Middle States Commission on Higher Education Substantive Change Request Additional Location

Transcription

1 Middle States Commission on Higher Education Substantive Change Request Additional Location Bachelor of Applied Science Degree in Technical Leadership at Reading Area Community College Bloomsburg University of Pennsylvania College of Science and Technology Department of Instructional Technology Proposed Implementation Date: Fall Semester 2014 Submission Date: April 30, 2014 Submitted by Dr. Ira K. Blake Provost and Senior Vice President for Academic Affairs

2 Date of Submission: April 30, 2014 Substantive Change Request Additional Location/Branch Campus Cover Sheet Please note that the shaded boxes will expand when text is entered. Institution: Bloomsburg University of Pennsylvania Name of person completing this request: Dr. Sheila Dove Jones Title: Assistant Vice President, Office of Planning and Assessment Phone: Accreditation Liaison Officer (ALO) name and contact information (if different from above): Name: Dr. Ira K. Blake Title: Provost & Senior VP for Academic Affairs Phone: Address of Institution: 400 East Second Street, Bloomsburg, PA For questions regarding this request, please contact (check the appropriate box): The person submitting it The institution s ALO Please identify the specific type of substantive change requested: New Additional Location New Branch Campus Relocated Additional Location Relocated Branch Campus Reclassification of an existing instructional site to: additional location or branch campus Reclassification of an existing approved additional location to: instructional site* or branch campus Reclassification of an existing approved branch campus to an additional location* * please note that this change may require a teach-out plan. Please refer to the Substantive Change Policy for more information. Full street address of the proposed additional location/branch campus: Reading Area Community College, 10 South Second Street City: Reading State:PA Zip:

3 Anticipated start date of operations at the site: August 2014 Start date must be at least three months after the submission of this request. Approval is not guaranteed so please plan accordingly. If this is the reclassification of an existing active instructional site, additional location or branch campus, the start date will be the date of final Commission approval and this field should remain blank. If this request is to relocate an existing site, please provide the address of the current site: Address: City: State: Zip: Please sign by typing the names of the individuals identified in the space provided. By signing and submitting this cover sheet, the individuals below indicate that they are aware of this Substantive Change request in its entirety and agree to its review by the Middle States Commission on Higher Education. Signature of person submitting the request: Dr. Sheila Dove Jones Signature of ALO (if different from above): Dr. Ira K. Blake Signature of President or Chief Academic Officer: Dr. Ira K. Blake 2

4 Substantive Change Request Additional Location/Branch Campus Institutional Accreditation Overview What is the date for the next regularly scheduled accreditation review (self study or PRR) by MSCHE? June 1, 2014 Is it a self study? Or a PRR? Is the institution currently on warning, probation or show cause by MSCHE? NO YES If yes, please review the Commission s Substantive Change policy as it pertains to institutions on warning, probation or show cause. Has the institution been asked to submit any follow-up reports (monitoring, progress) to the Commission in the last three years? NO YES If yes, please specify in the area at the end of this section the due date and the topics/standards that were or will be covered in the report(s). Has any other regional, national or disciplinary/professional accrediting agency indicated concerns about the institution or any of its branch campuses, additional locations or other sites within the last three years? NO YES Is the institution being monitored or reviewed by the US Department of Education or other state or federal agency for any reason? NO YES If the answer to any of the above questions is Yes, please explain fully below in the context of this substantive change request. These factors will be considered in the review and decision making process. Approvals Please indicate any approvals required for the institution to operate this additional location and the dates approval was received or is expected. Institutional (e.g., faculty, Board) System approvals State approval Date(s): Date: Date: Other (please specify: ) Date: Attach all approvals to the request as Appendix O. 3

5 Substantive Change Request Additional Location/Branch Campus Overview of Institution s Approved Additional Locations/Branch Campuses Does the institution currently operate any approved additional locations? NO YES If YES, please answer the following questions: How many additional locations are currently open? How many of these have opened in the last 12 months? Domestic2 International Domestic 1 International Does the institution currently operate any approved branch campuses? NO YES If YES, please answer the following questions: How many branch campuses are currently open? Domestic International How many of these have opened in the last 12 months? Domestic International Have you submitted multiple Substantive Change requests for additional locations/branch campuses at the same time that this request was submitted? NO YES If yes, how many? 2 Total Does the institution plan to open more additional locations/branch campuses within the next 12 months? NO YES If yes, how many and where are they located (a specific address is not necessary at this time)? 4

