own words, a 2-sentence summary/generalization of the main point of each section (I-VII) of the Nobel acceptance speech. List at least 3 implications of North's work for government policies and NGO programs designed to help the poor. Submit the answers to question #1 in the text (no attached files, please) of an email with the subject "Lesson I.2 Assignment" No one has completed lesson i.2 yet - the due date is Sept. 21.
I have clicked on the long term assignments and reviewed those essential summative activities and begun to think of them both.

Yep, this is a great deal of information and the introductory unit is representative of the work load in the remaining 6 units. Each unit lasts 2 weeks and I open each unit one week early. Therefore, you will have 3 weeks to accomplish the work load in each unit. It is clear that you are all highly motivated and it is amazing how much you have accomplished in such a short period of time given the intensity of your individual schedules. That said, if an issue arises e mail me immediately. I am here to assist you and we will make certain that your experience in CAPO is a valuable one.

Have a great weekend and I wonder - can any of you correctly identify all your classmates? (see attached).

Greg

Agrees upon week’s tasks with instructor and provides the service within the agreed upon time frame.

Yes and Den O Connor was a pleasure to work with.

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Intern’s self-assessment comments (upon completion).

Instructor comments (upon completion).

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation
Timeliness
Effectiveness
Attention to detail
Professionalism
Dependability
Enthusiasm
Attentiveness
Online instructor skills

Additional comments by instructor.

Intern self-assessment

Intern skills and characteristics	Exemplary	Proficient	Developing
Cooperation		X
Timeliness	X
Effectiveness		X
Attention to detail		X
Professionalism		X
Dependability	X
Enthusiasm	X
Attentiveness		X
Online instructor skills			X

Additional comments by intern.

This is an extremely valuable experience. The courses leading up to this practicum have significantly improved my tool kit and my skill set and have motivated an evolution in my instruction – both online and in person.

Signed by instructor Date

Signed by intern Greg Pratt Date Oct. 25, 2008

Reflection Three

gpratt — Tue, 14 Oct 2008 08:44:51 CDT

Based upon my work in CAPO and the "issues" this semester (see scenario 3) I have decided to no longer teach for FTE.

The honor of working with teachers in the online course program has been wonderful and my FTE colleagues are role models. However, the time invested in working through CMS issues is far to great. My personality causes me to become almost obsessed with the issues and the participants and it is extremely disconcerting for me. Unlike folks like Bill Clinton, I am unable to compartmentalize my life and leave the FTE/Blackboard issues at the computer.

The FTE is a non profit without resources to invest in alternatives to the status quo. I am reluctant to pursue this course, but in the interest of mental health will seek professional engagement elsewhere.

On a larger note, this capstone or practicum has been particularly integral to my evolution as an educator, the need to maintain a professional community and stay in contact with trends in the profession is now one of my priorities.

Scenario 3

gpratt — Tue, 14 Oct 2008 08:39:36 CDT

CMS outage.

This scenario began in week 3 of the CAPO class and has continued on, overshadowing my focus on discussion boards and impacting all levels of the instruction. At the end of this scenario I have posted a number of the student e mails as well as the posting from the FTE curriculum director.

Beginning day 3 of week 3 the CMS used (blackboard) began intermittent outages, ironically focused on the discussion board. So from the period Oct. 3 to the present I have dealt with, on average, 3 e mails daily from participants dealing with outage issues. This is a distraction for all in the e learning community, a huge inefficiency and will show up I am certain in the end of course survey.

Below is the e mail response I received from FTE reporting another bug:

Oh well, I guess that's why you get paid the big bucks! :>)

No, seriously, I don't know what to do about it - FTE's not going to change from CourseSites in the foreseeable future that I know of, so you'll just have to keep track of the hassle factor and decide whether it's worth it to you when we want to look at staffing next semester. I don't mean that to sound flippant or unsympathetic, but given the relative panic at FTE over budget for 2009, I think we'll just have to deal withwhat we havethis semester and put in our report at the end if we think it's too much hassle. I'd offer to go in and talk to tech support (who is always, as far as I can tell, "Eric")but I don't see that I'd get any farther than you AND I don't know the situation first hand. The other thing you might try since Ericis just going to "report a bug" is to submit a ticket - that at least gets documented and seems to get reviewed at a little higher level than "Eric".

I've kept emails from you and if you keep a tally of the time you spend on tech support, at least we'll have some data. AND, I'm not telling you to stop telling me about your frustrations. At this point, it seems to me to be at the level of annoyance, but I'm open to considering that it could get well beyond that and I don't want you to think I don't want to hear about it.

Participant comments - http://fte.wetpaint.com/page/Blackboard+outage+e+mails

Copy of chat with Blackboard CSR - http://fte.wetpaint.com/page/Service+requests+of+blackboard

In course announcement regarding CMS outage - http://fte.wetpaint.com/page/FTE+response+to+BB+outages

Reflection Two

gpratt — Tue, 14 Oct 2008 08:29:34 CDT

Discussion - further reflection

The past 2 weeks have underscored the importance of the relationship of objectives to prompts in the preparation of effective online discussion.

The assignment directions in CAPO have not been clear, generating a large number of e mail questions from participants.

Den has been wonderful in assisting in both CAPO and EDSU and the work he shared with the EDSU prompt was a reminder of the connection between objective of the lesson, prompt and clarity.

One of the challenges I am confronting as the teacher in CAPO is the role separation. Unlike my classes at MCC in which I am both the designer and instructor, at FTE and CAPO I am in the role of instructor only. So, the process and procedure of clarifying, changing or eliminating course material including prompts is a tad longer.

This is a huge challenge for me as I typically work "on the fly" and do not build in the time to more through the process of sending changes to the designer, etc.

The significance of the need for clarity in the prompt writing was underscored in CAPO as assignment directions for unit 1, which were not real clear, lead to some interesting issues in the discussion. See more of this in scenario 2.

Greg

Annotation 2

gpratt — Mon, 13 Oct 2008 08:00:25 CDT

Varvel, Virgil (2001) Facilitating Every Student in an Online Course. Pointers and Clickers, Illinois Online Network Technology Tip of the Month, Retrieved September 14, 2008 from
http://illinois.online.uillinois.edu/resources/pointersclickers/2001_03/ionpointers0301.pdf

Varvel, a Computer Assisted Instruction Specialist for the Illinois Online Network, does a nice job of overviewing the landscape of online participant characteristics that lead to a positive online experience in this older article. His audience can be divided into two groups - online teachers and those involved in support roles for online instruction. He divides these characteristics into: facilitation, accessibility; instructional design, time management, motivation, and online discipline. The two takeaways for me from this article were make your presence felt and integrating discussion into the course.

Late Start Classes

gpratt — Thu, 09 Oct 2008 09:04:00 CDT

A review of late start/flex classes at other institutions suggests the following about late start/flex classes:

they represent a small proportion of total offerings
they utilize a method of multiple start
the proportion of non academic exceeds academic
the online schedule seems to embed these classes in the total schedule

A review of my economics students indicated

very few had taken this type of class
all had taken a class that started in the 4th week
most students would not take a late start

A review of faculty (social and cultural sciences)

most share a no opinion
faculty who did have an opinion voiced 2nd week start, 14 week

Questions raised

Does late start/flex only apply to face to face - that is, can online classes begin at any time
Why change the current format
Will this change impact 1 or 2 credit academic or non academic classes that currently are start throughout the semester, usually on weekends
What is the cost of this move
The hard copy spring schedule does not break out late start as had previous schedules - why

Scroll to the bottom to see a list of institutions with late start classes

Part 1

I wonder if our subtask force might ask the MCC department chairs their view of flex/late start classes and duration?

