Commentary: Student Reliance On Technology At Champlain
As part of the up and coming age of technology in America, Champlain College, in recent years, has strived to integrate technology into virtually every aspect of their students lives. This stems from the school’s philosophy that the more students learn how to use up to date technology while they are still in college, the more prepared they will be for the technology thrown at them in the business world. This has driven Champlain to spend considerable amounts of money on the latest high tech equipment and Web-based software platforms, such as Angel, E-port and the mymail portal. This pressure from the school to have a solid understanding of a wide variety of technologies has in a way forced the students to become reliant on technology, instead of efficient users of it.
The mymail portal is where Champlain students access their e-mail accounts, which basically give them information on anything happening on and sometimes off campus. Students who come to Champlain with lacking e-mail skills soon find that they must change this to stay on top of their student e-mails. Students receive e-mails of all sorts, from teachers commenting on work to campus-wide bulletins on H1N1 updates. Students who don’t keep up with this soon come to find that valuable and sometimes-crucial information passes them by without knowing it. This is also the main way for students to communicate with their professors outside the classroom, and commonly serves as a medium for excuses for late work and missed classes.
Other Web-based software platforms used by the school include Angel and E-port. Angel is a site where students can access the lessons and homework assignments for all their classes. Designed as Champlain’s backup plan incase of school closure from a pending swine flu epidemic or other crisis, students can also turn in their finished assignments on Angel for teachers to evaluate, then send back to them through their e-mails. This relieves students of the responsibility of actually printing a hard copy of their paper or assignment and bringing it to the professor, and tends to make deadlines less set in stone. E-port, another web-based platform, is a site which every Champlain student, excluding peer tutors, must pay $100 to obtain a license for. It is used as an electronic portfolio, where students can archive their work for future use or reference. Champlain saw this software as a chance for students to build and add to their resumes, which through this electronic portfolio, can be viewed by potential employers, which shows them that Champlain students are well equipped with web-based technology. To promote use of this license, students are required to turn in one assignment for each of their Core classes each semester.
Another facet of Champlain’s technology, which causes students to become reliant is the library website. The site features multiple databases of scholarly articles, which are often required as at least one source for student research papers. The library site also has a librarian on call, that students can instant message with from their personal computers if they have a problem or question. This completely removes the need for any student to actually go to the library to look for a source or ask the librarian a question in person.
With the recent success of businesses through the use of Web 2.0 technologies, such as blogs and twitter, Champlain has placed considerable value on student’s abilities to create their own blogs, making that knowledge part of many classes. Some teachers have even resorted to moving course material onto facebook, with the mentality that the majority of students use facebook, and this will make them more likely to attend to their schoolwork in between checking their friends profiles and statuses. This gives students even more leeway to surf facebook and other social networking sites during class, which is distraction to not only them, but also the students seated around them.
Though this shift in technological advancement proves Champlain to be an up and coming school in the age of technologies, it seems it also continues to reduce the overall responsibility of students. With more and more opportunities for students to achieve online what they used to in person, students are finding ways to get their work done without even stepping foot on campus or going to class for that matter. Today when a student wants to find an answer to a question, they don’t seek someone knowledgeable on the topic or research it for themselves. Instead they Google it and find what they wanted know in seconds rather than taking minutes or even hours to find the information themselves. This growing reliance on technology, though prominent in the business world right now, can have drastic effects on the work ethic and effort that students put into their course work.
Wednesday, December 16, 2009
Monday, December 14, 2009
Sean Taberman's Articles: News-feature
News-Feature: John Bul Dau “Lost boy of Sudan,” Speaks At Champlain
A highly anticipated event in the upcoming semester at Champlain College, hosted by the Office of Diversity and Inclusion, is a lecture scheduled for Martin Luther King Day by John Bul Dau. One of the storied “Lost Boys of Sudan,” Dau is one of over 27,000 boys who were driven from their homes and villages, when the northern Arab government invaded and attacked the ethnic minority population of Southern Sudan in 1987. Dau’s visit to the campus will include several personal meetings with students and staff members, as well as a public lecture event, which is open to the community and held on Monday January 18th at 6 pm.