6 Executive Summary of Substantive Change Request Middle States Commission on Higher Education Bachelor of Applied Science Degree in Technical Leadership Bloomsburg University of Pennsylvania Nature and Purpose of Requested Change: Bloomsburg University of Pennsylvania established a Bachelor of Applied Science (B.A.S.) degree in Technical Leadership (BASTL) at Lehigh Carbon Community College (LCCC) in Fall The goal of the program is to provide graduates of Associate of Applied Science (A.A.S.) and other technical degree programs with a much-needed pathway to a baccalaureate degree. Our initial offering of the BASTL program has been functioning very successfully, with our first students expected to graduate in May It is Bloomsburg University s intent to offer this B.A.S. degree completion program to students in the Reading area in a cost effective manner by colocating and offering the program in partnership with Reading Area Community College. Relevance to PASSHE and Bloomsburg University Mission, Goals and Strategic Plan: The proposed program supports the strategies and initiatives of the Board of Governors of the State System of Higher Education and aligns with the four components of PASSHE Transformation It also supports Bloomsburg University s strategic plan, Impact 2015: Building on the Past, Leading for the Future. Evidence of Need: It has been reported that about half of the U.S. workforce lacks the requisite skills to function well in the new global economy, which is vital to the success and competitiveness of American companies. These national trends are also noted in analyses of workforce issues in the Commonwealth. The proposed establishment of the B.A.S. degree in Technical Leadership at RACC is designed to meet the regional need for technical professionals capable of assuming leadership roles in this evolving economy. Academic Integrity: The Bachelor of Applied Science degree in Technical Leadership builds on the highlevel technical coursework of the A.A.S. degree with a combination of professional development, advanced technical and general education coursework. The degree s focus on the leadership and supervision skills required in today s high-technology work environment makes it an applied baccalaureate degree well suited for students with an A.A.S. degree. The curricular model for the B.A.S. degree is a 120-credit program with 60 credits awarded through an A.A.S. degree program in an approved area of specialization from an accredited two-year institution. The remainder of the 120 credits is delivered through three categories of coursework: a Core component of credits which focuses on the development of management and leadership in technical fields; a Major-related component of credits which addresses advanced coursework in the specialization; and an elective Component of credits which enables students to enhance their critical thinking, analytical skills as well as to take other courses of interest to complete the program. Coordination/Cooperation/Partnerships: Our plan for establishment of our original offering of the B.A.S. program at LCCC was developed in collaboration with faculty, administrators and support service departments from Bloomsburg University, Lehigh Carbon Community College and Lehigh Career and Technical Institute. Using this successful program plan as a starting point, we have collaborated with faculty, administrators and support service departments from Bloomsburg University, Reading Area Community College and Career and Technical Education schools in the region to identify changes needed for the new venue. As before, a Program Director will be on-site at the RACC campus to facilitate ongoing interaction with and between both institutions. A Technical Leadership Program Advisory Board for the RACC location, consisting of professionals from technical fields, will be formed for the purpose of keeping the Technical Leadership Program curriculum current and creating goodwill among potential employers of our graduates. 1

7 Assessment: The Technical Leadership Program Director will periodically collect information related to the success at realizing program goals from current students, program graduates, faculty and employers. This information will be reviewed to identify deficiencies or gaps that require program adjustment. Assistance in assessing program performance and sustainability will be provided by Bloomsburg University s Office of Planning and Assessment. Resource Sufficiency: During the initial stages of the B.A.S. degree in Technical Leadership program at RACC, instruction will be handled by current faculty and temporary instructors as needed. As program enrollment increases, there may be a need to hire additional tenure track faculty members. As mentioned above, a Program Director, based on the RACC campus, will oversee program management and development. A plan for access to coordinated student and faculty services at RACC has been developed with the goal of comprehensive student and faculty development. Impact on Educational Opportunity: The Technical Leadership program at RACC will actively seek a diverse student pool and will bring access to advanced education in support of leadership development in STEM (Science, Technology, Engineering, and Math) fields to a variety of underrepresented groups and first generation students. Through its blend of courses provided on-site at the community college campus and online, the program will appeal to students who have difficulty relocating, as required by a traditional university transfer model, and to non-traditional students and working professionals, who often cannot access the additional education required to advance in their fields. The program will also appeal to and support the needs of students who require the flexibility to attend classes full or part-time, combining educational advancement opportunities with an ability to maintain continuous employment. By starting in an A.A.S. degree program, students will also be able to complete an entire four-year degree for a significantly lower cost than at a traditional 4-year institution a significant factor for economically disadvantaged students. Prepared by: Ira K. Blake, Ph.D. Implementation Date: Fall Semester