So, why not ask dept chairs:

If only one date can be picked for late start academic face to face classes should it be

week 2, 3, 4, 5, 6, 7, 8, 9,

should the duration be 15 weeks, 14, 13, 12, 11

Part 2

As I understand it, the goal is to reduce late start classes to a single start late start date and a single duration for late start classes. I further understand that this restriction to a single late start date and single duration applies only to face to face classes and not to hybrid classes. Also, this restriction or limitation will not apply to 1 or 2 credit classes such as the POS 221 and 222 constitution classes that are offered to support teachers in certification or to classes like the weekend firearms classes offered by AJS.

Part 3

I surveyed my face to face classes (I am surveying my online classes and will report back)

In the face to face classes less than 10 per cent 10 out of 117 had taken a late start class and all 10 said they would not take another late start class.

Before asking about the experience of the 10, I asked the class how may would consider a late start class - 4 said affirmative.

Talk to you all soon, look forward to hearing what other schools are doing.

Institutions with late start classes

Estrella Mountain Community

Cerro Cosa Community College

gpratt — Wed, 08 Oct 2008 19:20:44 CDT

There is no abstract available for this page revision.

Ventura College

gpratt — Wed, 08 Oct 2008 19:18:19 CDT

Students can still sign up for classes at VC
By Robert Garcia
VCNC reporter
Ventura College is now admitting students to more than 50 late-start or short-term classes, including instruction in American Government, PowerPoint Training and Web design.
Late-start classes were designed to accommodate students who could not register in January. Short-term classes begin now because they don’t require the full 18 weeks of instruction. Most of the classes are transferable to UC and CSU campuses.
There is something on the late-start registration list for almost everyone. More than 50 classes are offered online and at the Ventura and Santa Paula campuses.
High school seniors can register for their final course of American Government on March 10 and finish two months later, just in time for graduation. A wide range of English as a Second Language classes are being offered for those looking to improve their English communication skills.

Those looking to improve clerical skills can enroll in courses offering training in Microsoft programs such as PowerPoint, Excel, Word and Access. Students who want to audition for a Main Stage play or be part of the production crew can enroll in THA V10, Production & Performance.

The Auto Department is also offering the ASE Certification Programs.
Other late-start courses include web design, introductory classes to GIS, and psychology.
Classes start each week through April 16.

Class listings are available at www.venturacollege.edu or by contacting the counseling office at 805-654-6462.

Chandler Glibert

gpratt — Wed, 08 Oct 2008 19:03:36 CDT

Press Room

Visit College Press Rooms Chandler-Gilbert Estrella Mountain GateWay Glendale Mesa Paradise Valley Phoenix Rio Salado Scottsdale South Mountain

The Maricopa Community Colleges comprise ten colleges and two skill centers. Each college is individually accredited, yet part of a larger system — the Maricopa County Community College District. The information found here relates to district-wide efforts, issues and events. Contact: Charles Reinebold
P: 480.731.8503
E: press@domail. maricopa.edu Press inquiries relating to the Chancellor's office, policy, governance, and public records should be directed to: Chris Chesrown
Director, Public Information
Office of the Chancellor
P: 480.731.8789
M: 480.518.7072
E: chris.chesrown@ domail.maricopa.edu

Contact: Trish Niemann
(480) 732-7030
trish.neimann@cgcmail.maricopa.edu

2008 Jan 10
For Immediate Release
CGCC Offers Wide Variety of Programs, Services for Spring 2008 Semester

It's not too late to register for fall classes at Chandler-Gilbert Community College. Classes begin Monday, January 14 and a variety of morning, afternoon, evening, Saturday, and online classes are still available. CGCC offers a wide variety of programs to meet students' academic and career goals, including business, math, science, psychology, teacher education, nursing, information technologies, engineering, biotechnology, law enforcement, electric utility technology, and aviation to name a few. "The majority of our students are on the university transfer path, so it's our goal to help those students get the classes they need that will transfer into their university program of study," said Ryan Cain, coordinator of CGCC Enrollment Services. "Our academic advisors are available to help students create a plan to reach both their educational and career goals." For those who aren't able to begin classes in January, Cain says the college also offers a variety of late-start and self-paced classes, with new classes beginning every week through April. Classes include English, science, math, political science, computing, communications, and more. "CGCC also offers a variety of e-learning or online classes for students who aren't able to make it to campus to take classes," said Cain. "Many required classes such as English, math, communications and more are now available in an e-learning format at CGCC." Cain says that e-learning formats include distance learning in which students can take CGCC classes from the comfort of their own home through their personal computer; hybrid format classes, in which a portion of the class is taught face-to-face on campus and the other portion takes place online; and self-paced classes in which students can complete course work at home on their personal computer or in the CGCC Computer Lab at their own pace. Carolyn Osenbau, 18, says she is looking forward to the start of the spring semester. Osenbau says that attending CGCC for her first two years of classes prior to transferring to the university makes sense from both a financial and convenience perspective. "I realized that CGCC offers the same classes, and the same high quality as the university, and the tuition is more affordable," said Osenbau. "It's also more convenient and close to home." To view the college's spring class schedule or to register for classes, access www.cgc.edu/register or call (480) 732-7320. CGCC offers classes at three locations – the college's Pecos campus in Chandler; the Williams campus in Mesa; and the Sun Lakes Center in Sun Lakes. For more information, call (480) 732-7030.

~ Ten colleges specializing in university transfer, career and job training programs ~ note disclaimer | contact us

Phoenix College

gpratt — Wed, 08 Oct 2008 19:00:20 CDT

Press Room

Visit College Press Rooms Chandler-Gilbert Estrella Mountain GateWay Glendale Mesa Paradise Valley Phoenix Rio Salado Scottsdale South Mountain

Contact: Michelle Klinger
(602) 285-7842
michelle.klinger@pcmail.maricopa.edu

2008 Sep 15
For Immediate Release
It's Never Too Late to Register for Classes Late-start, Short-term Classes Available at Phoenix College

(PHOENIX, AZ; September 12, 2008) – Although the fall semester started in late August, Phoenix College offers classes that begin in September, October, and even in November. Many late-start, short-term class offerings can be completed in less than a traditional 16-week semester. Phoenix College offers over 150 late-start, short-term classes to conveniently fit everyone's schedule. "These classes give students more choices so they can design a schedule that matches their lifestyle and learning needs," said Sharon Halford, associate dean of workforce development. "Students who have a busy life schedule may need the flexibility to take one course at a time, and complete multiple classes in a semester. Others may prefer to complete a class in a short amount of time." Many late-start, short-term classes meet the general education requirements, and others prepare individuals to work in a specialized industry or to increase their job effectiveness. Non-traditional courses that help achieve a higher level of personal well- being are also available for individuals of all ages. Foreign language, American Sign Language, and wellness related courses, including aerobics, massage techniques, and mediation are popular among the late-start, short-term classes at Phoenix College. In addition, there is a variety of courses offered for those interested in health care. Most classes cost $71 per credit hour, and are available mornings, afternoons, evenings, and weekends. Course delivery methods include in-class meetings, online, or hybrid. Hybrid courses are a combination of online learning with in-class meetings, and provide the opportunity for busy students to reduce their time on campus. Phoenix College also offers some courses at its downtown campus located at 640 N. First Ave. For more information on late-start, short-term classes at Phoenix College, call (602) 285-7800. Students can register for classes online at My.maricopa.edu, by calling (602) 285-7800, or by visiting Phoenix College at 1202 W. Thomas Rd. Class outlines are available online at www.phoenixcollege.edu.

