Charting the Future Bachelor of Applied Science in Public Service. I. The Past: Reflecting on our Heritage

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1 Charting the Future Bachelor of Applied Science in Public Service I. The Past: Reflecting on our Heritage A. History and Development of Program/Services The University of Northern Colorado (UNC), in concert with the Community Colleges of Colorado and Aims Community College, collaborated on the concept of creating a degree option for graduates of Associate of Applied Science (AAS) and Associate of Applied Arts (AAA) degrees. This concept was in response to the Colorado Commission on Higher Education s (CCHE) goal to enhance relationships between community colleges and four-year institutions by creating new degree programs. UNC submitted two degree proposals to CCHE in academic year : Bachelor of Applied Science (BAS) and Bachelor of Applied Technology (BAT). Both the BAS and BAT were approved by CCHE during Spring semester 2001 and implemented Fall semester The BAS/BAT degrees were developed for AAS/AAA graduates to articulate into programs that would allow the opportunity for advancement in their careers by pursuing a bachelor s degree uniquely different from the traditional Bachelor of Arts or Bachelor of Science degrees. The BAS/BAT degrees are considered inverted transfer degrees in which students general education and technical program requirements are met with the AAS or AAA degree. The goal of the degree programs is to provide management, leadership, critical thinking, problem solving, and communication skills that will broaden students career horizons, promote life-long learning, and enrich students personal, professional, and civic lives. The two specific goals of the BAS/BAT degrees are to provide an undergraduate applied degree program beyond the AAS/AAA degree and to enhance the education and training of the health and human sciences work force essential to meet service demands and changing job markets in the State. B. Program Description The programs have undergone several name changes since first approved. The Bachelor of Applied Technology (BAT) with a major in Technology and Resource Management was changed to a BAT with a major in Resource Development in June The BAS and BAT degrees were combined into one degree in March 2003, the Bachelor of Applied Science in Public Service with emphasis areas in Allied Health and Resource Development. Both the programs changed from state-funded to cash-funded beginning with Fall 2003 semester. The state-funded model was not appropriate for the programs. For example, faculty members were paid out-of-load salaries from the BAS/BAT budget, however all the FTE credit went to the individual academic department. In essence, there was no way the programs could be selfsustaining under the state-funded model and the cash-funded model was more appropriate. Although the degree titles and curriculum have changed since originally being approved in Spring 2001, the intent and goals of the programs have remained consistent. Both emphasis areas have a Required Core Program of 33 semester hours and then 27 hours of Required Emphasis Credits. The programs originally included a choice of Elective credits and now are completely prescribed programs. The course curriculum has also evolved with the removal of several Business courses, due to the Association to Advance Collegiate Schools of Business (AACSB) accreditation policies. However, there are still two courses in the program from the Monfort College of Business along with courses from the College of Arts & Sciences, the College of Education, and the College of Health and Human Sciences. Charting the Future-Bachelor of Applied Science 1