8 Nature and Purpose of Requested Change Bloomsburg University of Pennsylvania proposes to establish its Bachelor of Applied Science (B.A.S.) degree in Technical Leadership at Reading Area Community College (RACC), Reading, PA. The goal of the Technical Leadership program is to provide graduates of Associate of Applied Science (A.A.S.) and other technical degree programs with a much-needed pathway to a baccalaureate degree. Such a pathway offers technical professionals in the Commonwealth the opportunity to develop the skills necessary to go beyond discipline-specific technical knowledge and effectively assume technical leadership and supervisory roles. Bloomsburg University currently offers the B.A.S. degree completion program at the campus of Lehigh Carbon Community College. It is Bloomsburg University s intent to offer this program to students in the Reading area in a cost effective manner by co-locating and offering the program in partnership with Reading Area Community College. In these ways, the program supports the articulated strategies and initiatives of the Board of Governors of the Pennsylvania State System of Higher Education and Bloomsburg University. The Bachelor of Applied Science Degree: A brief history of the degree designation The B.A.S. is an applied baccalaureate (AB) degree. This has been defined as a bachelor s degree designed to incorporate applied associate courses and degrees once considered terminal or nonbaccalaureate level while providing students with higher-order thinking skills and advanced technical knowledge and skills so desired in today s job market (Ruud & Bragg, 2011). Applied baccalaureate degrees emerged in the 1970s. The number of institutions offering AB programs increased considerably in the 1990s and 2000s. Today, AB programs are offered in 36 states in a multitude of fields. Although programs vary considerably, applied baccalaureate degree programs generally address several issues, including: Easing the difficulties encountered by students transferring from community colleges to 4-year institutions Facilitating increased baccalaureate attainment for adult students Providing a means for states to increase baccalaureate attainment Improving technical and managerial expertise for technical workers who have already made the transition into the workforce and are limited in their ability to access educational opportunities by financial, family and location-dependent constraints The B.A.S. Degree: An overview of the general curricular model The Bachelor of Applied Science degree model adopts an integrated approach building on the highlevel technical coursework of the A.A.S. degree using a combination of professional development, general education and advanced technical coursework. The degree s focus on the leadership and supervision skills required in today s high-technology work environment, makes it a baccalaureate degree well suited for students with an A.A.S. degree. The curricular model for the B.A.S. degree is a 120-credit program with a minimum of 60 credits awarded through an A.A.S. degree program in an approved area of specialization from an accredited twoyear institution. The remainder of the 120 credits are delivered through three categories of coursework: a Core component of credits which focuses on the development of leadership and supervisory skills in technical fields; a Major-related component of credits which supplements the core component and addresses advanced coursework related to the specialization; and an Elective component of credits which enables students to enhance their critical thinking, analytical skills as well as to take other courses of interest to complete the program. The credit range assigned to each component allows flexibility in designing programs for distinctive areas of technical specialization so that competencies acquired through coursework in the applied associate program align for seamless 3

9 articulation with the applied baccalaureate program. For example, a B.A.S. degree specifically related to allied health could look different from our current B.A.S. in Technical Leadership. The B.A.S. Degree in Technical Leadership: The proposed academic program The B.A.S. in Technical Leadership resolves the dilemma for associate-degreed technicians who aspire to higher-level leadership and supervisory positions by providing a mechanism to have their credits transferred seamlessly into a bachelor s degree program that aligns with their previous educational background. In addition to meeting general education requirements, the curriculum developed for the Technical Leadership B.A.S. degree program specifically addresses competencies required to meet leadership and supervisory responsibilities for project teams, service teams, workgroups and departments. Relevance to PASSHE Mission, Goals and Initiatives Supporting the Pennsylvania State System of Higher Education s (PASSHE) role as a public university system, both the B.A.S. degree and the related program in Technical Leadership expands PASSHE s degree offerings as the System works to increase the educational level of the Commonwealth s citizenry and contribute to the development of a quality workforce for the 21 st century. Moreover, the Bachelor of Applied Science degree in Technical Leadership aligns with the four components of PASSHE Transformation The program design addresses student success, innovative use and creation of resources, enhanced relationships, and the economic future of the Commonwealth. Transforming Students and the Learning Environment The use of advances in educational technology, real-world case studies, and project-based team experiences provides a dynamic approach to student learning and achievement. The capstone course, based on a unique model that has proven to be a successful pedagogical and career-based innovation in the Department of Instructional Technology at Bloomsburg University, makes use of interactions with working technical professionals to prepare students to make an effective transition from campus to workplace. Transforming Resources By utilizing a degree completion model through partnership with community colleges, the B.A.S. degree in Technical Leadership program makes good use of Bloomsburg University s resources. Because Bloomsburg University s baccalaureate level program articulates with Associatelevel programs, delivers the second 60 credits on community college campuses and partners with Associate-level programs in the development of a student pipeline, Bloomsburg has secured a new student pool to generate tuition revenue without significant impact on Bloomsburg University s facilities and utilities. In addition, the program leverages the desirable higher educational practice of identifying requisite learning outcomes and competencies associated with program mastery. As a result, students can graduate from a more affordable, high quality program in a timely manner because the focus is on identifying where in the curriculum preferred competencies are distributed rather than merely assembling a quantity of courses until they total a desired number of credits. Consequently, Bloomsburg will increase the number of baccalaureate level students it prepares and graduates by educating a group of new students who would likely never have attended a PASSHE University. This would extend the reach of PASSHE resources. Transforming University-Community Relations The use of evolving virtual workplace tools and practices, plus actively involved Advisory Boards, offers an opportunity to interact closely with, and meet the changing needs of corporations and technical professionals. In addition, the evolving partnerships with additional community colleges will strengthen the relationship between the public community college and university systems of the Commonwealth, thereby enhancing the relationship of public higher education institutions and the communities they serve. 4