~ Ten colleges specializing in university transfer, career and job training programs ~ note disclaimer | contact us

College of Lake County

gpratt — Wed, 08 Oct 2008 18:55:24 CDT

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Home > Announcement

Late-Start Classes

LATE-START Classes Class Nbr Subj Cat Sect Course Name Start Location

Filter List: Location: Show All Grayslake Lakeshore Southlake Online All Other Locations Course Type: Show All College Credit Non-credit Professional - Allied Health Professional - Continuing Small Business (SBDC)
1263	AOS	171	1	Computer Keyboarding II	10/23/2008	GLC
3410	AOS	299	2	Selected Topics in Office Auto	10/14/2008	GLC
1408	BIO	127	300	Introduction to Evolution	10/23/2008	GTLK
1427	BIO	140	3	Environmental Issues	10/23/2008	GLC
4574	BUS	121	22	Introduction to Business	10/20/2008	GLC
4580	BUS	121	806	Introduction to Business	10/22/2008	ONLINE
4329	CAVO	1	1	Beekeeping	11/8/2008	GLC
4324	CBOD	12	1	Develop Your Intuition	11/8/2008	GLC
4004	CBOD	23	1	Reiki: The Natural Healing II	10/11/2008	GLC
3999	CBOD	38	1	Surviving & Thriving	10/11/2008	GLC
3998	CBOD	39	1	The Power of Home	11/1/2008	GLC
4242	CBOD	41	303	Specialized Yoga Classes	11/1/2008	GLC
4243	CBOD	41	304	Specialized Yoga Classes	11/22/2008	GLC
3635	CBOD	58	802	Listen to Your Heart	10/15/2008	ONLINE
3637	CBSM	19	802	Creating a Business Plan	10/15/2008	ONLINE
3873	CBSM	24	802	Wow, What a Great Event!	10/15/2008	ONLINE
3875	CBSM	27	802	Get Paid to Travel	10/15/2008	ONLINE
3640	CBSM	53	802	Perform Payroll in Quickbooks	10/15/2008	ONLINE
4309	CCMP	7	2	Computación Básica	11/1/2008	GLC
3588	CCMP	92	801	Video Game Making Online	11/9/2008	ONLINE
3643	CCOL	1	802	GRE Preparation Online-Part 1	10/15/2008	ONLINE
3645	CCOL	2	802	GRE Preparation Online-Part 2	10/15/2008	ONLINE
3647	CCOL	3	802	LSAT Preparation Online-Part 1	10/15/2008	ONLINE
3649	CCOL	4	802	LSAT Preparation Online-Part 2	10/15/2008	ONLINE
3651	CCOL	5	802	SAT/ACT Preparation OL-Pt 1&2	10/15/2008	ONLINE
3653	CCOL	6	802	GED-College Test Preparation	10/15/2008	ONLINE
3656	CCOL	7	802	GMAT Preparation	10/15/2008	ONLINE
3619	CCRF	1	301	All About Weaving	10/9/2008	SPIN
3697	CCRF	2	302	Glassblowing Paperweight Class	10/14/2008	PPGW
3698	CCRF	2	303	Glassblowing Paperweight Class	11/6/2008	PPGW
3700	CCRF	2	304	Glassblowing Paperweight Class	11/25/2008	PPGW
3701	CCRF	2	305	Glassblowing Paperweight Class	12/16/2008	PPGW
3658	CCRF	20	802	Get Funny	10/15/2008	ONLINE
3660	CCRF	24	802	Enjoying European Art Online	10/15/2008	ONLINE
3662	CCRF	25	802	Drawing for the Beginner	10/15/2008	ONLINE
3623	CCRF	27	303	Knitting	10/8/2008	SPIN
3624	CCRF	27	304	Knitting	11/11/2008	SPIN
3625	CCRF	27	305	Knitting	11/12/2008	SPIN
3613	CCRF	3	301	Silk Scarves for Everyone	10/21/2008	HST
3956	CCRF	30	302	Quilting	11/1/2008	SSDT
3954	CCRF	32	301	Intermediate Sewing	11/1/2008	SSDT
3611	CCRF	33	301	Colored Pencil Drawing	11/4/2008	GLC
4408	CCRF	34	201	Arts & Crafts	10/8/2008	SLC
4315	CCRF	36	302	Stained Glass Window	10/16/2008	HST
3704	CCRF	4	303	Beginning Glassblowing	12/10/2008	PPGW
4219	CCRF	41	301	Beginning Floral Design	11/4/2008	PFL
3994	CCRF	8	301	Watercolor I	10/9/2008	WAUC
4344	CDIS	1	201	Music Appreciation	10/31/2008	SLC
4363	CDIS	13	201	Current Events	10/10/2008	SLC
4362	CDIS	13	202	Current Events	10/24/2008	SLC
4396	CDIS	3	201	Opera Lecture	10/17/2008	SLC
4357	CDIS	34	202	Personal Enrichment	11/4/2008	SLC
4359	CDIS	34	203	Personal Enrichment	12/2/2008	SLC
4272	CDIS	34	305	Personal Enrichment	11/18/2008	UILC
4029	CDIS	38	2	Computer Applications	10/24/2008	GLC
4392	CDIS	38	202	Computer Applications	10/24/2008	SLC
4391	CDIS	38	203	Computer Applications	10/21/2008	SLC
4390	CDIS	38	204	Computer Applications	10/21/2008	SLC
4353	CDIS	5	201	Favorite Classic Films	10/13/2008	SLC
4354	CDIS	5	202	Favorite Classic Films	11/3/2008	SLC
4380	CDIS	52	201	Defensive Driving	11/11/2008	SLC
4364	CDIS	58	201	Science Topic	10/17/2008	SLC
4365	CDIS	58	202	Science Topic	10/24/2008	SLC
4366	CDIS	58	203	Science Topic	10/31/2008	SLC
4367	CDIS	58	204	Science Topic	11/7/2008	SLC
4368	CDIS	58	205	Science Topic	11/14/2008	SLC
4388	CDIS	61	202	Selected Topics in Computer	10/24/2008	SLC
4377	CDIS	76	202	World Religions	10/25/2008	SLC
4376	CDIS	76	203	World Religions	11/22/2008	SLC
4381	CDIS	77	201	International Culture	10/16/2008	SLC
4398	CDIS	91	201	Art Appreciation	11/6/2008	SLC
4352	CDIS	91	301	Art Appreciation	10/16/2008	LBCC
4399	CDIS	91	302	Art Appreciation	10/23/2008	LBCC
4401	CDIS	91	303	Art Appreciation	10/22/2008	LFSC
4402	CDIS	91	304	Art Appreciation	10/29/2008	LFSC
4403	CDIS	91	305	Art Appreciation	11/5/2008	LFSC