In 1987 when Dau’s village was attacked by government troops, violence scattered his family, and he was forced to travel on foot for three months, until reaching the relative safety of Ethiopia. For four years Dau stayed in a refugee camp there, but when civil war broke out, once again, he was forced to flee for his life a second time. One of thousands of “Lost Boys,” Dau wandered for hundreds of miles facing harsh conditions including disease, starvation and intense violence. Finally he arrived in Kenya, where he lived in the Kenyan Kakuma refugee camp. For the first time he was able to attend school at the age of 17, and earned a prestigious Kenyan Certificate for Secondary Education in 2000. In 2001 Dau, alongside 140 other young Sudanese refugees, was selected to immigrate to the United States and settled in Syracuse, New York.
Despite experiencing an initial culture shock, Dau has been successful in the U.S. and can confidently say he is living the American dream. Not only was he able to earn his Associates degree from Onondago Community College while working 60 hours a week as a security guard, but also he was able to afford his mother and sister’s passage from Sudan to America, so they could join him and live comfortably and peacefully. Currently he is working toward a degree in Policy Studies from Syracuse University’s Maxwell School of Citizenship and Public Affairs.
During his time in the United States, Dau has become an experienced social entrepreneur, and virtually single-handedly founded three non-profit organizations. In 2003 he established the Sudanese Lost Boys Foundation of Central New York, raising over 35,000 in books and medical expenses for Lost Boys living in the U.S. Later on in 2005, Dau played a monumental role in founding the American Care for Sudan Foundation, Which created funds to build and run the Duk Lost Boys Clinic in Southern Sudan. He has raised more than $400,000 for the clinic and is currently the president of the John Dau Sudan Foundation, founded in July of 2007 to develop health facilities, which do not exist currently for most of the populations of Sudan.
The early experiences of Dau in his immigration to the United States are the focus of a film titled, “God Grew Tired of Us,” a film that won the Grand Jury Prize and the Audience Award at the 2006 Sundance Film Festival. National Geographic Press released his memoir, of the same title, in January of 2007.
Dau has earned many awards for his public achievements and charitable work in his brief time, here in the U.S. This includes receiving a National Geographic’s Emerging Explorers award, as well as being named a Volvo for Life Award finalist in the Quality of Life Category in 2008, earning him a contribution of $25,000 to the John Dau Sudan Foundation. As he continues to work toward success in the United States he envisions a positive future for Sudan saying, “I hope for my country to get out of war and secure a good government. I want Sudan to become a place where people are welcome and hope is restored.”
Angela Batista, the director of Champlain’s office of Diversity and Inclusion, says that the opportunity to bring Dau to Burlington is the result of a collaborative effort by many divisions and departments at the college. Dau’s efforts for political and social change have assured that his voice, and the voice of the Sudanese is heard here in the U.S. and around the world. According to Batista, “He has become a successful national public speaker, focusing speeches on his life story and the importance of perseverance against all odds. His moving talks also focus on the importance of human rights, and ending the tragedy in Southern Sudan. “I believe this will be a great event for Champlain, and the local community. We are truly grateful that John Dau will be here with us on Martin Luther King Day,” Batista commented.
A highly anticipated event in the upcoming semester at Champlain College, hosted by the Office of Diversity and Inclusion, is a lecture scheduled for Martin Luther King Day by John Bul Dau. One of the storied “Lost Boys of Sudan,” Dau is one of over 27,000 boys who were driven from their homes and villages, when the northern Arab government invaded and attacked the ethnic minority population of Southern Sudan in 1987. Dau’s visit to the campus will include several personal meetings with students and staff members, as well as a public lecture event, which is open to the community and held on Monday January 18th at 6 pm.
In 1987 when Dau’s village was attacked by government troops, violence scattered his family, and he was forced to travel on foot for three months, until reaching the relative safety of Ethiopia. For four years Dau stayed in a refugee camp there, but when civil war broke out, once again, he was forced to flee for his life a second time. One of thousands of “Lost Boys,” Dau wandered for hundreds of miles facing harsh conditions including disease, starvation and intense violence. Finally he arrived in Kenya, where he lived in the Kenyan Kakuma refugee camp. For the first time he was able to attend school at the age of 17, and earned a prestigious Kenyan Certificate for Secondary Education in 2000. In 2001 Dau, alongside 140 other young Sudanese refugees, was selected to immigrate to the United States and settled in Syracuse, New York.
Despite experiencing an initial culture shock, Dau has been successful in the U.S. and can confidently say he is living the American dream. Not only was he able to earn his Associates degree from Onondago Community College while working 60 hours a week as a security guard, but also he was able to afford his mother and sister’s passage from Sudan to America, so they could join him and live comfortably and peacefully. Currently he is working toward a degree in Policy Studies from Syracuse University’s Maxwell School of Citizenship and Public Affairs.