10 Transforming PASSHE's Role in Determining the Commonwealth's Future In line with PASSHE s commitment as a public university system, the B.A.S. degree is intended to further develop Pennsylvania s workforce, thereby contributing to the economic development of the Commonwealth. The program is explicitly designed to build upon both the entry-level technical skills of an Applied Associate Degree and skills acquired in the workplace by providing students with learning opportunities that enhance both higher-order thinking skills and advanced technical knowledge and skills identified as necessary for success and advancement in today s job market. Relevance to Bloomsburg University Mission and Strategic Plan Bloomsburg University has a strong reputation for academic excellence, which is reinforced each year by the large number of graduates who are employed in their fields, outstanding alumni achievements and a strong pool of applicants. To retain this well-earned reputation, the institution will meet the demands associated with an ever-changing society, employment trends and an increasing emphasis on innovative programs of study and expanded classroom opportunities. In 2010, Bloomsburg University initiated its current strategic plan, Impact 2015: Building on the Past, Leading for the Future with the following mission statement: Bloomsburg University of Pennsylvania is an inclusive comprehensive public university that prepares students for personal and professional success in an increasingly complex global environment. To meet its responsibilities as a public institution of higher learning, Bloomsburg University must respond to the demands of a rapidly changing job market and shifting demographics. Bloomsburg must develop academic programs that support student retention, graduation and personal and career success in a changing work and career environment. The average person may change careers five to seven times in a lifetime, so a current student may eventually work in a field that does not exist today. To prepare Bloomsburg University students for current and emerging careers and professions, all academic degree programs will be built upon Bloomsburg University s new 21 st century general education program that provides students with the breadth of knowledge, critical thinking skills, quantitative reasoning skills, and personal attributes essential for success in their personal and professional lives. The institution must also anticipate the needs of a changing job market; meet the shifting career interests of incoming traditional and nontraditional students, and transfer students; and provide educational opportunities in high-demand fields. The B.A.S. degree in Technical Leadership addresses these institutional responsibilities through its connection with two of Bloomsburg's strategic issues in its plan: (1) enhancing academic excellence, and (2) designing an enrollment vision in terms of demand, program mix and capacity. The Technical Leadership program is a unique and flexible program, designed to meet the educational needs of a group of students who have been limited in their access to educational and career advancement. Evidence of Need Need as substantiated by employment trends The education of technical professionals is recognized as being of vital importance to the nation. A report sponsored by the National Science Foundation and the American Association of Community Colleges (Patton, 2008, p. 10), noted that, Technicians are essential workers. Their skills, learning capacities, and adaptability to changing technologies affect the viability of individual companies and entire industries. With advanced technologies fueling the global economy and accelerating interactions in the marketplace, U.S. technicians compete with technicians from all over the world. 5