4400	CDIS	91	306	Art Appreciation	11/12/2008	LFSC
4382	CDIS	94	201	Holistic Health	11/13/2008	SLC
4297	CDIS	95	303	American History	10/17/2008	GLC
4298	CDIS	95	304	American History	11/7/2008	WTPP
4375	CDIS	95	306	American History	11/8/2008	PTSC
4360	CDIS	97	202	Literature	10/15/2008	SLC
4356	CDIS	97	203	Literature	10/21/2008	SLC
4371	CDIS	98	203	Applied Art	10/29/2008	SLC
3957	CESL	2	201	TOEFL iBT Preparation Class	10/15/2008	SLC
4249	CEXP	13	301	Fencing II	10/18/2008	HST
4247	CEXP	14	301	Archery	10/18/2008	HST
4331	CEXP	22	2	Culinary Arts	10/10/2008	GLC
4332	CEXP	22	3	Culinary Arts	10/24/2008	GLC
4037	CEXP	30	302	Horseback Riding Ages 11-14	10/18/2008	STBL
4278	CEXP	37	301	Graphic Design	10/18/2008	HST
4279	CEXP	4	302	Video Production	10/18/2008	HST
4294	CEXP	46	301	Portrait Studio	10/18/2008	HST
3981	CEXP	61	203	ISAT Test Prep: Essays	10/11/2008	SLC
4217	CEXP	61	3	ISAT Test Prep: Essays	10/11/2008	GLC
3586	CEXP	92	801	VDO Game Making - AAL	11/9/2008	ONLINE
4306	CFIN	10	1	Budgeting: Practical Style	11/1/2008	GLC
4566	CFIN	13	802	Stocks, Bonds and Investing	10/15/2008	ONLINE
4022	CFIN	2	1	Retirement Planning Today	10/16/2008	GLC
4290	CFIN	25	201	Analysis of the Stock Market	10/28/2008	SLC
4312	CFIN	3	1	Children with Disabilities	11/5/2008	GLC
4230	CFIT	16	2	Aerobic Dance	10/22/2008	GLC
4231	CFIT	17	2	Step Aerobics	10/23/2008	GLC
4233	CFIT	17	4	Step Aerobics	10/22/2008	GLC
4237	CFIT	21	2	Body Toning-Women	10/22/2008	GLC
4239	CFIT	29	3	Spinning	10/23/2008	GLC
4285	CFSP	46	1	Problems with Your Pet	10/18/2008	GLC
4283	CFSP	50	301	Crazy About Horses	10/18/2008	STBL
3664	CGAR	21	802	Growing Plants for Fun & Profi	10/15/2008	ONLINE
4300	CHOM	19	302	Foreclosure Bus Tour	11/8/2008	GLC
4301	CHOM	4	1	Honey, Stop the Car!	10/16/2008	GLC
4346	CHOM	6	1	Healthy Homes	10/22/2008	GLC
4302	CHOM	8	1	Be Your Own Building Inspector	11/6/2008	GLC
3666	CINT	2	802	Merrill Ream Speed Reading	10/15/2008	ONLINE
3668	CINT	6	802	Genealogy I	10/15/2008	ONLINE
3733	CINT	8	1	Handwriting Analysis	11/1/2008	GLC
4577	CIT	120	806	Introduction to Computers	10/20/2008	ONLINE
3478	CIT	250	600	Advanced LAN Administration	10/28/2008	GLC
4250	CLNG	10	2	Conversational Chinese II	10/28/2008	GLC
4263	CLNG	12	201	Conversational German II	10/23/2008	SLC
3882	CLNG	14	201	Conversational Russian II	11/4/2008	SLC
3880	CLNG	16	1	Conversational Italian II	10/27/2008	GLC
4265	CLNG	16	201	Conversational Italian II	11/6/2008	SLC
4253	CLNG	16	301	Conversational Italian II	10/30/2008	WAUC
4066	CLNG	2	1	Conversational Spanish I	10/16/2008	GLC
3878	CLNG	21	2	Conversational French II	10/29/2008	GLC
3594	CLNG	21	301	Conversational French II	10/21/2008	HST
4325	CLNG	25	201	Beginning Conv. Farsi Part II	10/29/2008	SLC
3986	CLNG	3	203	Conversational Spanish II	10/9/2008	SLC
3987	CLNG	3	303	Conversational Spanish II	10/14/2008	WHSW
3983	CLNG	4	203	Conversational Spanish III	11/10/2008	SLC
3984	CLNG	4	303	Conversational Spanish III	10/15/2008	WHSW
4068	CLNG	5	1	Abs. Beg. Conv. Spanish II	10/15/2008	GLC
4069	CLNG	5	201	Abs. Beg. Conv. Spanish II	10/14/2008	SLC
3671	CLNG	7	802	Speed Spanish	10/15/2008	ONLINE
3673	CLNG	7	804	Speed Spanish	10/15/2008	ONLINE
1645	CMM	121	300	Fundamentals of Speech	10/23/2008	GTLK
3683	CMSP	10	802	Microsoft Excel	10/15/2008	ONLINE
3685	CMSP	10	804	Microsoft Excel	10/15/2008	ONLINE
3687	CMSP	10	806	Microsoft Excel	10/15/2008	ONLINE
3689	CMSP	15	802	Microsoft Access	10/15/2008	ONLINE
3691	CMSP	15	804	Microsoft Access	10/15/2008	ONLINE
3675	CMSP	2	802	PC Troubleshooting, Intro to	10/15/2008	ONLINE
3694	CMSP	20	802	Microsoft PowerPoint	10/15/2008	ONLINE
3699	CMSP	24	802	Microsoft Publisher	10/15/2008	ONLINE
3706	CMSP	30	802	Microsoft Outlook	10/15/2008	ONLINE
3708	CMSP	34	802	Microsoft FrontPage	10/15/2008	ONLINE
3710	CMSP	40	802	Microsoft Project	10/15/2008	ONLINE
3677	CMSP	5	802	Microsoft Word	10/15/2008	ONLINE
3679	CMSP	5	804	Microsoft Word	10/15/2008	ONLINE
3681	CMSP	5	806	Microsoft Word	10/15/2008	ONLINE
3712	CMSP	60	802	Introduction to Windows XP	10/15/2008	ONLINE
3714	CMSP	65	802	Home / Small Office Networking	10/15/2008	ONLINE
3716	CMSP	65	804	Home / Small Office Networking	10/15/2008	ONLINE
3718	CMSP	65	806	Home / Small Office Networking	10/15/2008	ONLINE
3720	CMSP	65	808	Home / Small Office Networking	10/15/2008	ONLINE
3722	CMSP	65	810	Home / Small Office Networking	10/15/2008	ONLINE
1680	CNA	112	600	Cisco Networking II	10/22/2008	GLC
4470	CNA	113	601	Cisco Networking III	10/23/2008	GLC
3569	CNC	115	2	CNC Programming I	10/22/2008	GLC
3568	CNC	210	1	CNC Operations II	10/20/2008	GLC
4342	COOK	1	10	Gourmet Cooking	11/17/2008	GLC