During his time in the United States, Dau has become an experienced social entrepreneur, and virtually single-handedly founded three non-profit organizations. In 2003 he established the Sudanese Lost Boys Foundation of Central New York, raising over 35,000 in books and medical expenses for Lost Boys living in the U.S. Later on in 2005, Dau played a monumental role in founding the American Care for Sudan Foundation, Which created funds to build and run the Duk Lost Boys Clinic in Southern Sudan. He has raised more than $400,000 for the clinic and is currently the president of the John Dau Sudan Foundation, founded in July of 2007 to develop health facilities, which do not exist currently for most of the populations of Sudan.
The early experiences of Dau in his immigration to the United States are the focus of a film titled, “God Grew Tired of Us,” a film that won the Grand Jury Prize and the Audience Award at the 2006 Sundance Film Festival. National Geographic Press released his memoir, of the same title, in January of 2007.
Dau has earned many awards for his public achievements and charitable work in his brief time, here in the U.S. This includes receiving a National Geographic’s Emerging Explorers award, as well as being named a Volvo for Life Award finalist in the Quality of Life Category in 2008, earning him a contribution of $25,000 to the John Dau Sudan Foundation. As he continues to work toward success in the United States he envisions a positive future for Sudan saying, “I hope for my country to get out of war and secure a good government. I want Sudan to become a place where people are welcome and hope is restored.”
Angela Batista, the director of Champlain’s office of Diversity and Inclusion, says that the opportunity to bring Dau to Burlington is the result of a collaborative effort by many divisions and departments at the college. Dau’s efforts for political and social change have assured that his voice, and the voice of the Sudanese is heard here in the U.S. and around the world. According to Batista, “He has become a successful national public speaker, focusing speeches on his life story and the importance of perseverance against all odds. His moving talks also focus on the importance of human rights, and ending the tragedy in Southern Sudan. “I believe this will be a great event for Champlain, and the local community. We are truly grateful that John Dau will be here with us on Martin Luther King Day,” Batista commented.
Colin Mixson's Articles: Commentary
Digital Manifest Destiny
Colin Mixson
I’m surrounded by top of the line computer’s with flat screen monitors, high-speed internet, a ceiling mounted HD projector and an automated, drop-down movie screen. The combined raw computing potential present within these narrow walls could send Apollo 1-17 to the moon and back, simultaneously and with fewer malfunctions. I’m nervous, because I can barely move my feet without knocking into large, plastic boxes that hum with hundreds of volts of electricity and surge protectors brimming with long tangles of black, rubber cords. I’m just waiting for the day when I knock over my coffee, and fry myself in a pool of hot Joe. You would think that this legion of technology, being expensive and pretty much everywhere, could improve any situation, especially a classroom. The truth is I’m not sure who’s more distracted, the students, or the teacher.
Having been a full time student since the 90’s, I’ve seen a gradual increase in the level of technology present in the classroom. It began with the “monitor,” known to most people as a television, which rolled from class to class on its high, plastic perch brimming with School House Rock and National Geographic. Then came the computer lab, where students marched single file to type essays, and explore the new and incredible world wide web. From what I remember, it was alot of fun. T.V. in school was a great little treat, one that would come along maybe two, or three times a month and break up the class routine. Computer labs were the same way, a welcome diversion where kids could learn about technology, and then play stupid games like Oregon Trail. The important thing, however, was that the learning enviornment was not saturated with technology. The "monitor" was mobile, shared by many rooms and never stayed put for long. The computer lab was its own little fortress, forbiden to lowely students without explicit teacher permission. Technology, so to speak, was not encroaching on my territory and distracting the shit out of me, my class mates and my teacher.
At Champlain, technology is so pervasive I can't hand in most of my assignments without an internet connection, a good half my classes have a computer at every seat and they all have beautiful HD projectors. This would all be great, if only people were capable of useing them correctly. We've all heard of people spending their time at work playing frogger, or surfing facebook. I've seen students in class watching youtube, or surfing the web on their laptops during class, oblivous to what the teachers saying. However, what really riles me up is when teachers fall back on technology to supplement their inability to teach.