11 It has been reported that, About 90 million Americans (half of the U.S. workforce) lack the skills required to function well in the global economy or to earn family sustaining wages. In computer technology fields, this need is especially apparent. In a 2011 survey of 376 employers conducted by SHARE, an association of enterprise IT professionals, it was stated that, Close to four out of 10 [responding employers] report that their IT hires are not sufficiently prepared to perform jobs within their companies, and another 44% say at a minimum there are notable gaps in skills (McKendrick, 2011, Executive Summary, p. 2). In addition to a need for technical skills, the SHARE study reported a significant need for employees with problem solving, communication, interpersonal, and business skills that will allow them to bridge the divide between IT professionals and business leaders. The importance of these skills has also been recognized in other technical fields. In an online post (dated 11/02/2010) from the Larsen Design Group, an international engineering consulting company, it was noted, For the people that got into engineering because they don t like to deal with other people, the reality of the job may have come as a surprise. How do you get your brilliant design built if you can t explain what you need to the contractor? If you alienate your client, how do you get more work? Business relationships still come down to the human beings conducting the relationship and it s important to have an understanding of how we tick. This national trend has also been noted in the Commonwealth. Recent analyses of data from the Pennsylvania Bureau of Labor & Industry (BLS), the Central Pennsylvania Workforce Development Corporation (CPWDC), and the Workforce Investment Board for the nine counties that make up the Central Pennsylvania Region (R. Smith, Personal Communication) project significant job growth in a number of computer technology and other technical fields over the next 5 years. Among the occupations expected to show rapid growth are Network and Computer Systems Administrators, Computer Specialists, Database Administrators and Computer and Information Systems Managers. Further, the CPWDC has also noted a need for technical employees who have the ability to assume leadership roles in their fields. In a 2009 research study, for example, CPWDC identified a significant need among regional industry partners for individuals who can combine technical and management skills. The CPWDC also reports receiving frequent requests for training to help newly promoted supervisors adapt to their new role and become effective supervisors who can marry technical knowledge with the soft skills necessary to lead teams, manage personnel, build a culture that promotes safety, and enact practices that support employee retention and curb turnover (R. Smith, Personal Communication). Meeting the identified need to go beyond the technical skills in a field can only be partly accomplished in an A.A.S. degree program. As further reported in the 2011 SHARE study, A majority [of study respondents] require a minimum of a bachelor s degree in their new IT hires. In response to the identified need, many baccalaureate-conferring institutions have modified their programs in technology fields to include these knowledge areas and skill sets. This preference was echoed in a recent article (Saporito, 2011) that analyzed BLS information on newly created jobs. This data indicates that, while the percentage of newly created jobs requiring an Associate s degree is likely to remain fairly steady through 2012, the percentage requiring a Bachelor s degree or higher is expected to rise to over 37% - a significant increase over past levels. As a result, there is increasing impetus to utilize the A.A.S. degree, which has been traditionally viewed as a terminal degree, as an entry point to applied baccalaureate programs. Thus, the research literature and projections by the Bureau of Labor Statistics support the addition of the Bachelor of Applied Science degree to PASSHE s inventory of degree designations as well as the academic program in Technical Leadership. 6

12 Demand for the program among current and prospective RACC students The large pool of potential participants for this program and the interest that has been shown to date are solid indicators of excellent enrollment prospects for this program at RACC. To ensure an active flow of students into the program, as is the case with all of Bloomsburg University s 2+2 partnerships, the University has been working closely with its proposed community college partner, Reading Area Community College, and its supporting career technical education (CTE) schools, Berks Career and Technology Center (BCTC) and Reading-Muhlenberg Career and Technology Center (RMCTC), for pipeline development. The objective is to develop and sustain capacity for the Technical Leadership program. Upon program approval, RACC administrators have agreed to promote the B.A.S. degree in Technical Leadership to RACC students in A.A.S. degree programs. In addition, Reading Area Community College has agreed to assist with pipeline development for the program through marketing to Junior and Senior high school students at its supporting CTE schools. RACC s new Technical Academy, which has been developed in cooperation with BCTC and RMCTC, also offers an excellent opportunity to promote the Technical Leadership B.A.S. degree program to high school students in the region. Career Technical Education students will be provided information sessions and experiential learning opportunities through RACC; then dual enrolled in RACC courses with the intent to enter an A.A.S. program; and, upon formal admission to RACC, continue forward to enroll in the B.A.S. degree in Technical Leadership program provided by Bloomsburg University. Uniqueness of the program The B.A.S. degree in Technical Leadership is a unique program in meaningful ways. Currently there are very few educational pathways in the Commonwealth of Pennsylvania that provide program-to-program articulation from an A.A.S. degree to a baccalaureate degree. In addition, there are no opportunities for graduates of RACC A.A.S. degree programs to continue their education and earn a baccalaureate degree at the RACC campus. Because the B.A.S. in Technical Leadership is designed to build on the quality delivery of technical knowledge and skill development, the student learning outcomes and competencies for identified programs offered by vocational and community college partners will be integrated into the program, resulting in a seamless model overall. The B.A.S. in Technical Leadership will provide a muchneeded set of skills to graduates of technical A.A.S. degree programs a group that has, hitherto, been extremely limited in their ability to advance educationally and professionally. Moreover, the B.A.S. in Technical Leadership program also has the potential to allow students to complete a baccalaureate degree in a shorter period of time and for a significantly lower cost than a traditional baccalaureate degree. Giving full consideration to PASSHE goals, university program planning, instructional delivery options, resource sufficiency, relevant workforce research, and Commonwealth educational and professional needs, the proposed program will capitalize on the existing technology and facilities of program partners and is structured to provide a unique mix of classroom and online education, team-based learning projects and interaction with experienced technical professionals. It will utilize a capstone course that makes use of an Advisory Board to provide feedback and assist students as they prepare to make the transition from classroom to professional workplace. It will also make use of an internship experience to provide students with the opportunity to apply classroom knowledge and skills in a real-world professional setting. In summary, the new program addresses a recognized need for individuals in technical fields with the skills needed to assume leadership roles. No other competing programs exist in the Commonwealth of Pennsylvania and industry representatives have expressed a high level of interest in the development of the program. Given this environment we expect the B.A.S. degree in Technical Leadership program to be highly successful in terms of both student enrollment and placement of its graduates. 7