4337	COOK	1	5	Gourmet Cooking	10/13/2008	GLC
4338	COOK	1	6	Gourmet Cooking	10/20/2008	GLC
4341	COOK	1	9	Gourmet Cooking	11/10/2008	GLC
3724	COOK	29	802	Cooking Online	10/15/2008	ONLINE
3726	CPAR	3	802	Language Dev. in Childhood	10/15/2008	ONLINE
3728	CPAR	4	802	Guiding Kids on the Internet	10/15/2008	ONLINE
3730	CPAR	6	802	Understanding Adolescents	10/15/2008	ONLINE
3616	CPER	19	1	How to Make it in Voice Over	11/8/2008	GLC
4256	CPER	2	2	Special Topics in Personal Enr	11/5/2008	GLC
3755	CPER	26	802	Debt Elimination Techniques	10/15/2008	ONLINE
3735	CPER	3	804	Personal Development Online	10/15/2008	ONLINE
3737	CPER	3	806	Personal Development Online	10/15/2008	ONLINE
3739	CPER	3	808	Personal Development Online	10/15/2008	ONLINE
3741	CPER	3	810	Personal Development Online	10/15/2008	ONLINE
3743	CPER	3	812	Personal Development Online	10/15/2008	ONLINE
3745	CPER	3	814	Personal Development Online	10/15/2008	ONLINE
3747	CPER	3	816	Personal Development Online	10/15/2008	ONLINE
3749	CPER	3	818	Personal Development Online	10/15/2008	ONLINE
3751	CPER	3	820	Personal Development Online	10/15/2008	ONLINE
4515	CPER	3	822	Personal Development Online	10/15/2008	ONLINE
4570	CPER	3	824	Personal Development Online	10/15/2008	ONLINE
3627	CPER	4	1	Emotional Freedom Technique	11/1/2008	GLC
3626	CPER	4	201	Emotional Freedom Technique	10/22/2008	SLC
3753	CPER	9	802	Assisting Aging Parents	10/15/2008	ONLINE
4307	CPET	11	301	Communicating with your Animal	11/15/2008	GLC
4343	CPET	20	1	Naturally Safe for Pets	11/1/2008	GLC
4284	CPET	3	1	Problems with Your Pet	10/18/2008	GLC
4282	CPET	7	301	Crazy About Horses	10/18/2008	STBL
4406	CPRO	16	1	Modeling Workshop	11/8/2008	GLC
3757	CPRO	23	804	Job Search Series	10/15/2008	ONLINE
3759	CPRO	23	806	Job Search Series	10/15/2008	ONLINE
3630	CPTO	14	1	People Photography	11/4/2008	GLC
3591	CPTO	25	1	Designing Your Photographs	10/14/2008	GLC
3761	CPTO	48	802	Digital Photography	10/15/2008	ONLINE
3763	CPTO	48	804	Digital Photography	10/15/2008	ONLINE
3789	CPTO	50	802	Adobe Photoshop	10/15/2008	ONLINE
3791	CPTO	50	804	Adobe Photoshop	10/15/2008	ONLINE
3793	CPTO	50	806	Adobe Photoshop	10/15/2008	ONLINE
3795	CPTO	50	808	Adobe Photoshop	10/15/2008	ONLINE
1717	CRJ	121	300	Intro to Criminal Justice	10/22/2008	GTLK
4006	CSCC	2	2	Introduction to Chemistry	11/1/2008	GLC
4386	CTRP	22	201	Music Tour	11/14/2008	SLC
4395	CTRP	9	201	Dining Out Adventures	11/20/2008	SLC
3797	CVOC	39	802	Real Estate Investing Online	10/15/2008	ONLINE
3799	CWEB	1	802	Achieving Top Search Engine	10/15/2008	ONLINE
3807	CWEB	12	802	Java for the Absolute Beginner	10/15/2008	ONLINE
3801	CWEB	2	802	PC Security	10/15/2008	ONLINE
3812	CWEB	32	802	Macromedia Products	10/15/2008	ONLINE
3814	CWEB	32	804	Macromedia Products	10/15/2008	ONLINE
3816	CWEB	32	806	Macromedia Products	10/15/2008	ONLINE
4568	CWEB	32	808	Macromedia Products	10/15/2008	ONLINE
3819	CWEB	40	802	Basic CompTIA A+ Cert Prep	10/15/2008	ONLINE
3822	CWEB	41	802	Intermed CompTIA A+ Cert	10/15/2008	ONLINE
3825	CWEB	42	802	Advanced CompTIA A+ Cert Prep	10/15/2008	ONLINE
3828	CWEB	46	802	Programming Languages Online	10/15/2008	ONLINE
3830	CWEB	46	804	Programming Languages Online	10/15/2008	ONLINE
3832	CWEB	46	806	Programming Languages Online	10/15/2008	ONLINE
3834	CWEB	46	808	Programming Languages Online	10/15/2008	ONLINE
3836	CWEB	46	810	Programming Languages Online	10/15/2008	ONLINE
3803	CWEB	5	802	Creating Web Pages	10/15/2008	ONLINE
3839	CWEB	60	802	Buy and Sell on eBay	10/15/2008	ONLINE
3805	CWEB	7	802	Creating Web Pages II	10/15/2008	ONLINE
3843	CWRT	17	802	A to Z Grantwriting	10/15/2008	ONLINE
4308	CWRT	18	1	Plot is a Four-Letter Word	10/18/2008	GLC
3845	CWRT	48	802	Technical Writing	10/15/2008	ONLINE
3847	CWRT	49	802	Grammar Refresher	10/15/2008	ONLINE
3841	CWRT	5	802	Writing Stories for Children	10/15/2008	ONLINE
3849	CWRT	51	802	The Pleasures of Poetry	10/15/2008	ONLINE
3851	CWRT	52	802	Travel Writing	10/15/2008	ONLINE
3853	CWRT	53	802	Internet Writing Markets	10/15/2008	ONLINE
3855	CWRT	55	802	Publish It Yourself	10/15/2008	ONLINE
3857	CWRT	57	802	Writing Technical Documents	10/15/2008	ONLINE
1789	ECO	222	300	Principles of Microeconomics	10/23/2008	GTLK
3467	EDM	113	800	Prof. Development: Emer. Mgt.	10/22/2008	ONLINE
3412	EDU	299	5	Special Topics in Education	11/5/2008	GLC
3437	EET	173	1	DC Analysis-NetworkTheorems	10/22/2008	GLC
3438	EET	173	2	DC Analysis-NetworkTheorems	10/22/2008	GLC
3439	EET	174	1	AC Fundamentals	10/27/2008	GLC
1828	ELC	172	1	Applied AC Circuit Theory	10/27/2008	GLC
1836	ELI	104	1	Acad Eng For Eng Lng Lnr Ad II	10/22/2008	GLC