Everybody knowes how boring power point presentations can be. I had one teacher this semester, who shall remain nameless, that began every class throughout October and into November with an incessant rain of student made power point presentations. No lectures, no actual teaching, simply students giving their own amatuer power point presentations on ill researched topics that they were not passionate about. It was light watching Night of the Living Dead meets 60 minutes for hours a week, week after week, in a mind numbing persuit to destroy my spirit and zeast for life. Of course, we've all had to do power point presentations in school, and we've all had to watch our class mates crumby presentations, but most teachers usually supplement these heartless, experiments in monotony with actual teaching. But no, not my teacher. While the first half of the class was reserved for power point presentations, the second half was movie hour, every single day. Not once a month, not once a week, but every single class. By my reckoning, I could have saved about $2,000 dollars by skipping that dreadful course, and going straight to Blockbuster.
More and more, our society seems to be geared towards taking the human element out of the works; be it in school, at home, or in the workplace. Mothers leave their childrent in front of their television all afternoon, while fathers stare into computer screens for hours on end. Meanwhile, I'm paying $13,000 a semester to teach my class about Peak Oil, while my teacher grads papers and watches T.V.. In this industrialized age we live in, people are constantly fighting to keep their jobs in the face of technology making their labor obsolete. Until now, teachers have found their job security largely unaffected by technology. However, if professors like mine continue to sit back and let T.V. do their job for them, I think they'll find themselves regretting their lack of passion in equal measure to their lack of a pay check.
Colin Mixson
I’m surrounded by top of the line computer’s with flat screen monitors, high-speed internet, a ceiling mounted HD projector and an automated, drop-down movie screen. The combined raw computing potential present within these narrow walls could send Apollo 1-17 to the moon and back, simultaneously and with fewer malfunctions. I’m nervous, because I can barely move my feet without knocking into large, plastic boxes that hum with hundreds of volts of electricity and surge protectors brimming with long tangles of black, rubber cords. I’m just waiting for the day when I knock over my coffee, and fry myself in a pool of hot Joe. You would think that this legion of technology, being expensive and pretty much everywhere, could improve any situation, especially a classroom. The truth is I’m not sure who’s more distracted, the students, or the teacher.
Having been a full time student since the 90’s, I’ve seen a gradual increase in the level of technology present in the classroom. It began with the “monitor,” known to most people as a television, which rolled from class to class on its high, plastic perch brimming with School House Rock and National Geographic. Then came the computer lab, where students marched single file to type essays, and explore the new and incredible world wide web. From what I remember, it was alot of fun. T.V. in school was a great little treat, one that would come along maybe two, or three times a month and break up the class routine. Computer labs were the same way, a welcome diversion where kids could learn about technology, and then play stupid games like Oregon Trail. The important thing, however, was that the learning enviornment was not saturated with technology. The "monitor" was mobile, shared by many rooms and never stayed put for long. The computer lab was its own little fortress, forbiden to lowely students without explicit teacher permission. Technology, so to speak, was not encroaching on my territory and distracting the shit out of me, my class mates and my teacher.
At Champlain, technology is so pervasive I can't hand in most of my assignments without an internet connection, a good half my classes have a computer at every seat and they all have beautiful HD projectors. This would all be great, if only people were capable of useing them correctly. We've all heard of people spending their time at work playing frogger, or surfing facebook. I've seen students in class watching youtube, or surfing the web on their laptops during class, oblivous to what the teachers saying. However, what really riles me up is when teachers fall back on technology to supplement their inability to teach.
Everybody knowes how boring power point presentations can be. I had one teacher this semester, who shall remain nameless, that began every class throughout October and into November with an incessant rain of student made power point presentations. No lectures, no actual teaching, simply students giving their own amatuer power point presentations on ill researched topics that they were not passionate about. It was light watching Night of the Living Dead meets 60 minutes for hours a week, week after week, in a mind numbing persuit to destroy my spirit and zeast for life. Of course, we've all had to do power point presentations in school, and we've all had to watch our class mates crumby presentations, but most teachers usually supplement these heartless, experiments in monotony with actual teaching. But no, not my teacher. While the first half of the class was reserved for power point presentations, the second half was movie hour, every single day. Not once a month, not once a week, but every single class. By my reckoning, I could have saved about $2,000 dollars by skipping that dreadful course, and going straight to Blockbuster.