2 The budget for the programs is currently administered from the Center for Professional Development under the direction of the Associate Vice President for Academic Affairs. The budget pays for faculty salaries and marketing (e.g., advertisements, brochures). All other aspects of the programs are currently administered from the College of Health and Human Sciences Dean s Office. The College of Arts and Sciences provides an Academic Advisor for the Resource Development Emphasis and the College of Health and Human Sciences Dean s Office provides an Academic Advisor for the Allied Health Emphasis. II. Present Descriptors: Fulfilling the Mission A. Centrality to the Mission The Bachelor of Applied Science in Public Service programs are designed to meet the increasing educational needs of the State in addressing the occupational/vocational training for citizens. The goal of meeting the educational needs of AAS/AAA graduates reflects the University s vision of preparing graduates that are educated in the Liberal Arts and professionally prepared to live and contribute effectively in a rapidly changing, technologically advanced society. The interdisciplinary uniqueness of the BAS degree programs utilizes existing curriculum and faculty to deliver an undergraduate degree program specifically designed to meet the needs of AAS/AAA trained professionals. The BAS complements the University s vision by providing a student-centered program that promotes lifelong learning for its students. B. External and Internal Demand for the Program, Including its Uniqueness The creation of the BAS/BAT programs was in response to state and national market demands. According to the American Health Information Management Association and the National Bureau of Labor and Statistics, employment of health and human services practitioners and administrators is expected to grow much faster than the average for all other occupations. Changes in personnel preparation for health care providers have increased the need for additional education and training for practitioners. More specifically many AAS/AAA professions (e.g., respiratory therapy, criminal justice) have increased their educational standards. The baseline for managerial/administrative positions in many of the fields is moving to a four-year degree requirement. The BAS programs are the only degrees in Colorado that accept the AAS/AAA as a package so professionals with these degrees receive full credit and are able to complete a baccalaureate in a format. At the time of CCHE proposal, the Community College of Colorado reported that approximately 240,000 students have received AAS/AAA degrees in the State. Although the BAS is the only degree of its type in Colorado, other states offer applied undergraduate programs. Examples of other state universities include Arizona State University and Southern Illinois University, Carbondale. Southern Illinois University (SIU) has a separate College of Applied Sciences and Arts with separate applied departments. Unlike UNC however, SIU also offers two-year applied degrees. Students in the program have the flexibility to enroll full-time or part-time and begin Fall or Spring semester. This flexibility helps meet their professional and personal life schedules. Students enrolling full-time for 15 credits each semester will graduate in four academic semesters. The curriculum includes a practicum and internship that allows professionals to Charting the Future-Bachelor of Applied Science 2

3 explore other aspects of their disciplines and/or increase the depth of their professional experience. The BAS programs are not only new to UNC and to Colorado, they are new in concept. Traditionally AAS/AAA degrees have not been accepted at any of the state universities and students essentially received little to no credit for the applied associate degrees. Graduates with AAS/AAA degrees realistically did not have an option to apply their degrees to a four-year baccalaureate and as such, did not look to four-year universities for furthering their education. A strong and well-coordinated promotional campaign will be needed to help raise awareness of these opportunities for the AAS/AAA working professionals. Since the BAS programs have only been in existence two years, combined with the new BAS concept, enrollments are relatively low. Currently there are 15 Allied Health Emphasis students and 12 Resource Development students (includes new and returning students for Spring 2004). Continued and increased enrollments will depend heavily on marketing and increased awareness and acceptance of the online degree concept. C. Quality of Program Inputs and Outcomes The courses selected for the program are designed to add to the marketable occupational skills and competencies AAS/AAA professionals already possess and to prepare them to assume managerial/administrative positions in their respective fields. The goal of the curriculum is to provide management, leadership, critical thinking, problem-solving and communication skills to enrich students personal, professional, and civic lives. Enhancement to the quality of life in the community and state is broad in nature because the BAS degrees are not discipline specific. The enhancement is through the education of AAS/AAA professionals who apply their education to their individual disciplines, especially when they move into managerial/administrative positions and can have greater impact in their fields. All courses in the curriculum are UNC approved courses taught by UNC faculty and were selected to meet the goals of the program. Faculty members involved in the program are provided Blackboard training through the Center for Professional Development. During the first two years of the program, the Center paid instructors $1,000 to put their courses online. The program administrators provided two faculty meetings to share ideas, comments, and concerns regarding online teaching and the program. The quality of teaching has not been formally evaluated because there is not an online evaluation tool in place. However, students do make comments to advisors regarding their classroom experiences. Most individual comments have been complimentary with the exception of one class instructor. Due to several circumstances, that instructor no longer teaches in the program. The online delivery format is an advantage for many BAS students because it allows them to continue in their professional work and remain in their geographical location. The selfinitiative needed for online courses is an excellent match for many of these working professionals. The first graduating class of the program was Spring semester 2003 and no alumni data has been collected yet to access their placement and program satisfaction. Alumni survey information is scheduled to be accessed Spring semester Charting the Future-Bachelor of Applied Science 3

