Broadening access to stem programs through technical college articulation programs

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Broadening access to STEM Broadening access to STEM programs through Technical programs through Technical College Articulation Programs College Articulation Programs David Edwin Stone, Ph.D.

Transcript of Broadening access to stem programs through technical college articulation programs

Broadening access to STEM programs Broadening access to STEM programs through Technical College Articulation through Technical College Articulation

ProgramsPrograms

David Edwin Stone, Ph.D.

Presentation OverviewPresentation Overview• Institutional Context• Early focus on special statewide mission• Connection to Mission• Strategic Connection• Types of programs offered• Implementation• Enrollment data• Future directions• Improving the pipeline

Institutional Context

Institutional Context

Institutional Context

USG Technical Resources •Common* Student Information System (SCT BANNER)

•Fiber network between campuses owned by university systemhttp://www.usg.edu/peachnet/

•Centralized Course Management System - Blackboard Vista

•Galileo Online Library Systemhttp://www.galileo.usg.edu

Institutional History• Established in 1948 as 2 year division of the Georgia Institute of

Technology (Georgia Tech)• Became a 4 year college in 1970• Separated from Georgia Tech in 1980

– Presidents: • Dr. Stephen R. Cheshier 1980-1997• Dr. Daniel S. Papp 1997-1998• Dr. Lisa A Rossbacher 1998-Present

• Offers undergraduate and graduate degree programs in Engineering, Engineering Technology, Science, Math, and a growing number of liberal arts

Original Initiatives – 1995 ProposalOriginal Initiatives – 1995 ProposalFramed within the context of the institution’s statewide mission to provide the technical baccalaureate to undergraduates, graduates, and life-long learners. by:

• Expand technical education offerings and increase enrollments in technical institutes and technical colleges as a result of HOPE funding through the development of a distance learning track for 2+2+2+graduate programs.

• Develop curriculum for specialized topics related to ISO 9000 and quality assurance, waste and environmental concerns, loss control/safety, computer applications, ergonomics, healthcare and other industry-specific applications.

• Provide the major portion of the technical programming for the proposed ITFS facilities sought by the Metropolitan Atlanta Distance Learning Consortium.

• Provide a capstone degree program for graduates of the state’s technical institutes ; provide technical institutes as well as adult and continuing education programs in rural Georgia with technical coursework whenever it is difficult to recruit qualified instructors at the local community.

Original Initiatives – 1995 ProposalOriginal Initiatives – 1995 ProposalFramed within the context of the institution’s statewide mission to provide the technical baccalaureate to undergraduates, graduates, and life-long learners. by:

• Provide state-wide, in-service technical training for teachers, including use of Internet and Georgia based computer networks, as well as expanding services of Southern Tech’s NASA and Georgia Youth Science and Technology Resource Centers, and the Federal Aviation Education Resource Center as well as other services.

• Provide relevant training to trainers who teach employees in Georgia’ businesses and industry; re-training of workforce due to downsizing of military bases and other industries, re-tooling, and plant closures.

• Provide technical training to the many outstanding minority owned-operated firms in Georgia which seek technical training and expertise.

• Create additional partnerships with private industry as the state develops and implements its state-wide information highway infrastructure.

Early effortsEarly efforts

• Cable

• Satellite

• GSAMS

Instructional Technology Teleplex 1995Instructional Technology Teleplex 1995• The instructional telexplex was staffed with three staff members: a television

production specialist, a television technician, and an instructional designer. • During the fall of 1995 Dr. Kenneth Rainey was given release time to

develop and implement a series of faculty development workshops. These workshops covered issues dealing with multimedia development, GSAMS course development, and the Internet.

• Oversight of the operation was moved as part of Continuing Education in 1996 (part of Academic Affairs)

• An Instructional Technology Advisory Committee was formed to help guide instructional technology implementation on campus.

• The Instructional Technology Teleplex was reorganized as the Center for Instructional Technology in 1996.

Center for Instructional Technology ActivitiesCenter for Instructional Technology Activities

• Established during Summer 1996 upon recommendation of the Smart Classroom/Multimedia ad hoc committee (Under the guidance of Dawn Ramsey and Susan Putzell)

• Activities– Sponsor faculty development related to teaching, learning, and technology for campus.

– Consultation, recommendation, and training for faculty and staff about smart classroom equipment and other instructional technology.