13 Financial Impact The B.A.S. degree program in Technical Leadership will commence at the campus of Reading Area Community College in the fall semester of Subsequent students will be admitted on an ongoing basis. Students enrolling in the program are expected to come from outside the University, increasing the total enrollment. With combined marketing campaigns utilizing the admissions and communications resources of community colleges and Bloomsburg University, we anticipate that the program will start with an initial group of 12 students, increasing over the next three years to a projected number of approximately 20 new students entering the Technical Leadership program each year. Given the favorable impact that this program is expected to have on program graduates technical careers and the enthusiastic feedback that we have received from students and industry representatives, retention is expected to be high and in line with the consistent university average of nearly 82%. Our practice of high impact, intrusive advising will be used to support students. As a result, we expect to increase gradually to approximately students enrolled in the program and approximately graduates annually. Our overall cost/revenue analysis projects a net revenue deficit in year one. By year three, however, we project a net revenue surplus. By year five, we expect net revenue surplus to exceed $190,000. As a result, we view the Bachelor of Applied Science in Technical Leadership program as an initiative that is expected to contribute quite favorably to the financial health of Bloomsburg University. Academic Integrity The Associate of Applied Science Degree: The first 60 credits The A.A.S. is an associate degree designed to provide technical expertise for students who plan to directly enter the workforce once they have completed basic and advanced training in their technical field. Students will complete coursework in several areas, including: Basic technical coursework (courses that do not require prerequisites and provide introductory technical skills) Advanced technical coursework (courses that require two or more prerequisites and provide advanced technical skills in most cases, supplying more than 40% of the A.A.S. curriculum) General education courses (most A.A.S. programs require completion of fewer general education credits than A.A. or A.S. degrees, which are designed specifically for transfer of course credits to a 4-year program) Although traditionally seen as a terminal degree, A.A.S. degrees are increasingly used as an entry point to applied baccalaureate programs. The Bachelor of Applied Science Degree: Seamless curricular articulation for A.A.S. graduates Using the B.A.S. degree description provided earlier, the curriculum is the result of a collaborative effort that utilized input from many individuals and institutions. At all times, the focus has been on the development of a program that is both responsive to workforce needs and academically sound. A committee composed of faculty and administrators from Bloomsburg University and our first community college partner, Lehigh Carbon Community College, was created during the planning stage for this program to determine the General Education Core, Major and Elective courses appropriate for the technical Associate degree programs we hope to attract as feasible. During the development of the 8

14 program proposal, community college faculty and administrators provided ongoing, critical input on the integration of the A.A.S. curriculum with the curriculum for the B.A.S. program. In addition, discussions were held with several Bloomsburg University academic departments to identify and develop courses in order to deliver appropriate content and experiences to support both the academic quality and professional needs of an applied baccalaureate degree. Input was also obtained from Bloomsburg University s Director of Planning and Assessment, Director of Institutional Research and Director of Library Services. Additional information for the design of the program was obtained from a thorough review of existing applied baccalaureate programs in other states and from several successful organizational models and systems of leadership training. The program design was then further reviewed in discussions with industry representatives. Their proffered suggestions helped place the committee s considerations in the workforce context. The curriculum and overall program that was developed in this manner was then reviewed with faculty and administrators of Reading Area Community College prior to signing of the Articulation Agreement. Program goals The goals for the program are: Admitted students with A.A.S. degrees from accredited institutions will matriculate into the program with a minimum of 60 meaningful credits toward B.A.S. degree completion. Students will develop interpersonal and intellectual skills, knowledge, values and cultural awareness useful for success and advancement in their professional roles. Students will develop knowledge and skills useful for leadership and supervisory roles in settings within their workplace. Curriculum overview The B.A.S. in Technical Leadership program curriculum is designed to align with the curricular requirements of Bloomsburg University as well as those in PASSHE Board Of Governors (BOG) Policies (General Education) and (Assessing Student Learning Outcomes associated with general education and academic majors). In addition, the program is unique in that it extends both BOG Policy (Academic Passport and Student Transfer Policy) and Pennsylvania Act 50 of 2009 (establishment of program-to-program articulations for parallel baccalaureate programs with recognition of all competencies attained within the A.A. and A.S. degree program) to applied associate degree (A.A.S.) programs, which were omitted from BOG policy and the recent Pennsylvania legislation. The Technical Leadership program acknowledges the need and provides an efficient, seamless baccalaureate pathway for community college graduates with earned applied associate degrees. With consideration of the educational purposes in Act 50 and the BOG policies for PASSHE, the proposed program identifies basic and advanced competencies to be delivered through technical coursework, the general education program, and professional development courses. The Technical Leadership program meets the 120-credit requirement of the B.A.S. degree and will offer coursework within the three categories. Students who complete an A.A.S technical degree from an accredited two-year institution will receive a minimum of 60 credits toward the applied baccalaureate degree. The remaining credits will be distributed across the three categories of coursework according to the curricular plan. Full-time students, who will attend two semesters per year, will graduate in two years. The program will also allow part-time students to take fewer credits per semester, extending the length of time required to obtain the B.A.S. degree. 9