4 III. The Future: Expressing Our Dreams A. Undergraduate Education Charting the future for the new UNC should be user-friendly to all undergraduate student populations including the adult student population beginning or re-entering their baccalaureate program. Undergraduate programs have the unique opportunity to serve the year population and reach out to adult students. Learning communities tailored to the different needs of student populations could be designed to help facilitate recruitment and retention at the undergraduate level. Additional online courses and entire undergraduate degree programs could help facilitate adult student participation. Traditional age undergraduate students also could take advantage of some online course options to alleviate some of their scheduling issues (e.g., balancing work, athletic participation, etc.). The use of good online teaching is an excellent opportunity to reach out to students with limited access to the campus and expand our undergraduate student population without putting a strain on existing facilities. Academic programs should look beyond the department faculty to find qualified instructors. The use of qualified affiliate faculty can increase the teaching potential of academic departments to help meet the demands of increased undergraduate student enrollment. Undergraduate degrees offered in collaboration with Extended Studies in the Center for Professional Development and Outreach should be an integral part of the University s mission and not viewed as external to the University. Although the delivery mode may be different (e.g., online, off-campus) than on-campus programs, these external programs are still UNC degree programs and should be accepted as central to our educational mission. The Bachelor of Applied Science (BAS) degree in Public Service is an example of an undergraduate degree that is unique to the University. The BAS degree is completely delivered online and meets the needs of a student population (AAS/AAA graduates) not previously served before in Colorado. The inverted degree concept of this program is just one example of the different undergraduate programs that could be developed. B. Moving the BAS Degree Forward The BAS degree is a relatively new degree program and in need of marketing/promotion and organizational development. Marketing has been at minimum and there is a need for a strong promotional campaign to build awareness for recruitment. The program just moved to a cashfunded model in and under this model has the potential to generate significant revenue with increased student enrollment. There are still students under the previous statefunded model that did not generate specific funding for the program. As such, the program has not been self-sustaining and has had very little funding to use for items like marketing. The new cash-funded model brings great potential for increased program revenues. Due to the newness of the BAS program, procedures and policies have been developed on a per-need basis, and there is a need for strategic planning in developing policies and procedures (e.g., course scheduling, faculty assignment, etc.). The program needs to collaborate with the Center for Professional Development, faculty teaching in the program, the two academic advisors, and other university services (e.g., Admissions) to help design cohesive policies and procedures. The salient point is to integrate programs, like the BAS degree, into the University environment and move away from the internal/external concept. The concept should simply be all programs are part of the University of Northern Colorado. Charting the Future-Bachelor of Applied Science 4

5 C. Partnerships Charting the future for the new UNC should be open to many types of partnerships (e.g., academic, facilities, community, etc.). Academic departments can reach out to professionals to teach courses as affiliate instructors, guest lecture, provide internship possibilities, provide shadowing experiences for qualified students, just to name a few. There could be programs designed to allow faculty to exchange jobs with a professional in their field for a month, semester, or year. These types of partnerships could help build better connections for our graduates and strengthen relationships between the University and the outside community. Academic programs could also partner with other Colorado universities to collaborate on program delivery. If there are two low-enrolled programs in the State, the programs might be able to collaborate to combine some classes through an online format. Academic programs could also partner within the University to collaborate on ways to deliver courses in a more efficient manner. There are many duplicate type courses (e.g., grant writing, management, etc.) on campus and with diminishing funding, course collaboration could relieve some funding and faculty load issues. Students could also benefit by this course collaboration (e.g., grant writing) by taking classes with students outside their discipline and getting a broader perspective of the course. Academic programs could also partner with the community and businesses to help create special opportunities. Business and community leaders could help with specialized non-credit type workshops/forums to help students and faculty stay in touch with current issues. The University also needs ways of giving back to the community, not just partnerships that help meet our needs. The University can help provide needed facilities, faculty expertise, and support local events in the community partnering needs to go both ways. Specifically the BAS program could create stronger partnerships with the community college AAS/AAA programs to help with recruitment. Community college AAS/AAA degrees often have their own professional boards and we could build partnerships with those board members. Additional partnerships could reach to the business sector, especially where AAS/AAA graduates are likely to be employed (e.g., hospitals, fire and police stations, etc.). Partnerships could also be developed with AAS/AAA professional organizations (e.g., Dental Hygienist) to help inform those professionals of the BAS degree opportunity. Building these types of partnerships is a very time intensive project and would require additional staff support. If sufficient revenues are generated under the new cash-funded model, they could be used to hire a professional staff member to design and implement a marketing campaign that would include building partnerships among the groups mentioned above. D. University Services There are many university services required to help keep the institution running smoothly and efficiently. If these services are not provided or inadequate the infrastructure of the institution can suffer. However, how these services are delivered can be structured in various ways and in various mediums. For example, WEBSTER has significantly changed the registration process by making it easier and faster for students while using less staff. With the addition of these types of technologies to aid in services, personnel can be used more effectively and efficiently in meeting student needs. University services should be structured on meeting needs, not necessarily on how it has been done in the past. There should be an organized evaluation of what services are needed (e.g., financial aid, registration) and how those services can be best delivered structurally and Charting the Future-Bachelor of Applied Science 5