– Facilitation of GSAMS

– Faculty instructional and web based teaching technologies

– Satellite downlinks

– General access smart classrooms.

Center for Instructional Technology Goals (1996)Center for Instructional Technology Goals (1996)

1. to provide opportunities for faculty and students to experience and utilize modern instructional technology.

2. to cultivate an interest in and demonstration of instructional technology as a means of enhancing learning.

3. to create a community of learners that actively collaborate to explore new avenues to improve instruction, and

4. to establish a supportive environment which encourages faculty and students to experiment with new technologies.

The Teaching and Learning AcademyThe Teaching and Learning Academy• In 1996 the University System of Georgia established a Distinguished Professor

Program which provided matching funds for campus based activities. With matching funding recieved from the SPSU Foundation, a decision was made to have a single faculty member serve as the Distinguished Professor for a one year term.

• The Distinguished Professor would serve for one year as a champion for teaching, learning, and technology implementation on campus. The money was spent to provide reassigned time and funds to purchase equipment. As a result of the Distinguished Professor program, Scott Tippens proposed and began the Teaching and Learning Academy in the winter of 1999. This academy involved approximately 40 faculty members in a semester long course of discussions about the scholarship of teaching that included pedagogy, effective instructional techniques, and training in creating course materials and courses for delivery via the Internet. The funding for the distinguished professor program was eliminated during spring 2000.

Distance Learning Task ForceDistance Learning Task ForceCharge:

1.The plan should meet all SACS criteria/standards

2.The plan should be broad enough to include all forms of distance learning.

3.The plan should be comprehensive to include all aspects of distance learning program planning and delivery….

First online degree programFirst online degree program• First Master’s Degree Online offered in

the State of Georgia. Approved by the USG Board of Regents– Masters of Science – Quality Assurance

July 7th, 1997

2003-20062003-2006• Development of a course review rubric and formalization

of online learning practices beyond the course level• Continued work of the Distance Learning Task Force by

removing barriers to offering online degree programs at the university.

• Continued faculty development and organizational support via the development of a Center for Teaching Excellence.

• Joined USG eCore in 2005

2007-20092007-2009• Implementation of course evaluation rubric.• Creation of the Teaching Academy for Distance

Learning informed in part by the experiences and successes informed by the experiences with the Teaching and Learning Academy from 1999.

• Management of a tuition differential via the Distance Learning Task Force.

Office of Faculty Support and Development (2010)Office of Faculty Support and Development (2010)

Strategic Plan 2010-2013Strategic Plan 2010-20131. Increase the number of graduates who are well prepared for

work and for life.

1. Increase the resources available to support the University’s mission.

2. To increase the sense of community within the University and between the University and the region.

1.2 Offer new programs that address student interest and unmet employer demands for SPSU-style applied educationIndicator:• Implement fully the articulation agreement with the

Technical College System of Georgia.

TCSG Articulation AgreementTCSG Articulation Agreement• Seamless transfer in which there are minimal or no losses of credit

• Courses available in the local community – keep them rooted in their community

• Low residency/no residency course formats to support students with full time job or

other commitments (family, etc)

• Balance articulation where 50% via TCSG and 50% via SPSU

• Limited to SACS accredited institutions only

• Target underrepresented, rural areas with no access to programs

– In 2010, 85% of students in TCSG received Hope Grant of Federal Pell Grants

• Support economic growth within communities

Articulation AgreementArticulation Agreement• Technical College System of Georgia

– Pre-Engineering Technology– BAS programs

• Georgia Military College

• Expansion to other partners

Alignment of curriculumAlignment of curriculum• TCSG was undergoing transition to Semester

system• Agreement to provide low-residency lab or

remote lab capability• Bachelor of Applied Science programs• Pre-Engineering Technology added

– Electrical, Mechanical and Industrial

Faculty Development and Support for Faculty Development and Support for TCSG Program TCSG Program

• “Seed money” to support the development of TCSG courses (via

distance learning differential)

• Teaching Academy for Distance Learning

• Additional staffing (Instructional Designers

• Technology infrastructure

– Video conferencing

– Lecture capture

– Classroom upgrades

Building the futureBuilding the future• Conferencing bridge at the USG Facility

– Cloud based video bridging (BlueJeans Networks, etc)

• Lecture Capture technology deployed in 12 classrooms for Fall 2012• Video conferencing systems in three classrooms• Cohesive content management strategy to allow for easy re-use,

redevelopment and sharing.• USG-wide Desire2Learn implementation

– Learner analytics capabilities – Portfolio integration– Lecture capture?