More and more, our society seems to be geared towards taking the human element out of the works; be it in school, at home, or in the workplace. Mothers leave their childrent in front of their television all afternoon, while fathers stare into computer screens for hours on end. Meanwhile, I'm paying $13,000 a semester to teach my class about Peak Oil, while my teacher grads papers and watches T.V.. In this industrialized age we live in, people are constantly fighting to keep their jobs in the face of technology making their labor obsolete. Until now, teachers have found their job security largely unaffected by technology. However, if professors like mine continue to sit back and let T.V. do their job for them, I think they'll find themselves regretting their lack of passion in equal measure to their lack of a pay check.
Colin Mixson's Articles: Angel
With the end of Fall semester looming, most students and faculty at Champlain College have been using the progam Angel for just under four months. While different members of the Champlain community were obliged to utilized the program to varying degrees, some very strong opinions are already in the works, particularly with students.
Ethan Jorgenson, a sophomore at Champlain, believes the school could do better. “I think it sucks,” says Ethan, “because for some reason everything I turn in doesn’t show up, which sucks. Maybe sucks is too strong of a word, it needs improvement.” Ethan is referring to compatibility issues many students have experienced when using web browsers other than Mozilla Fire Fox, in which their assignments get lost in transition.
Senior Shylea Scribner was also less than impressed, saying, "The format is confusing, it's confusing to know what to click... I guess first they had Web CT? Then they switched to Angel over the summer, but they've changed the format since then. Moving things around makes it all confusing."
However, not all students found the program burdensome. Senior Jeff Speanburg found at least one feature he appreciated, saying, "I like how you can use it to check your grades."
Another student, Junior Almasa Kostie said, "I only use it to find assignments really. It's useful."
Tammy Carrol is the Interim Director of eLearing at Champlain, and was involved in the decision to switch from Web CT to Angel. According to Carrol, Champlain was nearing the end of its contract for Web CT, the college's original online service for students, and to continue with the program would have required a serious commitment that the school wasn't entirely willing to make. She says, "Web CT was becoming a program called Blackboard, and to continue with Blackboard would have required expenive upgrades not only to acquire the program, but we would have needed to upgrade our servers as well." Champlain, in continually seeking methodes of increasing enrollment, has found a major issue in space; not only for students, but faculty and administration as well. Upgrading the servers would have required additional space, facilities and technical expenses as well. Carrol cited frequent power outages as another concern, which caused overheating and poor performance in the servers.
Carrol also cites Blackboard's lack of commitment to its clients as another reason for exploring alternatives, saying, "Continuing with Blackboard would have made Champlain a long term client. We didn't want that to happen. Blackboard doesn't seem to care about their clients... We felt like we were being treated like small fish in a big pond."
In choosing another program, the school created a focus group of students and teachers to test possible replacements for Web CT. Ultimately, it was this focus group that choose Angel on the grounds of ease of use for both students and teachers. Furthermore, Angel was found to have excellent, 24/7 technical support, and allowed Champlain to host their servers off campus. This freed space on campus, and reduced the frequency of hardware malfunctions.
At this point, Chamlpain is in the process of tailoring the program based on user feedback. Carrol states, "We realize that all things didn't work out perfectly, like any new venture. Now, were in a period of analyzing, trying to find out what worked and what didn't."
Angel currently exists as a largely optional service for most students, although it facilitates almost all teacher/student communications for those taking online courses. For on campus students, however, the program's functionality is of varying consequence. Many courses, depending on the professor, feature only limited integration with Angel. Professor Ron Miller cites the school's mandate that teachers post their class sylabus and assignments on Angel, for fear of an H1N1 Flu outbreak on campus forcing class cancellations, as his reason for using Angel. In the context of an epidemic Champlain campus would have to be shut down, but classes would continue online with Angel.
Problems arise, however, when teachers mandate their students use Angel to turn in assignments, but are unable to because of software compatability issues. Hopefully, the IT and eLearing departments will be able to customize the program, allowing it to mature based on user feedback. Thus, while the format of the program is subject to change, students can take comfort in the fact that the program itself is not likely to be replaced anytime soon. As compatibility issues are resolved, and the format altered in the persuit of a more intuitive, user friendly structure, it is not unlikely that students will be seeing more and more of the program in future semesters.
Ethan Jorgenson, a sophomore at Champlain, believes the school could do better. “I think it sucks,” says Ethan, “because for some reason everything I turn in doesn’t show up, which sucks. Maybe sucks is too strong of a word, it needs improvement.” Ethan is referring to compatibility issues many students have experienced when using web browsers other than Mozilla Fire Fox, in which their assignments get lost in transition.
