Progress 09/01/18 to 08/31/21
Outputs
Target Audience:Targeted audiences during the course of this project for goals 1 & 2 were a total of 32 students. 21 of these students were enrolled in agriculture degree programs and 11 in related science programs. Of these 32 students, 20 are from Palau, 11 are from 3 different islands of the Federated States of Micronesia (Pohnpei, Chuuk, and Kosrae), and 1 from the Philippines. This project has had a tremendous impact, not only to the students enrolled in Agriculture and Related Sciences, but to the entire student population of Palau Community College. Indirectly, all PCC students who were and are enrolled in online or hybrid courses benefited greatly from this project. Additionally, targeted audiences for goals 2 & 3 were the thirty-six fulltime faculty of the college who were trained in designing and developing hybrid and online courses. These trainings allowed the faculty to develop quality online/hybrid courses that were able to be approved by the Distance Education Committee (DEC). Once approved by DEC, these courses can be offered. Changes/Problems:One of the challenges encountered during the first year of the project that had a significant impact on the rate of expenditures is the change of dates for the expected off-island professional developments and trainings/workshops. One such example was the Moodle Moot USA. The 2018 Moodle Moot happened during summer so the timeline of this project had anticipated a summer conference. However, the 2019 conference was scheduled later in September. With new dates for the expected conferences and training, the travel funds were not expended for the first year according to the planned timeline. Another challenge that may have a significant impact on the rate of expenditure is a combination of different things. First there is the issue of change in prices of goods from off-island vendors. We get a quotation that expires in x number of days from the date of the pro forma invoice. By the time the purchase order is issued, it is past the x number of days and prices may have changed. Then there are procurement polices and processes for us at the College and the US Federal grant requirements. For instance, the College requires quotations from multiple vendors. In Palau, we have a limited number of vendors and we need to get quotations from off-island. With the differences in time zones, a quotation request sent via email from a US-based vendor, at the earliest will take at least three days. This prolongs the procurement process. We try as much as we can to stay on the timeline with early planning, but there are unexpected issues that pop up once in awhile. A major change in the project was the request and approval for a one-year no-cost extension. This request was due to the pandemic which led to the closure of Palau borders. The travel expenses for off-island professional development were re-directed to help accomplish other goals and objectives. What opportunities for training and professional development has the project provided?From September 17-19, 2019, the College's Moodle Administrator/PCC Online lab manager, faculty media specialist, and two other faculty were provided the opportunity to attend a Moodle Moot Conference/Workshop in Philadelphia, USA. Upon their return, the College's Moodle Administrator/PCC Online lab manager and the faculty media specialist have been coordinating and conducting a series of training in designing courses on Moodle for all the faculty. As of today, we have completed five two-day trainings. The two-day trainings were conducted once every semester and were mandatory. Not only were the thirty-six faculty members trained on Moodle add-ons and new features, but it also provided a platform for faculty exchanges on challenges and successes with hybrid and online instructions. These trainings will continue into the foreseeable future as some of the advantages for hybrid and online learning were realized during this covid-19 pandemic. In addition to technical trainings, two members of the faculty from the Agriculture and Related Science programs were able to attend the annual conference for "Island Sustainability" in Guam on December 18-19, 2021. Instructors gained a deeper understanding of some to the common environmental issues in Micronesia and the importance of mitigating these issues at a regional level. Agriculture instructor also participated in SACNAS conference held in Honolulu from October 21 to November 2, 2019. This conference provided an opportunity for him to network with professors in Agriculture sciences from colleges and universities in the region. He was able to get new ideas for his student research and field projects during his walk through the exhibition halls that showcased poster presentations from undergraduate and graduate students in agriculture and related sciences. Agriculture instructor was also able to attend an annual aquaculture and aquaponics conference in Honolulu, Hawaii in February 2020. The workshop included trainings on designing aquaponic systems, fish and crop selection and production, water quality management, food safety, and economics and marketing of such systems. Included in the workshop were demonstrations of the proper tools for aquaponics and their uses. All these training materials are relevant to agriculture program at PCC as the concept of hydroponics have recently been incorporated into agriculture courses in soil conservation, crop production, and environmental protection. Knowledge and skills gained have been integrated into course lectures and mechanics of aquaponics will be practiced in the hydroponic system here at the College. This hydroponic system is also used to demonstrate alternative ways to grow plants when space is limited, especially to high school students who tour the campus during our annual Career and Technical Education Awareness Week. How have the results been disseminated to communities of interest?After the submission of this final report, a copy will be disseminated to the Dean of Accademic Affairs and to the College's Office of Development for press release and printed on the College's newsletter, Mesekiu. Electronic copy of the report will be made available on the College's website for any intersted persons and all stakeholders. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Goal 1 Strengthen and improve the curricula for the agricultural and related science programs at Palau Community College. Objective # 1. 100% of the core courses in the curricula for AS and AAS degree programs for agriculture science have been modified with endorsement from community stakeholders, mainly the chief of the Bureau of Agriculture of the national government (the former endorser has resigned from the Bureau of Agriculture). On July 30, 2020, the agriculture program instructors, associate dean of academics, and the acting-dean of academics convened the first Agriculture Program Advisory meeting. Eleven (11) community stakeholders representing different government agencies and foreign agencies attended this meeting. They reviewed and further endorsed the curricula for the agriculture degree programs at Palau Community College. All representatives of the government agencies who attended this meeting unanimously agreed to become members of the Agriculture Program Advisory meeting and showed great interest in seeing the program continue to develop and become responsive to the needs of Palau in increasing its capacity in food security and production of local produce. Several of these members including PCC Cooperative, Research, and Extension (CRE), PCC AG instructors and students, and local farmers, have joint together to create a group of teachers and learners where the different agency members can help the farmer members with resources needed for their farms. A one-week workshop was conducted on September, 2021 for local farmers, where members shared ideas, skills, and knowledge in farming and urban home gardening. The technical members of this group are also the members of the PCC AG Advisory Committee. The PCC AG Program instructors will continue to work with this committee for many years to come to help continue to improve the curricula for the PCC AG program and ultimately improve agriculture in Palau. Objective # 2 and # 4. 100% of the agriculture program core course have been and will continue to implement the integration of technology through various instructional delivery modes. Due to the pandemic, course shells were created on Moodle Moot for 100% of Agriculture courses. During the last eight weeks of Spring 2020, Summer of 2020, and Fall of 2020, all Agriculture courses were all hybrid. As of today, Palau is considered Covid-safe, however 75% of Agriculture courses offered in Fall semesters will continue as hybrid courses while 40% of Agriculture courses offered in Spring semesters will also continue as hybrid courses. From Fall 2020 to Spring 2021, there are nine related science courses that are offered as hybrid courses. The AG instructors will continue to develop the remaining AG courses to hybrid. Objective # 3. Due to the pandemic which led to the closure of Palau borders, a one year no cost extension was requested and approved. The remaining travel budget for professional development was then redirected to the project's direct cost line which was partly used to continue capacity building for faculty through trainings in the designing and managing of online/hybrid courses. The remaining part was used to upgrade the Academic Affairs Tutoring Lab through the purchases of computers, software and other hardware to increase storage capacity which allowed the tutoring lab manager to continue adding online resources to the repository platform for Agriculture and Related Science courses. This platform now houses five Agriculture core courses and two Science courses including resources such as interactive videos, fun fact videos, and practice quizzes along with pdf and power point lecture files for each of these courses. These resources are accessible to all students. Instructors for other courses required for students in Agriculture and Related Sciences such as English and Math have also added resources to the online resource platform. The manager for the tutoring lab has been helping the instructors in creating these interactive videos and quizzes and will continue helping those who want to add resources for their courses to the platform. As of today, 100% of hybrid Agriculture core courses have resources in the online resource platform and are all accessible to Agriculture students. Modifying, updating, and improving these resources will continue on a semester by semester basis. Goal 2 Enhance quality and effectiveness of instructional delivery of student learning outcomes in Agriculture and Related Sciences and provide alternative method of instruction through distance education. Objective # 1 and # 2. 100% accomplished. A new online server was purchased, installed, and connected to the local internet provider. Computers, hardware, and software were also purchased and installed in the PCC computer lab which increased its capacity to help students enrolled in online and hybrid courses. In addition to the agriculture core courses that became hybrid, there were other science courses as well as non-science courses that switched instruction to online or hybrid. With the new server dedicated for the College's Moodle LMS, faculty were encouraged to explore possibilities of different types of distance education. When fall semester began in 2019, only 5.4% of the 168 offered courses were online and hybrid courses. The threat of covid-19 pandemic during mid-spring semester of 2020 urged the College to shift to various distance education. The college was able to complete the semester with minimal disruptions by switching to hybrid via Moodle platform housed on the new online server. When instructions for fall semester commenced in mid-August of 2020, 61.3% of the 168 courses were offered as hybrid or online on the PCC Moodle learning management system. Specifically, in Fall 2020, 84 courses went hybrid or online while in Spring 2021 there were 30 