In 2015, students in participating COPLAC institutions enrolled in a hybrid archaeology course that included an in-person field school dig at a Native American site.

In 2015, students in participating COPLAC institutions enrolled in a hybrid archaeology course that included an in-person field school dig at a Native American site.

A six-campus subset of the twenty-seven member Council of Public Liberal Arts Colleges (COPLAC) has built a multi-campus community of faculty expertise and practice by sharing courses that expand curricular options on each campus while exploring the educational value of sharing online hybrid courses in the area of Indigenous Studies. These COPLAC members are testing the appeal of regional and transnational courses in a hybrid environment and assessing the student learning outcomes of this format against traditional face-to-face classes. The group is exploring whether the individual campuses, ranging in size from 800 to 4,500 undergraduates, can leverage their COPLAC membership to strengthen teaching and learning while maintaining the “learning on a human scale” characteristic of public liberal arts institutions. The goal is to strengthen the instructional capacity of their small to medium-size campuses in an era of declining state appropriations for public liberal arts institutions.
 
Participating campuses include: Eastern Connecticut State University, Truman State University, University of Alberta-Augustana Campus, University of Minnesota-Morris, and the University of North Carolina-Asheville. The campuses are diverse, offering unique perspectives on Indigenous experiences. While the single discipline of Indigenous Studies was selected for this project, shared courses come from a variety of departments and programs, including anthropology, archeology, philosophy, history, and literature.
 
Over the course of the project, which runs from 2014-2017, over 20 courses are being offered. The first hybrid model features an “on the ground” advisor/mentor to students taking an online class from another campus. In the second hybrid model, students take an online prerequisite course, and then meet during the summer for an on-site, face-to-face field research class. This video captures students talking about their experience participating in a hybrid archaeology course followed by an in-person field school experience at a Native American site.
 
The Center for Online Learning, Research, and Service (COLRS) at the University of Illinois Springfield (a COPLAC member institution) provides hands-on training for the instructors that focuses on online learning pedagogy, technology, and best practices  in teaching in an online environment. Follow-up online training sessions provide a community of professional practice for faculty who are part of the program. COLRS has also developed a Blackboard course site for faculty participants as an additional source of shared support. Faculty who have participated in the faculty development component of the project have access to these teaching and learning resources to supplement their hybrid teaching.
 
Encouraging uptake among students has been the greatest challenge to date for reasons that are both surprising and unsurprising. It is surprising because the campuses have had such high demand for greater variety in Indigenous Studies curricula. It is unsurprising in the sense that promoting online or hybrid classes to students who have chosen a public liberal arts model is a challenge, as they have made a conscious choice to engage in face-to-face learning and have undoubtedly heard online learning demeaned in their college selection process. The group has therefore found ways to ease student concerns about how a different format might affect outcomes or learning. For example, assignments are often scaffolded to allow for low-stakes submissions and revisions, and students have the opportunity to provide feedback on online or blended courses midway through the semester.
 
Another challenge has been dealing with enrollment of students from six different campuses and thus six different academic calendars, including different time zones, registration procedures, and staffing support systems. Nevertheless, the project has successfully developed and implemented the appropriate administrative procedures for conducting the courses, working out many of the initial details at their annual meeting coinciding with the annual COPLAC conference. Currently, distance students enrolling in hybrid classes register for either an independent study or special topics course at their home institutions. This procedure makes it possible for students to avoid out-of-state tuition and fees normally associated with courses offered through an out-of-state college or university.  Registering students in a course on their home campus also eliminates concern about transferability of credit. Each participating campus has agreed to follow this “tuition sharing” model. Moving forward, though, they believe that a key part of making the project sustainable will be to create a clearly defined and marketed COPLAC registration window for students in the shared courses. With this model, all students would register at the same time, offering each campus an equal opportunity to enroll students and give faculty and administrators a better sense of enrollment earlier in the process.
 
Despite the challenges of student enrollment and complex administrative procedures, the COPLAC group has seen significant successes. They have established a sort of virtual department that provides students with new opportunities to receive a major or minor in Indigenous Studies, while including faculty in a cross-campus and interdisciplinary community of practice. Importantly, they are using technology as a means to an end that is specific to the goals of the liberal arts—as opposed to an end unto itself. As Jessie Brown, Research Analyst Ithaka S+R notes in a grantee convening report for Teagle's Hybrid Learning initiative, “Online or blended learning in the abstract, divorced from its application to any real challenge, has little chance of gaining traction or catalyzing meaningful change.  Where technology does have potential, however, is when it is used as a tool in a broad strategy to address a real problem.” By collaboratively creating courses and content, and then sharing that content across campuses, institutions can increase capacity and enhance learning in a meaningful way.
 
The COPLAC group is assessing student learning, as well as the consortial enterprise as a whole. They began assessing three, inaugural hybrid courses at the mid-point of the spring semester 2015. Distance students enrolled in the courses completed a qualitative survey instrument at the midterm and close of the semester.  In addition, they surveyed each mentor following the same format and schedule. As enrollment in hybrid courses increases, they are planning to compare levels of student engagement and learning outcomes in hybrid courses with traditional “on the ground” courses in Indigenous Studies.
 
Going forward, if the assessment indicates that the project is enhancing student learning, they hope to not only strengthen Indigenous Studies at each of the participating schools, but also to create a roadmap for other COPLAC disciplines (e.g., Classical Studies) that want to share resource across campuses. With the assessment they have in place, the Indigenous Studies Hybrid Learning Project is a template to identify best practices, to establish administrative models, and to address the challenges of inter-campus hybrid learning.