Senior Shylea Scribner was also less than impressed, saying, "The format is confusing, it's confusing to know what to click... I guess first they had Web CT? Then they switched to Angel over the summer, but they've changed the format since then. Moving things around makes it all confusing."
However, not all students found the program burdensome. Senior Jeff Speanburg found at least one feature he appreciated, saying, "I like how you can use it to check your grades."
Another student, Junior Almasa Kostie said, "I only use it to find assignments really. It's useful."
Tammy Carrol is the Interim Director of eLearing at Champlain, and was involved in the decision to switch from Web CT to Angel. According to Carrol, Champlain was nearing the end of its contract for Web CT, the college's original online service for students, and to continue with the program would have required a serious commitment that the school wasn't entirely willing to make. She says, "Web CT was becoming a program called Blackboard, and to continue with Blackboard would have required expenive upgrades not only to acquire the program, but we would have needed to upgrade our servers as well." Champlain, in continually seeking methodes of increasing enrollment, has found a major issue in space; not only for students, but faculty and administration as well. Upgrading the servers would have required additional space, facilities and technical expenses as well. Carrol cited frequent power outages as another concern, which caused overheating and poor performance in the servers.
Carrol also cites Blackboard's lack of commitment to its clients as another reason for exploring alternatives, saying, "Continuing with Blackboard would have made Champlain a long term client. We didn't want that to happen. Blackboard doesn't seem to care about their clients... We felt like we were being treated like small fish in a big pond."
In choosing another program, the school created a focus group of students and teachers to test possible replacements for Web CT. Ultimately, it was this focus group that choose Angel on the grounds of ease of use for both students and teachers. Furthermore, Angel was found to have excellent, 24/7 technical support, and allowed Champlain to host their servers off campus. This freed space on campus, and reduced the frequency of hardware malfunctions.
At this point, Chamlpain is in the process of tailoring the program based on user feedback. Carrol states, "We realize that all things didn't work out perfectly, like any new venture. Now, were in a period of analyzing, trying to find out what worked and what didn't."
Angel currently exists as a largely optional service for most students, although it facilitates almost all teacher/student communications for those taking online courses. For on campus students, however, the program's functionality is of varying consequence. Many courses, depending on the professor, feature only limited integration with Angel. Professor Ron Miller cites the school's mandate that teachers post their class sylabus and assignments on Angel, for fear of an H1N1 Flu outbreak on campus forcing class cancellations, as his reason for using Angel. In the context of an epidemic Champlain campus would have to be shut down, but classes would continue online with Angel.
Problems arise, however, when teachers mandate their students use Angel to turn in assignments, but are unable to because of software compatability issues. Hopefully, the IT and eLearing departments will be able to customize the program, allowing it to mature based on user feedback. Thus, while the format of the program is subject to change, students can take comfort in the fact that the program itself is not likely to be replaced anytime soon. As compatibility issues are resolved, and the format altered in the persuit of a more intuitive, user friendly structure, it is not unlikely that students will be seeing more and more of the program in future semesters.
Kevin Lesage's Articles: Commentary
COMMENTARY
With Champlain being a small school, divisional sports aren’t an option. To keep kids busy and involved Ryan Kimbal has set up countless activities, one including Intramurals. Personally I think it’s not enough. This school needs sports team to support.
It’s tough during this time of the year because Champlain students watch TV and see other schools with millions invested in sport programs, such as Uconn, Notre Dame, Penn State, ECT. Sport teams unite campuses and give them something to celebrate. But Champlain will play their intramurals and continue their lame games of pickup basketball, volleyball, soccer with no real enthusiasm.
Despite Champlain’s efforts to increase athletics I do not for see a bright future. Champlain is the way it is because of tradition. It’s always been like this. A handful of athletic students aren’t enough for any divisional program. “The Intramurals are what hold us over, it just pulls us down watching friends play divisional sports on TV” said Lucas, student at Champlain. You knew the circumstances when you applied, so don’t complain about it, do something to fix it.
To change this, Ryan has implemented a unique strategy. The problem is student’s participation and enthusiasm, and the lack of support for their classmates. The solution was to set up a trophy show case where the champions from each sport get their pictures taken and are put next to a trophy in a showcase. “This will stimulate the students seeing friends in a show case. They’ll think I want my picture in there, and sign up next year. It’s a small step, but one in the right direction” said Kimbal. Hopefully years down the road friends will go and cheer the basketball or soccer team on. “There is a lack of heart. It’s noticeable at each sporting event”, said Kimbal.