courses. As of today, there are more Agriculture and Related Science courses that are either hybrid or online. Goal 3 Train faculty in Agriculture and Related Science programs to enable them to revise instructional delivery methods to integrate use of technology, and adopt effective, efficient, and engaging alternative instructional modes through distance education. Objective # 1. From 2019 to 2021, a series of trainings/workshops were conducted by the College's Moodle Moot Administrator/PCC Online lab manager and the faculty media specialist. The trainings covered course designing and the use of new applications compatible to the Moodle Moot Learning Platform. A total of five trainings at two days per training were done within this time frame. All the faculty members participated in these trainings. Although this DEG project has been completed, these trainings will continue into the foreseeable future as the advantages for distance education has and is being realized not only due to the pandemic, but for faculty and students alike. Objective # 2 and # 3. With the new server, computers, software and hardware and technical support, the Agriculture and Related Science instructors will continue to improve/enhance their online/hybrid courses to ensure student success. Five out of nine Agriculture core courses are now offered as hybrid courses and will continue to be hybrid. Resources from these five AG courses have been uploaded to the resource platform and are available for AG students to access. AG instructors will continue to digitize and upload resources for the remaining AG core courses.
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Progress 09/01/19 to 08/31/20
Outputs
Target Audience:Targeted audiences for goals 1 & 2 are the students enrolled in agriculture and related sciences. As of August 30, 2020, there were 21 students enrolled in the agriculture degree programs and 11 in related science program at Palau Community College, for a total of 32 students. Of these 32 students, 20 are from Palau, 11 from 3 different islands of the Federated Staes of Micronesia (Pohnpei, Yap, and Kosrae), and 1 from the Philippines. Although these were the directly targeted audience, the impacts of this project has reached out indirectly to the entire student population of the Palau Community College. Indirectly, all 629 students who enrolled in all PCC's online and hybrid courses from September 1, 2019, to August 30, 2020, were impacted by this project. Additional targeted audience for goals 2 & 3 are the thirty six fulltime faculty of the College who were trained in designing and developing hybrid and online courses. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?From September 17-19, 2019, the College's Moodle Administrator/PCC Online lab manager, faculty media specialist, and two other faculty were provided the opportunity to attend a Moodle Moot Conference/Workshop in Philadelphia, USA. Upon their return, the College's Moodle Administrator/PCC Online lab manager and the faculty media specialist have been coordinating and conducting a series of training in designing courses on Moodle for all the faculty. This reporting period, they conducted three different trainings. The two-day trainings were conducted once every semester and were mandatory. Not only were the thirty-six faculty trained on Moodle add-ons and new features, but it also provided a platform for faculty exchanges on challenges and successes with hybrid and online instructions. These trainings will continue into the foreseeable future as some of the advantages for hybrid and online learning were realized during this covid-19 pandemic. Agriculture instructor participated in SACNAS conference held in Honolulu from October 21 to November 2, 2019. His attendance provided an opportunity for him to network with professors in Agriculture sciences from colleges and universities in the region. He was able to get new ideas for his student research and field projects during his walk through the exhibition halls that showcased poster presentations from undergraduate and graducate students in agriculture and related sciences. Agriculture instructor was also able to an annual aquaculture and aquaponics conference in Honolulu, Hawaii in February 2020. The workshop included trainings on designing aquaponic systems, fish and crop selection and production, water quality management, food safety, and economics and marketing of such systems. Included in the workshop were demonstrations of the proper tools for aquaponics and their uses. All these training materials are relevant to agriculture program at PCC as the concept of hydroponics have recently been incorporated into agriculture courses in soil conservation, crop production, and environmental protection. Knowledge and skills gained will be integrated into course lectures and mechanics of aquaponics will be practiced in the hydroponic system here at the College. This hydroponic system is also used to demonstrate alternative ways to grow plants when space is limited, espcially to high school students who tour the campus during our annual Career and Technical Eduation Awareness Week. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?For the next reporting period, the College will continue the development of the online resource platform, which is objective #4 of Goal 1. This resource platform is a repository resource site maintained by the Academic Affairs tutoring lab. The repository platform has been created. Resources from general education courses such as math and English required for the Agriculture and related science degree programs have been uploaded to the site. Resources for two related science courses (SC119 Introduction to Physical Science, and SC120 Physical Geology) were added this reporting period. Additional resources for the core courses of the Agriculture and related science programs are being digitized and prepared to be uploaded to the site. This resource platform is expected to be completed and ready for student access by August of 2021. It will be maintained and updated on a yearly basis.