15 Student-learning outcomes Students in the Technical Leadership program will: 1. Demonstrate an understanding of differences in individual preferences for information gathering, decision-making, workplace environment and organization and apply this to the management of information, goals, time, activities, stress, and interactions with others. 2. Identify the communication requirements for a professional situation and employ verbal, written, visual and electronic methods and tools to effectively communicate facts, directions, instructions, complex ideas and relationships in formal and informal settings. 3. Recognize the level of interaction and cooperation required by a given professional situation and effectively apply the concepts, methods, technology, tools and best practices needed to support successful collaborative work efforts. 4. Describe ways that differences related to country of origin, race, religion, gender, socioeconomic background, generation, organization, occupation and other factors may influence professional working relationships and incorporate this information to modify and improve professional interpersonal and organizational behavior. 5. Employ an understanding of the methods that may be used to foster and develop trust and group identity among team members to create a team environment that encourages accountability, creativity and innovation while motivating others toward goal accomplishment. 6. Identify situations where training is required to meet individual, team, department and organization goals; design training to meet identified needs; determine the best method to deliver necessary training; and support the career development needs of individuals by providing feedback and advising on resources, methods, and improvement activities. 7. Demonstrate an understanding of the methods, language, best practices and tools used to initiate, plan, organize, manage and close limited-term projects while maintaining focus on the management of costs, time, resources, quality, changes, risk and other factors necessary to meet project goals. 8. Discuss the business concepts and objectives, management principles, human resource issues, organizational economics, strategic planning, technology integration, product and program development, and legal, governmental and regulatory issues that affect the functioning of a technology area or department in an organization. 9. Employ an appropriate level of financial knowledge, including financial terminology, accounting fundamentals and systems, forecasting and budgeting, and analysis of financial data, to interpret financial reports and develop and manage team, workgroup and department budgets. 10. Describe commonly accepted regulations, policies and guidelines that govern ethical professional behavior; discuss the effects of unethical behavior in the workplace; and compare options available when faced with dilemmas that may be encountered in professional settings. 10

16 Degree requirements The B.A.S. student must have completed an A.A.S. degree in a technical field and meet all applicable BOG and institutional academic policies. Some key BOG requirements (BOG Policy A) for the proposed program include that B.A.S. students must attain general education competencies consistent with those expected of all students at a PASSHE University; must complete a total of120 semester credit hours required for all baccalaureate degree programs; and must have at least 42 semester credits hours of advanced coursework. Some key institutional policies are that the B.A.S. student must attain a minimum overall 2.0 GPA and a minimum 2.0 GPA in all courses required by the major program. The proposed Technical Leadership program is designed to ensure that B.A.S. students complete an applied program that is consistent with both PASSHE Board of Governors and University expectations for graduates. Coursework for B.A.S. in Technical Leadership: Transferred into program from A.A.S. degree Coursework in Core component (21-24 credits) 60 credits INSTTECH 465 Leading Co-located and Virtual Teams 3 credits ITM 322 Project Management 3 credits BUSED 350 Valuing Diversity in Business 3 credits ACCT 220 Financial Accounting 3 credits INSTTECH 466 Technical Leadership Capstone I 3 credits INSTTECH 467 Technical Leadership Capstone II 3 credits INSTTECH 490 Technical Leadership Internship 3 credits Total Coursework in Major-related component (15-18 credits) 21 credits INSTTECH 450 Instructional Design 3 credits INSTTECH 485 elearning Concepts 3 credits ITM 175 Information Technology Management Applications 3 credits INSTTECH 470 Introduction to Website Development 3 credits BUSED 333 Business Communication and Report Writing 3 credits COMMSTUD 313 Conflict Management and Resolution Total 3 credits 18 credits Coursework in the Elective component (18-24 credits) Technical Leadership program students will be provided with course options and advised in course selection so that, when combined with the general education coursework taken in their A.A.S. degree program, they will meet the requirements of the BU General Education program and PASSHE policies. Coursework will be included in the Elective options lists based on its contribution toward one or more of the student learning outcomes of the Bloomsburg University General Education program and toward the requirement of advanced coursework. Total 21 credits Total Technical Leadership degree program 120 credits 11

