Exploring Digital & Global Education Discovering Work and Learning Strategies for the New Millennium
SPJC Success Stories:

Format:
Who did it?
What did they do?
Why is this important or what does it achieve?

	BUSINESS RATES SPJC HIGH	name@email.spjc.cc.fl.us
	Survey of 3,500 Pinellas County business owners, reported in the St. Petersburg Times on 4/28/98	"rated the community college and university system high."
	"* 73 percent say the availability of qualified employees is fair or poor. * While the majority gave the elementary and secondary school system low marks, they rated the community college and university system high."

	Barbara Bird & Karen Miller	birdb@email.spjc.cc.fl.us & millerk@mail.spjc.cc.fl.us
	Team Teaching a Composition I Course Clearwater Campus
	Barbara and Karen combined two Composition I classes and instruct those students using a team approach. The class, which contains about 50 students, meets twice a week in the newly renovated Teaching Auditorium. Barbara and Karen do not alternate days of instruction, nor do they divided the class into discrete units. Rather, they share a portion of the class lesson. What makes this team teaching approach especially effective is that Barbara and Karen build off of each other; they have organized their presentations to the point that each of them can step in and out of a lesson at any time. Most importantly, the students feel comfortable with two instructors and will approach either for a conference.
	Barbara Bird & Linda Yakle	birdb@email.spjc.cc.fl.us & yaklel@email.spjc.cc.fl.us
	Web Page Enhances Course
	We created an IDS home page which directs students to pre-selected and periodically updated sites which are complementary to the material covered in class. Sites are about art, humanities, history, culture and philosophy. We intended this IDS web site to serve as an auxiliary text, not an exercise in browsing the Internet. Students visit various web locations as part of the course requirement and the material is subject to testing or inclusion in other graded tasks. Since we plan the courses far in advance and students are given an hour by hour schedule of content the first day of class, we included the specific Web assignments on the master schedule rather than simply offering students a general range of web resources. The point is to make the Internet an integral part of the course material and not merely use it as a research tool.
	Pat Miller, PhD	millerp@email.spjc.cc.fl.us
	"From the Industrial to the Virtual University," Myron (Pat) Miller & Samuel Dunn
	Futures Research Quarterly, Winter 1996, V12 N4 "The institutional structure that will replace the industrial college and university can be clearly defined after the mode of the virtual corporation1. ...The virtual university, then, would be a learner-oriented organziation that provides educational services to adults at the place, time, pace, and in the style desired by the learner."
	Elaine Anthony	anthonye@email.spjc.cc.fl.us
	Created a videotape demonstrating each of the 40 skills in a Veterinary Technology lab course.
	This gives a reference source for distance students to use. Tapes are mailed from the library at the start of each semester. Students can watch the instructor describing each skill as she performs it. The tapes have been edited to include numbers and titles for each skill, as well as pictures taken with the close-up and microscope cameras. The tapes not only serve distance students but are a useful reference for on campus students as well.
	David Tollon, DVM	tollond@email.spjc.cc.fl.us
	Developed veterinary sections of business courses.
	In collaboration with the Business Technologies Department, David arranged for 6 courses to be promoted to veterinary hospital employees. Completing these 18 credits qualifies a person to take the Veterinary Hospital Managers Association certification exam. Most courses were team taught by David and faculty from the Business deptartment. A group of approximately 20 students has completed all six courses. The significance of this is that by directing courses to a particular niche or group the college can enroll students who would not enroll in the generic courses. The classroom interaction between students is facilitated by their common interests and experiences.

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