Impacts
What was accomplished under these goals?
Goal 1 Strengthen and improve the curricula for the agricultural and related science related degree programs at Palau Community College By August 30, 2020, 100% of the core courses in the curricula for AS and AAS degree programs for agriculture science had been modified with endorsement from community stakeholders, mainly the director of the Bureau of Agriculture, Horticulture, & Agrifund Center of the national government. On July 30, 2020, the agriculture program instructors, associate dean of academics, and the acting-dean of academics convened the first Agriculture Program Advisory meeting. Eleven (11) community stakeholders representing different government agencies and foreign agencies attended this meeting. They reviewed and further endorsed the curricula for the agriculture degree programs at Palau Community College. All representatives of the government agencies who attended this meeting unanimously agreed to become members of the Agriculture Program Advisory meeting and showed great interest in seeing the program continue to develop and become responsive to the needs of Palau in increasing it's capacity in food security and production of local produce. The College plans to review and integrate relevant recommendations from the members in the near future as agriculture program when agriculture program is due for a review. When instructions resumed in August 2020, course shells had been created on the PCC Moodle LMS for 100% of the agriculture core courses. All agriculture courses offered during the last eight weeks of Spring 2020, summer of 2020, and fall of 2020 were all hybrid. All course lectures, assignments, quizzes, and tests were delivered through course sites on Moodle. Face-to-face instructions were only for the hands-on and laboratory requirements of all the courses. Goal 2: Enhance quality and effectiveness of instructional delivery of student learning outcomes in agriculture and related sciences and provide alternative method of instruction through distance education In addition to the agriculture core courses that became hybrid, there were other science courses as well as non-science courses that switched intruction to online or hybrid. With the new server dedicated for the College's Moodle LMS, faculty were encouraged to explore possibilities of different types of distance education. When fall semester began in 2019, only 5.4% of the 168 offered courses were online and hybrid courses. The threat of covid-19 pandemic during mid-spring semester of 2020 urged the College to shift to various distance education. The college was able to complete the semester with minimal disruptions by switching to hybrid via Moodle platform housed on the new online server. When instructions for fall semester commenced in mid-August of 2020, 61.3% of the 168 courses were offered as hybrid or online on the PCC Moodle learning management system. Goal 3: Train faculty in agriculture and related scinece programs to enable them to revise instructional delivery methods to integrate use of technology, and adopt effective, efficient, and engaging alternative instructional modes through distance education. The College's Moodle Administrator/PCC Online lab manager and the faculty media specialist have been coordinating and conducting a series of training in designing courses on Moodle for all the faculty. They have conducted all together a total of four trainings at 2-days per training. These trainings will continue into the foreseeable future as the advantage for distance education was realized during this covid-19 pandemic.