Divisional sports are out of the question. It’s how we utilize our intramurals to the best of our ability. “We need support. The more people involved the better” Said Kimbal. This year being his first on the job noticeable improvements have been made. Activities include flag football, tennis, dodgeball, soccer, and volleyball. The problem is the crazy hours. Most intramural sports are later at night, after classes end. For example, flag football is from 8:30-10:30, basketball 8:30- 11:00. That’s a little late, but there isn’t anything we can do with only having one gym. With the winter here, transportation also becomes a serious issue, decreasing participation.
The other issue is that we host conferences in the gym, completely cutting off kids who want to play sports. The school needs to fix this problem. “Nothing pisses me off more when I walk into school, holding my basketball shoes, and see that the gym is being used a conference room” said Dave Armenti, Junior at Champlain. There is nowhere else to go play. Champlain only has one gym. Leave it for the students.
Divisional sports may be out of the question now but who knows what will be in ten years. Right now we’re moving in the right direction, we just need support. Champlain’s athletics are swimming to keep their head above water, let’s throw them a life jacket and together, pull them to safety.
With Champlain being a small school, divisional sports aren’t an option. To keep kids busy and involved Ryan Kimbal has set up countless activities, one including Intramurals. Personally I think it’s not enough. This school needs sports team to support.
It’s tough during this time of the year because Champlain students watch TV and see other schools with millions invested in sport programs, such as Uconn, Notre Dame, Penn State, ECT. Sport teams unite campuses and give them something to celebrate. But Champlain will play their intramurals and continue their lame games of pickup basketball, volleyball, soccer with no real enthusiasm.
Despite Champlain’s efforts to increase athletics I do not for see a bright future. Champlain is the way it is because of tradition. It’s always been like this. A handful of athletic students aren’t enough for any divisional program. “The Intramurals are what hold us over, it just pulls us down watching friends play divisional sports on TV” said Lucas, student at Champlain. You knew the circumstances when you applied, so don’t complain about it, do something to fix it.
To change this, Ryan has implemented a unique strategy. The problem is student’s participation and enthusiasm, and the lack of support for their classmates. The solution was to set up a trophy show case where the champions from each sport get their pictures taken and are put next to a trophy in a showcase. “This will stimulate the students seeing friends in a show case. They’ll think I want my picture in there, and sign up next year. It’s a small step, but one in the right direction” said Kimbal. Hopefully years down the road friends will go and cheer the basketball or soccer team on. “There is a lack of heart. It’s noticeable at each sporting event”, said Kimbal.
Divisional sports are out of the question. It’s how we utilize our intramurals to the best of our ability. “We need support. The more people involved the better” Said Kimbal. This year being his first on the job noticeable improvements have been made. Activities include flag football, tennis, dodgeball, soccer, and volleyball. The problem is the crazy hours. Most intramural sports are later at night, after classes end. For example, flag football is from 8:30-10:30, basketball 8:30- 11:00. That’s a little late, but there isn’t anything we can do with only having one gym. With the winter here, transportation also becomes a serious issue, decreasing participation.
The other issue is that we host conferences in the gym, completely cutting off kids who want to play sports. The school needs to fix this problem. “Nothing pisses me off more when I walk into school, holding my basketball shoes, and see that the gym is being used a conference room” said Dave Armenti, Junior at Champlain. There is nowhere else to go play. Champlain only has one gym. Leave it for the students.
Divisional sports may be out of the question now but who knows what will be in ten years. Right now we’re moving in the right direction, we just need support. Champlain’s athletics are swimming to keep their head above water, let’s throw them a life jacket and together, pull them to safety.
Kevin Lesage's Articles: Profile
Kevin Lesage
Champlain Cheek
Ryan Kimbal, recent college graduate, found a quick route back to college, this time as an Athletic Coordinator. Ryan Kimbal grew up in northern Vermont, where he played basketball all four years of high school. Completing high school, Ryan was drafted to Johns College, a small Division 3 school where he continued his enthusiasm for basketball serving another four years.