1837	ELI	104	2	Acad Eng For Eng Lng Lnr Ad II	10/22/2008	GLC
1840	ELI	107	1	Acad Eng for Eng Lng Lrn TrIII	10/31/2008	GLC
1846	ELT	152	1	PC Peripherals & Troubleshoot	10/22/2008	GLC
1853	EMT	132	300	Patient Assessment	11/6/2008	VMCW
1855	EMT	132	301	Patient Assessment	10/21/2008	COND
1863	EMT	132	333	Patient Assessment	11/3/2008	VMCW
1864	EMT	132	334	Patient Assessment	10/21/2008	COND
4498	EMT	132	335	Patient Assessment	10/21/2008	COND
4510	EMT	134	337	Trauma Emergencies	10/31/2008	VMCW
4511	EMT	134	338	Trauma Emergencies	10/31/2008	VMCW
4512	EMT	135	337	Spcl Considerations/Operations	11/24/2008	VMCW
4513	EMT	135	338	Spcl Considerations/Operations	11/24/2008	VMCW
1971	ENG	122	300	English Composition II	10/23/2008	GTLK
2370	FSM	113	2	Applied Food Serv Sanitation	10/11/2008	GLC
2366	FSM	113	3	Applied Food Serv Sanitation	11/17/2008	GLC
2375	FSM	113	5	Applied Food Serv Sanitation	11/4/2008	GLC
2382	FST	174	1	Fire Instructor II	11/1/2008	GLC
4524	GEG	121	9	Physical Geography	10/21/2008	GLC
2470	HIT	119	2	Pharmacology	10/24/2008	GLC
2464	HIT	119	200	Pharmacology	10/23/2008	SLC
2475	HIT	272	1	Reimbursement Systems-Hlthcare	10/27/2008	GLC
3379	HST	122	3	Hist of Western Civ From 1500	10/13/2008	GLC
3530	HUM	121	300	Introduction to Humanities I	10/23/2008	GTLK
3531	HUM	122	300	Introduction to Humanities II	10/22/2008	GTLK
2565	HUM	128	300	Intro Mid-Eastern Civilization	10/23/2008	GTLK
2571	HUS	299	1	Special Topics in Human Servic	10/11/2008	GLC
2578	HUS	299	2	Special Topics in Human Servic	10/25/2008	GLC
2589	HUX	271	991	Human Service Practicum I	10/20/2008	GLC
2631	MIM	170	307	Intro to Clinical Ed Center	10/23/2008	VAMC
2644	MLT	115	100	Phlebotomy Techniques	10/22/2008	LSC
2640	MLT	115	2	Phlebotomy Techniques	11/24/2008	LSC
2642	MLT	116	301	Clinical Phlebotomy	10/27/2008	HSPI
2655	MOA	119	2	Pharmacology	10/24/2008	GLC
2656	MOA	119	200	Pharmacology	10/23/2008	SLC
3310	PALH	1	11	Updates for Nurses	11/5/2008	GLC
3312	PALH	1	13	Updates for Nurses	11/18/2008	GLC
3313	PALH	1	14	Updates for Nurses	11/12/2008	GLC
3314	PALH	1	15	Updates for Nurses	11/25/2008	GLC
3315	PALH	1	16	Updates for Nurses	12/9/2008	GLC
3305	PALH	1	6	Updates for Nurses	10/14/2008	GLC
3308	PALH	1	9	Updates for Nurses	12/2/2008	GLC
3291	PALH	7	5	CPR Refresher for Healthcare	10/12/2008	GLC
4168	PCJI	20	2	Police Annual In-Service	10/14/2008	GLC
4169	PCJI	20	3	Police Annual In-Service	11/18/2008	GLC
4170	PCJI	20	4	Police Annual In-Service	12/9/2008	GLC
4171	PCJI	21	201	Electronic Evidence Seizure	10/24/2008	SLC
4172	PCJI	21	202	Electronic Evidence Seizure	11/21/2008	SLC
4163	PCJI	5	3	Police Defensive Driving	10/9/2008	GLC
4164	PCJI	5	4	Police Defensive Driving	10/13/2008	GLC
4165	PCJI	8	1	Police Use of Force	10/20/2008	GLC
4222	PCON	4	1	Estimating and Cost Control	10/20/2008	GLC
4220	PCON	5	1	Construction: Paper Box	11/17/2008	GLC
4149	PCTR	10	2	Introduction to Word	11/17/2008	GLC
4151	PCTR	10	201	Introduction to Word	10/16/2008	SLC
4153	PCTR	11	201	Intermediate Microsoft Word	10/23/2008	SLC
4154	PCTR	12	201	Advanced Word	10/30/2008	SLC
4123	PCTR	15	101	Introduction to Excel	11/1/2008	LSC
4139	PCTR	15	2	Introduction to Excel	11/20/2008	GLC
4140	PCTR	15	201	Introduction to Excel	10/14/2008	SLC
4141	PCTR	15	202	Introduction to Excel	12/5/2008	SLC
4142	PCTR	16	1	Intermediate Microsoft Excel	10/17/2008	GLC
4131	PCTR	17	1	Advanced Excel	11/7/2008	GLC
4132	PCTR	17	201	Advanced Excel	11/18/2008	SLC
4133	PCTR	20	1	Introduction to Access	10/8/2008	GLC
4135	PCTR	21	2	Intermediate Access	11/5/2008	GLC
4136	PCTR	21	201	Intermediate Access	10/9/2008	SLC
4137	PCTR	22	201	Advanced MS Access	11/6/2008	SLC
4124	PCTR	30	1	Introduction to PowerPoint	11/1/2008	GLC
4130	PCTR	31	201	Advanced MS PowerPoint	10/8/2008	SLC
4128	PCTR	40	1	Adobe Photoshop: Level I	10/31/2008	GLC
4127	PCTR	41	1	Adobe Photoshop: Level II	11/21/2008	GLC
4000	PCTR	45	2	Adobe Acrobat: Level I	10/15/2008	GLC
4003	PCTR	46	1	Adobe Acrobat: Level II	10/29/2008	GLC
4145	PCTR	5	1	Introduction to Computers	12/2/2008	GLC
4146	PCTR	5	201	Introduction to Computers	10/11/2008	SLC
4147	PCTR	5	202	Introduction to Computers	10/22/2008	SLC
4202	PCTR	51	1	Site Designer	10/28/2008	GLC
4126	PCTR	65	2	Adobe Illustrator: Level I	10/16/2008	GLC
4119	PCTR	66	1	Adobe Illustrator: Level II	10/23/2008	GLC
4110	PCTR	70	201	Introduction Project	11/11/2008	SLC
4111	PCTR	71	201	Advanced Project	11/18/2008	SLC
4120	PCTR	75	1	Adobe InDesign: Level I	10/14/2008	GLC
4121	PCTR	75	2	Adobe InDesign: Level I	11/12/2008	GLC
4122	PCTR	76	1	Adobe InDesign: Level II	11/19/2008	GLC
4118	PCTR	85	2	Introduction to Dreamweaver	11/14/2008	GLC
