Faculty and Course Spotlight – Dr. Barry Garst – HEHD 8880

November 4, 2015

Clemson faculty do an amazing job of designing and teaching online courses. In this blog post, we interview Dr. Barry Garst, Associate Professor in Youth Development Leadership, in the Department of Parks, Recreation and Tourism Management, in the College of Health, Education, and Human Development. Dr. Garst’s course – HEHD 8880 – Youth Development and Nature, a special topics course, recently received Tier 3 certification, the highest possible level of certification for an online course. We spoke with Dr. Garst about his course and his experience with Clemson Online’s course review process.

Can you please tell us a little about yourself and how long you have been teaching online courses?

I am an associate professor in Youth Development Leadership at Clemson University in the Department of Parks, Recreation and Tourism Management. I have been teaching online since 2003 when I taught an online youth development and program management course at Virginia Tech, where I earned my Ph.D. I also developed a variety of online education opportunities (online course, webinars) while working for the American Camp Association. My research and professional interests focus on the developmental outcomes of youth programs, with a particular emphasis on out-of-school time settings.

My research has also examined the meanings that youth and families attribute to nature-based settings and experiences and the impact of nature-based experiences on healthy family functioning. I am currently conducting research on overparenting in camps and after-school youth programs.

Can you provide an overview of the Youth Development and Nature course and what it covers?

“Youth Development and Nature” is a special topics course in our Youth Development Leadership MS degree program. The course focuses on the intersection of childhood and nature. We explore nature-based experiences and settings and their influence on developmental outcomes for youth, drawing on multi-disciplinary research across environmental psychology, sociology, recreation/leisure, youth development, history, and geography.

Students explore the social-cultural landscape of the human perceptions of nature informed by current issues facing youth and families, particularly with regards to gender, race/ethnicity, globalization, and technology. We also critically analyze assumptions associated with human-nature relationships and explore implications for education, human service, and public policy. Students in the course complete self-directed and group projects related to key course issues. The course also features guest lectures will feature leaders in the movement to connect youth and families with nature.

What do you enjoy most about teaching online courses?

I appreciate the fact that online learning increases access for students and professionals who otherwise might not be able to benefit from the educational opportunities available through Clemson University. For example, Clemson University’s online Youth Development Leadership master’s degree program targets working professionals who want a greater level of academic and professional preparation in order to advance in their youth development careers.

Without the online format most of our students would not be able to pursue a graduate degree. In other words, online learning has the potential to level the playing field when it comes to educational opportunities and to expand professional development and career advancement for many, many people.

What are some ways that you built student flexibility into your course?

The course integrates weekly synchronous meetings between students and faculty that provide opportunities to discuss key course concepts and applications to youth development practice. Students can view recorded lectures when they are unable to join the synchronous meetings. Much of the learning takes place through self-directed readings as well as online discussion board assignments.

How have you utilized visual aids in your course?

Visual aids used in the “Youth Development and Nature” course include films, concept maps, the previously mentioned recorded lectures, and other visual models that support and enhance student learning.

How do you facilitate ongoing interaction with students in your course?

See the previous point about “student flexibility.” The use of synchronous meetings and discussion boards provide students with rich opportunities for meaningful interaction. In fact, a recent survey of all of Clemson University Youth Development Leadership master’s degree program graduates, across the past 10 years of the program, found that the use of Adobe Connect and the weekly synchronous meetings were two of the program components most valued by students who completed our courses.

What was your experience like going through the course development and review process?

The process was very rewarding, particularly the peer feedback that I received from other faculty who teach online. The support and guidance provided by Clemson Online staff was also invaluable toward producing a high-quality online course.

What tips would you give faculty who are considering developing an online course?

1. Be creative– Teaching online opens up a world of opportunities for instructors to integrate resources, tools, and expertise from around the globe. There are few limitations for matching course content with unique learning opportunities.

2. Think experientially and practically– Online learning is particularly well-suited to methods such as student projects, case studies, and other forms of experiential learning. Readings, discussion boards, projects, guest lectures, and class meetings are important for scaffolding and reinforcing student learning.

3. Allow sufficient time for preparation– Online courses take more time on the front end. Course preparation for an online course may take two to three times as many hours as a traditional face-to-face course, because online course instructions have to be clearly written out in great detail. However, the number of hours spent on the course during the week once the course launches may be somewhat reduced.