Ryan, struggling for work found refuge at Champlain College. He was hired as the activities planner and his plan is to turn around the athletic system at Champlain. “I want to see students in the bleachers cheering on friends. I want the sporting events to become popular.” said Kibal. Before Ryan worked at Champlain all sports were unorganized and the Volleyball team would argue with the basketball players over the court. “I used to hate trying to squeeze in a few jump shots while the volleyball was getting spiked around,” Said Chris Campbell, former Champlain student. Kimbal has since set up specific days for events. For example, Basketball is on a Monday, Soccer Tuesday, volleyball Wednesday, and other activities with specific dates and times. “It keeps the staff happy, as well as the students using the gym”, Said Kimbal.
Things are different now. Students are being forced, not asked, to have their I.D. swiped upon arrival to the gym. Ryan sees this as a good thing even though it upsets students at the time being. Ryan plans to implement the schools technology to create a sports resume` upon graduation. This way when you graduate you have a list of all the sports you participated in. “This way employer’s can see how involved the student was in school aside from typical school work, were trying to make it easier for the student.” said Kimbal.
Aside from Kimbal’s everyday planning, he truly finds time to get to know the students involved. He’s not the Athletic director who just sits at a desk. He’s right out there with students and that’s what makes the difference. Recently Kimbal set up a basketball competition involving a 3 point shoot out and a race between students. “Some sort of competition is needed at Champlain; we have no sports. At least Kimbal found a way to keep us active in an otherwise educational setting. You’re not losing calories sitting at a desk,” said Mike Lapri, student at Champlain. Kimbal has helped students get back into athletics only during his first year. “He’s young. He’s fun. What’s not to like about staying active and having fun at the same time. Also, he gives me a little competition on the court which is rare to find at Champlain.” Said Dave Armenti
Ryan Kimbal hasn’t just organized a program at Champlain. He brought light to a department that was fading, sports. Champlain has no big Division games to support, no true sports teams in general. It’s easy to get wrapped up in school work and a social life, but what about all those former sport captains, or anyone involved with sports in high school? Ryan Kimbal has found a way for these people to express themselves athletically in an organized fashion.
Champlain Cheek
Ryan Kimbal, recent college graduate, found a quick route back to college, this time as an Athletic Coordinator. Ryan Kimbal grew up in northern Vermont, where he played basketball all four years of high school. Completing high school, Ryan was drafted to Johns College, a small Division 3 school where he continued his enthusiasm for basketball serving another four years.
Ryan, struggling for work found refuge at Champlain College. He was hired as the activities planner and his plan is to turn around the athletic system at Champlain. “I want to see students in the bleachers cheering on friends. I want the sporting events to become popular.” said Kibal. Before Ryan worked at Champlain all sports were unorganized and the Volleyball team would argue with the basketball players over the court. “I used to hate trying to squeeze in a few jump shots while the volleyball was getting spiked around,” Said Chris Campbell, former Champlain student. Kimbal has since set up specific days for events. For example, Basketball is on a Monday, Soccer Tuesday, volleyball Wednesday, and other activities with specific dates and times. “It keeps the staff happy, as well as the students using the gym”, Said Kimbal.
Things are different now. Students are being forced, not asked, to have their I.D. swiped upon arrival to the gym. Ryan sees this as a good thing even though it upsets students at the time being. Ryan plans to implement the schools technology to create a sports resume` upon graduation. This way when you graduate you have a list of all the sports you participated in. “This way employer’s can see how involved the student was in school aside from typical school work, were trying to make it easier for the student.” said Kimbal.
Aside from Kimbal’s everyday planning, he truly finds time to get to know the students involved. He’s not the Athletic director who just sits at a desk. He’s right out there with students and that’s what makes the difference. Recently Kimbal set up a basketball competition involving a 3 point shoot out and a race between students. “Some sort of competition is needed at Champlain; we have no sports. At least Kimbal found a way to keep us active in an otherwise educational setting. You’re not losing calories sitting at a desk,” said Mike Lapri, student at Champlain. Kimbal has helped students get back into athletics only during his first year. “He’s young. He’s fun. What’s not to like about staying active and having fun at the same time. Also, he gives me a little competition on the court which is rare to find at Champlain.” Said Dave Armenti
Ryan Kimbal hasn’t just organized a program at Champlain. He brought light to a department that was fading, sports. Champlain has no big Division games to support, no true sports teams in general. It’s easy to get wrapped up in school work and a social life, but what about all those former sport captains, or anyone involved with sports in high school? Ryan Kimbal has found a way for these people to express themselves athletically in an organized fashion.
Subscribe to:
Comments (Atom)