4059	PCTR	88	1	Microsoft Open Labs	10/27/2008	GLC
4073	PCTR	88	10	Microsoft Open Labs	10/27/2008	GLC
4074	PCTR	88	11	Microsoft Open Labs	10/27/2008	GLC
4075	PCTR	88	12	Microsoft Open Labs	10/27/2008	GLC
4076	PCTR	88	13	Microsoft Open Labs	10/27/2008	GLC
4077	PCTR	88	14	Microsoft Open Labs	10/27/2008	GLC
4078	PCTR	88	15	Microsoft Open Labs	10/27/2008	GLC
4079	PCTR	88	16	Microsoft Open Labs	10/27/2008	GLC
4080	PCTR	88	17	Microsoft Open Labs	10/27/2008	GLC
4081	PCTR	88	18	Microsoft Open Labs	10/27/2008	GLC
4082	PCTR	88	19	Microsoft Open Labs	10/27/2008	GLC
4060	PCTR	88	2	Microsoft Open Labs	10/27/2008	GLC
4083	PCTR	88	20	Microsoft Open Labs	10/27/2008	GLC
4084	PCTR	88	21	Microsoft Open Labs	10/27/2008	GLC
4093	PCTR	88	22	Microsoft Open Labs	10/27/2008	GLC
4094	PCTR	88	23	Microsoft Open Labs	10/27/2008	GLC
4095	PCTR	88	24	Microsoft Open Labs	10/27/2008	GLC
4061	PCTR	88	3	Microsoft Open Labs	10/27/2008	GLC
4062	PCTR	88	4	Microsoft Open Labs	10/27/2008	GLC
4063	PCTR	88	5	Microsoft Open Labs	10/27/2008	GLC
4064	PCTR	88	6	Microsoft Open Labs	10/27/2008	GLC
4067	PCTR	88	7	Microsoft Open Labs	10/27/2008	GLC
4070	PCTR	88	8	Microsoft Open Labs	10/27/2008	GLC
4072	PCTR	88	9	Microsoft Open Labs	10/27/2008	GLC
2937	PDS	122	600	Career Exploration	11/10/2008	GLC
2946	PED	121	11	Individual Sports I	10/22/2008	GLC
2944	PED	121	2	Individual Sports I	10/22/2008	GLC
2941	PED	121	4	Individual Sports I	10/23/2008	GLC
2942	PED	121	6	Individual Sports I	10/22/2008	GLC
2959	PED	121	9	Individual Sports I	10/23/2008	GLC
2994	PHI	125	300	Introduction to Ethics	10/22/2008	GTLK
4177	PHOS	1	3	BASSET	11/1/2008	GLC
4178	PHOS	1	4	BASSET	12/1/2008	GLC
4179	PHOS	2	1	BASSET in Spanish	11/3/2008	GLC
4182	PHOS	3	101	Food Safety Refresher Course	12/5/2008	LSC
4113	PHOS	3	201	Food Safety Refresher Course	10/10/2008	SLC
4115	PHOS	4	101	Re-Certificacion de Sanidad	11/7/2008	LSC
4089	PPRO	65	201	Customer Service	10/24/2008	SLC
4091	PPRO	66	201	Business Writing	11/19/2008	SLC
4085	PPRO	70	201	Presentation Skills	11/4/2008	SLC
4096	PPRO	72	1	Negotiating to Agreement	10/10/2008	GLC
4098	PPRO	80	1	Emerging Leader	11/12/2008	GLC
4100	PPRO	81	1	Building Supervisory Foundatio	10/31/2008	GLC
4160	PPSI	5	2	Security Officer Basic	11/3/2008	GLC
4157	PPSI	6	1	Security Officer Firearm Train	12/1/2008	GLC
4158	PPSI	6	2	Security Officer Firearm Train	12/1/2008	GLC
4185	PPSI	9	1	Firearm Re-Qualification	12/4/2008	TBA
4009	PRLE	10	1	Real Estate Refresher - Core	11/7/2008	GLC
4011	PRLE	11	1	Real Estate Refresher - Elect	11/14/2008	GLC
4013	PRLE	15	201	Broker Management	10/15/2008	SLC
4105	PRLE	30	201	Contracts and Conveyancing	11/6/2008	SLC
4191	PRLE	31	201	Advanced Principles Real Estat	11/13/2008	SLC
4193	PRLE	32	201	Real Estate Finances	11/20/2008	SLC
4195	PRLE	33	201	Property Management	12/4/2008	SLC
4197	PRLE	34	201	Broker Administration	12/11/2008	SLC
4015	PRLE	39	1	Real Estate Review	12/6/2008	GLC
4017	PRLE	74	1	Mortgage Loan Refresher	11/11/2008	GLC
3047	PSC	121	300	American National Politics	10/23/2008	GTLK
4483	PSC	121	802	American National Politics	10/13/2008	ONLINE
3107	PSY	223	300	Abnormal Psychology	10/23/2008	GTLK
4023	PTCH	2	2	Basic Skills Test Prep-Grammar	10/25/2008	GLC
4025	PTCH	21	1	Introduction to Brain Gym	10/25/2008	GLC
4026	PTCH	22	1	Brain Gym® Workshop	11/1/2008	GLC
4028	PTCH	25	1	Substitute Teaching	10/22/2008	GLC
4030	PTCH	26	1	Substitute Teacher Workshop	10/29/2008	GLC
3148	RAC	112	6	Residential Air Cond Systems	10/15/2008	GLC
3383	RAC	174	3	Applied Electricity	11/3/2008	GLC
3130	RAC	176	1	Certification Preparation	11/13/2008	GLC
3131	RAC	176	2	Certification Preparation	11/13/2008	GLC
3147	RAC	176	4	Certification Preparation	10/9/2008	GLC
3168	SOC	121	300	Introduction to Sociology	10/22/2008	GTLK
3221	SRG	111	1	Prac/Prin/Intro to Surg Proc	10/22/2008	GLC
3343	TBSM	10	2	Starting a Business in Illinoi	10/8/2008	GLC
3344	TBSM	10	200	Starting a Business in Illinoi	11/5/2008	SLC
3345	TBSM	10	4	Starting a Business in Illinoi	12/9/2008	GLC
3604	TBSM	11	1	Entrepreneurship - Franchise	10/9/2008	GLC
3633	TBSM	11	200	Entrepreneurship - Franchise	11/6/2008	SLC
3605	TBSM	20	2	Quickbooks Module 1	11/13/2008	GLC
3606	TBSM	20	200	Quickbooks Module 1	10/23/2008	SLC
3654	TBSM	21	1	QuickBooks - Intermediate	12/11/2008	GLC
3632	TBSM	23	200	Marketing Constant Contact	10/14/2008	SLC
3608	TBSM	58	200	Marketing Magic	11/12/2008	SLC
3607	TBSM	59	1	Marketing on a Tight Budget	10/15/2008	GLC
3865	TBSM	81	1	Legal Fundamentals for Sm Bus	10/16/2008	GLC
3905	TBSM	83	1	Business Entity / Investment	11/13/2008	GLC
3629	VVOC	15	302	Woodworking & Furniture Making	10/13/2008	WHSW