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Progress 09/01/18 to 08/31/19
Outputs
Target Audience:The first year of this project focused on review and modifications to the curricula for the Associate of Science and Associate of Applied Science degress for the Agriculture Science program, conducting training to enable faculties in the Agriculture and related sciences programs at Palau Community College to integrate delivery of student learning outcome using online instruction, and upgrading of PCC Online lab server to host additional online courses and resources for students enrolled on the Agriculture and related sciences programs. In the efforts to modify the curricula for the associate of science and associate of applied science degree programs, the targeted audience were the students enrolled in the two agriculture science degree programs as well as the future program enrollees. Modifications were approved by the College's Curricula & Program Committee (CPC). The modifications were implemented in August of 2019 for the fall semester courese. Currently, there are a total of 14 students enrolled in the Agriculture sciences programs, with six females and eight males. Six are from Palau, while the others are from the neighboring islands of the Federated States of Micronesia. While the targetted audience for the upgrading of the Palau Community College online lab server were faculties and students in the Agriculture and related sciences, ultimately all students enrolled in all the online and hybrid courses, and faculties teaching PCC online and/or hybrid courses benefited directly from this upgrade. The system was upgraded right in time for the first day of instruction this fall semester which was August 12, 2019. Although there were no agriculture courses ready to go online, there are four related science courses, that were offered as hybrid courses this Fall semester with the total enrollment of 47. There are five additional non-related online and hybrid courses. All together, 108 students benefited from the services that were provided by the upgrade of the PCC Online Lab and its online server. The targeted audiences for faculty capacity building for this first year were mainly the faculty in Agriculture and related sciences. In the course of providing technology trainings for these faculty, other college faculties were invited and benefited from the trainings. All together, a total of 36 faculty, includng full time and adjuncts of Palau Community College, five of which were the faculties in agriculture and related sciences participated in a two-day, on-campus training on Moodle online learning management system. The first training was held from December 19-20, 2018, with a follow-up training on February 4, 2019. The 36 faculties completed a total of 8 hours of technology training in December of 2018, and another 6 hours on February 4, 2019. Another faculty capacity building effort sent two faculties in Agriculture and related sciences programs to participated in off-island professional developments in their respective areas. The training allowed the faculties to network with other professionals in the Micronesia region and allowed exchange in ideas of integration of technology into various areas of agriculture and related science courses. As for the faculty development in Moodle online learning management system, the training was held at a later date than the set timeline for this project. The three faculties are confirmed to pariticpate in the Moodle Moot USA in Pennsylvania in the first month (Sept) of the 2nd year of this project. For winter faculty capacity building, these three Moodle Moot USA participants will provide faculty cross-training on new Moodle features in December to other faculties of the College. Changes/Problems:One of the challenge encountered during this first year of the project that had a significant impact on the rate of expenditures is the change of dates for the expected off-island professional developments and trainings/workshops. One such example was the Moodle Moot USA. The previous Moodle Moots happened during summer so the timeline of this project had anticipated a summer conference. However this year's it was scheduled later in September. This year's Moodle Moot USA was from September 17-19, 2019. With new dates for the expected conferences and training, the travel funds were not expended for the first year according to the planned timeline. Another challenge that may have a significant impact on the rate of expenditure is a combination of different things. First there is the issue of change in prices of goods from off-island vendors. We get a quotation that expires in x number of days from the date of the pro forma invoice. By the time the purchase order is issued, it is past the x number of days and prices may have changed. Then there are procurement polices and processes for us at the College and the US Federal grant requirements. For instance, the College requires quotations from multiple vendors. In Palau, we have limited number of vendors and we need to get quotations from off-island. With the differences in time zones, a quotation request sent via email from a US-based vendor, at the earliest will take at least three days. This prolongs the procurement process. We try as much as we can to stay on the timeline with early planning, but there are unexpected issues that pop up once in awhile. What opportunities for training and professional development has the project provided?Capacity building for faculty has begun and will continue on throughout the second year of the project. The first Moodle workshop was a local training coordinated by the PCC Moodle administrator. Thirty six faculty particiapted in the first workshop. It was held from December 18-19, 2019. Faculty who participated, were introduced to designing a course using the basic features of Moodle. There was a follow-up workshop on February 4, 2019. The six hour workshop was mostly hands-on. Faculties worked in small groups to continue designing the course they started to develop in December 2018. Design and development is on-going. Courses developed during these two trainings are expected to be implemented in the spring and fall semesters of 2020. Due to the dates of the Moodle Moot USA, the faculties were not able to complete the training in July. The PCC Moodle administrator and two other faculty are confirmed to participate in that Moodle Moot USA conference/workshop in September. Upon their return, they will conduct another Moodle cross-training with the entire faculty population and share new features