Guiding Principles for SPSUGuiding Principles for SPSUOnline LearningOnline Learning

1. The unique principles of education at SPSU should be reinforced in the blended learning environment, and faculty will be able to incorporate the key course experiences that comprise the unique nature of SPSU programs.

2. Students enrolled in online programs at SPSU will feel connected to the university, and should develop lifelong relationships with fellow students, advisors, and SPSU.

3. As an institution we will follow a deliberate design process to build a cohesive blended learning environment for SPSU. This should focus on the student experience in both the on-campus and online environment, much like theme parks or other environments where the experience is part of the value provided to the customer.

Complete College GeorgiaComplete College GeorgiaThe plan calls for cooperation and lays the groundwork in three areas:

1.Create new forms of collaboration and accountability among organizations responsible for or reliant on higher education

2.Continue to work with the Georgia Department of Education to increase the number of college-ready students graduating from high school

3.Reevaluate and envision anew the performance of completion-related aspects of higher education.- USG BoR Press Release, November 9, 2011

Enrollment in BAS ProgramsEnrollment in BAS Programs

Goals:•500 by 2015•800 by 2017

Critical componentsCritical components• eCore program• Tuition differential and entrepreneurial

approach to program development• Program and School motivation• Alignment of TCSG and SPSU strategic goals• Teaching Academy for Distance Learning

Future DirectionsFuture Directions• Online Campus

• Additional programs

• Additional articulation agreements

• Technology Improvements– Content Delivery Network– Flipped Classroom– Virtual Desktop Initaitive

Online Campus (proposed)Online Campus (proposed)1. To provide high-quality, readily scalable degree programs to

meet the needs of online students and to increase awareness and overall market share for SPSU.

2. To generate net revenues in excess of expenses in amounts sufficient both to allow for its own operation and growth and to provide a significant additional revenue stream for the traditional academic program at the University

Online Campus (Continued)Online Campus (Continued)The online campus will focus on and market to a different demographic from the majority of our current students. This will include:

1. Students whose family and/or work obligations do not allow for traditional forms of instruction.

2. Students who live outside our traditional recruiting geographic area.

3. Students who wish to take courses in a format different from the traditional semester-based model.

Building the Learning EnvironmentBuilding the Learning Environment• Build and test physical classrooms and labs that support the SPSU vision of

blended and online learning. • Develop institutional support for blended and low residency degree

programs. • Develop a process to incorporate student, faculty, and staff perspectives

into the continuous improvement of SPSU courses and the SPSU learning environment.

• Track and share student success data with academic programs. • Develop a platform of effective and reliable support for students and faculty. • Use the affordances of online technology to provide access to global

perspectives within courses and programs.

Supporting multiple methodsSupporting multiple methods• Synchronous communication

– Video, web conferencing, collaboration

• Maximizing engagement during class– Polling, small group breakout sessions

• Community building through technology– Social media, increasing personalization

• Collaboration technology– Group document and project management

• Mobile devices and computing everywhere

Future PlansFuture Plans• Scale up of recruitment and targeted support programs• Closer alignment with industry and in partnerships with

faculty between SPSU and TCSG• Showcasing successful students to encourage others to

join STEM programs• Expansion to other states • International growth• Major infrastructure and tool expansion in 2013

Polytechnic InstitutionsPolytechnic Institutions• Defining “Polytechnic”

• Differentiation of programs of study

ReferencesReferencesAnderson, T., Rourke, L., Archer, W., & Garrison, R. (2001). Assessing teaching presence in

computer conferencing transcripts. Journal of the Asynchronous Learning Network, 5 (2).

Biesinger, K. & Finegan, C. (2009, October). Strategic goal #2: managing capacity with distance education [PowerPoint Slides]. Presentation from the October 14th, 2009 University System of Georgia Board of Regents Meeting, Atlanta, Georgia. Retrieved from: http://www.usg.edu/usgweb/webcast-files/goml_presentation.pdf

Garrison, D. R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104.

Garrison, D., Anderson, T, & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Learning 15(1), 7-23.

Regents Approve College Completion Plan. (2001) USG Press Releasehttp://www.usg.edu/news/release/regents_approve_college_completion_plan