6 financially. The University should also be sensitive to maintaining its status of Colorado s Best University Experience when restructuring services efficiency and effectiveness. Part of UNC s tradition is that of a student-friendly university and our university services play a key role in that tradition. A carefully planned combination of utilizing technology to help efficiency for students (e.g., WEBSTER) with well-trained staff to work with students one-on-one is critical to maintaining our best experience status. Specifically to the BAS program, university services need to be accessible online or via telephone so students do not have to travel to campus. Essential services include admissions, registration/registrar, academic advising, and computer support through the HELP Desk. The computer support is critical with the total online program and there should be 24 hour access since many students are online after 5:00 pm and before 8:00 am. E. Faculty/Staff Development Faculty and staff development are essential to charting the future. There are many venues for providing faculty/staff development. Examples might include formalized training programs (e.g., workshops), mentoring programs (e.g., experienced faculty assisting new faculty with curriculum development), informal gatherings (e.g., brown bag lunches to share ideas to enhance online learning), and orientation programs (e.g., academic advising training for new faculty). The University needs to make development a priority in order for faculty/staff to work efficiently, effectively, and creatively. Some of the programs would be at no additional cost (e.g., faculty mentoring) and others would require additional funding (e.g., staffing to provide workshops, trainings, etc.). One idea for funding would be through grants that support development in higher education. Another source of funding might be to use a portion of online course fees to provide course development programs. Although the Center for Professional Development provides basic software training, there is a need for development training beyond the nuts and bolts. Funds could be used to hire visiting professionals and/or create a position to coordinate faculty/staff development. Specifically to the BAS program there should be faculty development for online course development, beyond the basic software techniques. Again, funding might come from a portion of the cash-funded tuition and online course fees. The academic advisors can take the lead on developing a learning community among the faculty involved in the program. Faculty should be brought together to review the overall curriculum of the program to better understand how their courses fit into the program goals. Faculty could discuss their individual course content to see how it fits with other specific courses for a better understanding of what content students are receiving. In essence, the faculty could be brought together as an academic department to review and make recommendations for strengthening the BAS programs. F. Technology Technology is essential for paving the future and technology comes at a financial cost. Online courses are currently being delivered to students at the same cost as face-to-face instruction and yet online course delivery is more expensive. Under the current model a maximum of 30 students is the typical course capacity for an online course, while the same course taught face-to-face is capped to room capacity (e.g., as many as 100 to 150 students). The University needs to review the cost structure of taking online courses to better match the cost of online course delivery. Revenues from online courses could be used for additional, updated technology and faculty/staff development. Charting the Future-Bachelor of Applied Science 6

7 Specifically to the BAS program technology is absolutely essential the program is delivered completely online. Technology fees and cash-funded tuition dollars from the BAS program need to be cycled back into the program for improved software, computer assistance (HELP Desk) support, and for faculty/staff development. Charting the Future-Bachelor of Applied Science 7

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