of the online learning management system. In addition to technical trainings, two faculties in Agriculture and related sciences were able to participate in regional conference for professional development. The first attended conference was the University of Guam's Conference on Island Sustainability which was held from April 8-14, 2019. This conference provided a great opportunity for networking with other professors in agriculture and related sciences. Two professors from agriculture and environmental science program who attended gained deeper understanding of some of the common environmental issues in Micronesia. They were able to connect and exchange information with other professors during the plenary sessions. The conference was provided a venue for sharing, networking, and meet colleagues from the other post-secondary institutions in Micronesia region for possible collaborative projects in sustainable agriculture and environmental sciences. One Agriculture faculty attended the annual Hawaii Conservation Conference in July of this year. This conference provided an avenue for the professor to interact with professors in agriculture and related sciences during plenary sessions. He was able to visit the poster presentations in agriculture and related field that were presented by students from the UH systems and that inspired new ideas on how to improve and integrate more field research for students in the PCC agriculture degree programs. How have the results been disseminated to communities of interest?At the end of this fall semester in December, a progress report for this project will be disseminated to the Dean of Academic Affairs. A copy of the report will be forwarded to the College's Office of Development for press release and printed on the College's newsletter, Mesekiu. Electronic copy of the report will be made available on the College's website for any interested persons and all stakeholders. What do you plan to do during the next reporting period to accomplish the goals?When fall semester started in August, several courses went online courses while some were hybrid format including four science courses. It became evident that there were some areas on campus where the PCC WiFi signal was not available. Those areas were in and around the agriculture classrooms and the science laboratories. Project director will be working with the College's Computer Service Office to resolve this problem. Project Director and Co-Project Director will continue to work together to make sure the remaining 30% of course outlines are reviewed and approved by CPC. Co-Project Director will contine to work with the Instructional Media Specialist and the PCC Online Lab manager to get components of the agriculture and related sciences courses on the Moodle learning platforms by August of 2020 to enhance delivery of student learning outcomes. The rest of the project is expected to proceed according to the timeline.
Impacts
What was accomplished under these goals?
Goal 1 Objective #1 is 70% accomplished. 70% of course outlines for the AS and AAS degree programs in Agriculture Science were modified, endorsed by the Director of Agriuclture for the national government, and approved by Curricula and Programs Committee (CPC) for the Palau Community College. The modifications of the remaining 30% of the courses are pending approval from the CPC. Course modifications will be implemented in spring and fall semesters in 2020. Development of online components of the courses are ongoing. While agriculture courses are still being developed to integrate, a related science course SC120 Geology went online as a hybrid course. Other science courses that were already on the PCC Moodle online learning management systems were redesigned to include various types of resources. Gathering of publications from local agencies related to agriculture and related sciences for the online resource platform are in its initial stage. Goal 2 Objectives were all accomplished. Computer hardware and software were set-up, installed, and were ready for the beginning of first day of instruction on August 12, 2019. Thirty desktops were set up in the PCC Online Lab and connected to the PCC online server. Because Internet accessiblity is not as affordable in Palau as it is with developed countries like the US, many students do not have the luxury of 24-hrs unlimited internet accessibilty at home. Many students need to come to the campus to use the computers set up in the PCC Online lab when they need internet access to complete assignments. Those with personal devices such as laptops, tablets, and smartphones still come to campus to connect to the PCC student WiFi. The students are charged a minimal technology fee upon registration and have unlimited Internet access when they use the PCC student WiFi. When fall semester started this August, a total of 108 students were enrolled in 9 different online and hybrid courses, five of which are related science courses. These students and their faculty are expected to utilize the new 30 desktops set up at the PCC Online Lab for various reasons such as access contents of course websites on the PCC Moodle platform, conduct online web researches, complete online assignments, take proctored online tests, or combinations thereof. Goal 3 Objective #1 Capacity building for faculty has begun and will continue on through the second year of the project. The first Moodle workshop was a local training coordinated by the PCC Moodle administrator. Thirty six faculty particiapted in the first workshop. It was held from December 18-19, 2019. Faculty who participated, were introduced to designing a course using the basic features of Moodle. There was a follow-up workshop on February 4, 2019. The six hour workshop was mostly hands-on. Faculties worked in small groups to continue designing the course they started to develop in December 2018. Design and development of online components of courses are on-going. Some courses developed during these two trainings are expected to be implemented in spring semester of 2020, while others will be in August of 2020. Due to the dates of the Moodle Moot USA, the faculties were not able to complete the training in July. The Moodle Moot USA will be in September of this year. The PCC Moodle administrator and two other faculty are confirmed to participate in that conference/workshop. Upon their return, they will conduct another Moodle cross-training with the entire faculty population and share new features of the online learning management system.
Publications
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