Ready to Register? Register online through Student Self Service. View the class schedule.

College of Lake County, 19351 West Washington Street, Grayslake, IL 60030-1198 (847) 543-2000

This site best viewed with any standards-compliant web browser.

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Midstate Technical College

gpratt — Wed, 08 Oct 2008 18:53:32 CDT

Academic Calendar	Continuous Improvement	Mission & Vision
Campuses	Core Values	MSTC Foundation
College Goals	Governance - Board of Directors	Strategic Directions
Communication & Public Relations	Message from the President	WTCS

Late Start and Rolling Start Classes at MSTC
Register today!

Fall semester has begun... and you're still looking for classes to take? Check out the listing of classes which begin on Thursday, August 28th or later at the college's varied locations.

NOTE: Classes are often added and cancelled throughout the semester.
Late starting classes begin after the official first week of the semester, giving students a chance to adjust their individual course loads and still stay on track toward meeting their educational goals. Rolling start classes are Independent Study classes that can begin and end anytime within the semester. Late starting and rolling start classes also provide the general public with options for college courses that meet busy lifestyles and schedules.

Classes are offered at MSTC's Adams County Center and the Marshfield, Stevens Point and Wisconsin Rapids campuses. For more information about MSTC's late starting or rolling start classes, contact the college at 715.422.5500.

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Estrella Mountain Community

gpratt — Wed, 08 Oct 2008 18:51:47 CDT

2008 Sep 15
For Immediate Release
Late Start Classes and Classes Held in Wickenburg

Avondale, Arizona – September 15, 2008 – Late Start Classes at Estrella Mountain It's ok if you didn't register for fall, because Estrella Mountain Community College is offering late-start classes to help you get started on your degree. The college offers a full range of academic course offerings designed to complete an associate's degree and/or satisfy university transfer requirements. Late start classes begin nearly every week. Visit http://www.estrellamountain.edu/hub/latestart08.html for a full listing of late start classes. Registration has never been easier, as students can now register online and search for classes at http://my.maricopa.edu. For additional information, call 623-935-8888 or visit the college's enrollment services center to register in person. Registration is open to walk-in visitors Monday – Thursday, 8:00 a.m. – 7:00 p.m., and Friday, 9:00 a.m. – 5:00 p.m. The college is located at 3000 North Dysart Road, in Avondale, on the northwest corner of Thomas and Dysart Roads. Classes Offered in Wickenburg Estrella Mountain Community College (EMCC), a Maricopa Community College, has partnered with the Wickenburg Chamber of Commerce to offer college classes in the Wickenburg area. The eight-week session will be held at Wickenburg High School, located at 1090 South Vulture Mine Road. Get ahead with core classes that are needed to complete a degree and/or transfer to the university. Classes held during this session, beginning October 20, include:

ENG 101; First-Year Composition (3 credits); Monday and Wednesday; 6:00 p.m. – 8:40 p.m. Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establish effective college-level writing strategies through four or more writing projects.
ACC111; Accounting Principles I (3 credits); Monday and Wednesday; 6:00 p.m. – 8:40 p.m. Fundamental theory of accounting principles and procedures.
CIS 105; Survey of Computer Information Systems (3 credits); Tuesday and Thursday; 6:00 p.m. – 8:40 p.m. Use of word processing, spreadsheet, database, and presentation software.

Students will need to be tested prior to registration. Placement testing will be held at Wickenburg High School October 1 and 2 from 5:00 p.m. – 6:00 p.m. for English, Math (will be offered in the spring), and Reading. Registration will be held October 8 and 9 at Wickenburg High School from 5:00 p.m. – 8:00 p.m., or students my register by phone at 623-935-8888. Students will need to bring a valid driver's license or state ID, and check or credit card for tuition payment.

Academic options Steps to enroll Download brochures Find keys to success Check the schedule Register Money to learn Grab your books Student services Getting involved Around campus Plan your career

Visit the searchable online schedule to check current availability.
Check back as the late start class listings will continue to grow.

Class

HCC109
ECH287
SBS204
REC155AB
HCC109
HCC146
POS099
SPA102
SPA202
HCC146
BPC101AA
CFS285AA
PED101KC
PED101KC
ESL001BB
EDU233
BPC101BA
EPD233
ACC111
ENG101
CIS239DL
HRM244
FON179
CNT150
GBS151
BPC101BA
ENG071
RDG091
CRE101
ENG102
ENG102
ENG102
MST152DB
HRM275
FON218
ESL001BB
RDG091
SWU291
MGT276
CIS238DL
HRM126
CIS214DE
CIS238DL
ENG101
CIS271DL
FON119
ESL001BB
ESL001BA
ESL001BB
ACC240
SBS203
NUR151
NUR151
ECH282
NUR241
NUR248
SBS202
BPC101BA
ECH270
SBS200
CFS269
CFS192

Class Name CPR for Health Care Provider
Professional Development in Early Childhood Ed.
Small Business Marketing and Advertising
Caving
CPR for Health Care Provider
Common Medical Terminology for Health Care
United States Citizenship Prep
Elementary Spanish II
Intermediate Spanish II
Common Medical Terminology for Health Care
Introduction to Computers I
Family School Interaction: Preschool
Physical Activities: Golf-Intermediate
Physical Activities: Golf-Intermediate
Basic ESL I: Services and Employment
SEI And ESL Teaching Methods
Introduction to Computers II
SEI and ESL Teaching Methods for Cert. Teachers
Accounting Principles I
First-Year Composition
LINUX Shell Scripting
Quality Sanitation Management
Garde Manger
Cisco Net Router Tech
Introduction to Business
Introduction to Computers II
Fundamentals of Writing
College Reading Skills I
Criticl/Eval Reading I
First-Year Composition
First-Year Composition
First-Year Composition
MS Windows 2003 Server
Restaurant Management
Commercial Baking: Classical Desserts
Basic ESL I: Services and Employment
College Reading Skills I
Social Service Delivery Systems
Personnel and Human Resources Management
LINUX System Administration
Food Service Cost Systems
Advanced Excel Spreadsheet:Level II
LINUX System Administration
First-Year Composition
LINUX Security
Catering-Planning and Production
Basic ESL I: Services and Employment
Basic ESL I: Personal Health and Safety
Basic ESL I: Services and Employment
Uses of Accounting Information II
Financial and Cash Management for Small Business
Nursing Theory And Science I
Nursing Theory And Science I
Discipline/Guidance of Child Groups
Nursg Proces/Critic IV
Nursing Science IV
Small Business Bookkeeping and Tax Prep
Introduction to Computers II
Observing Young Children
Small Business Operations
Child Care Seminar
Chld Care Center Staff Development

Start Date 10/4/08
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12/6/08

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Professional Biography

Greg Pratt Social Sciences Department Mesa Community College 1833 W Southern Ave. Mesa, Az 85283 Phone: (480) 206-1139 E-Mail: gpratt@mail.mc.maricopa.edu Professional Web Site http://www.mc.maricopa.edu/~gpratt/

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Late Start Classes

Cerro Cosa Community College

Ventura College

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Estrella Mountain Community

Greg Pratt
Social Sciences Department
Mesa Community College
1833 W Southern Ave.
Mesa, Az 85283
Phone: (480) 206-1139

E-Mail: gpratt@mail.mc.maricopa.edu
Professional Web Site http://www.mc.maricopa.edu/~gpratt/