17 Program completion plan A typical two-year schedule for a full-time student in the Technical Leadership program: +Transferred into program from A.A.S. degree 60 credits Fifth semester ITM 175 Information and Technology Management Applications INSTTECH 470 Introduction to Website Development General Education Elective General Education Elective General Education Elective Sixth semester 15 credits 15 credits INSTTECH 450 Instructional Design BUSED 333 Business Communication and Report Writing ACCT 220 Financial Accounting General Education Elective General Education Elective Seventh semester INSTTECH 465 Leading Co-located and Virtual Teams COMMSTUD 220 Intercultural Communication ITM 322 Project Management NURSING 100 Personal Health INSTTECH 466 Technical Leadership Capstone I Eighth semester 15 credits 15 credits COMMSTUD 313 Conflict Management and Resolution BUSED 350 Valuing Diversity in Business INSTTECH 485 elearning Concepts INSTTECH 467 Technical Leadership Capstone II INSTTECH 490 Technical Leadership Internship Total Technical Leadership Degree Program 120 credits 12

18 Description of Course offerings Students entering this program will have completed an A.A.S. degree in an appropriate technical field. During the A.A.S. portion of their program, they will have completed basic technical coursework (providing introductory technical skills), some advanced technical coursework (i.e., providing advanced technical skills and requiring two or more prerequisites), and general education coursework. Catalogue descriptions for both required and elective courses during the final 60 credits of the program are presented below. A result of program review and the development of new specializations will be the addition of new courses as deemed appropriate. ACCT 220 Financial Accounting (3 credits) - Familiarizes students with a basic understanding of generally accepted accounting principles (GAAP) and its applications. Includes accounting fundamentals, accounting for assets, liabilities and ownership interests, and analysis of accounting data. (For nonaccounting majors only) BUSED 333 Business Communication and Report Writing (3 credits) - Applies theories and principles of effective communication to solve common business problems. Psychological and organizational strategies are used in writing business reports and other documents. May be offered in a distance education format. BUSED 350 Valuing Diversity in Business (3 credits) - A study of the challenges and opportunities presented to businesses in the United States by an emerging multicultural society. Explores cultural heritage, values, beliefs and prejudices and the effects of privilege and oppression upon individuals organizations and businesses, as well as possible solutions. COMMSTUD 220 Intercultural Communication (3 credits) - Explores communication in cultural contexts. Students will be exposed to general principles for communication across cultures, both international and domestic, with the goal of becoming competent communicators. In addition to dealing with "international" contacts such as exchange programs and orientation to travel abroad, and or study abroad, the course will explore "co-cultural" variations--that is, similarities and differences of individuals within the United States, and cultural differences and similarities transnationally in race, gender, sexual orientation, age, and condition of disability. COMMSTUD 313 Conflict Management and Resolution (3 credits) - Analyzes the role of communication in the generation, process, and management of destructive and constructive conflict on interpersonal, small group, organizational, and societal levels. ITM 322 Project Management (3 credits) - Presents the student with an opportunity to use project management tools to design, implement and evaluate projects from a managerial perspective. ITM 175 Information Technology Management Applications (3 credits) - Presents an overview of information concepts through a variety of quantitative problem solving experiences using spreadsheet and database programs. Introductory business and statistical models are examined, as students identify appropriate ways to find, evaluate, and ethically use information in aid of decision-making. Examples may include budgeting, surveys, descriptive statistics, simple regression and correlation models, time value of money problems, and order entry and inventory models. INSTTECH 450 Instructional Design (3 credits) - Examines the systems approach for the design, development, and evaluation of instruction and training materials. Students conduct a needs assessment and instructional analysis, write objectives, develop instructional strategies, and develop a teacher's guide and student materials. Specific emphasis is given to applying instructional design techniques to the design and development of instructional products in print form. 13

19 INSTTECH 465 Leading Co-Located and Virtual Teams (3 credits) - Provides skills needed to take a leadership role for project teams and work groups that are co-located (with all team members working in one location), virtual (using online tools and other systems to bring together team members who are separated by distance, time and culture) or blended (using a combination of both). Students will develop proficiency in the concepts and skills required to effectively deal with the unique issues that can arise in team communication, relationship building, collaboration and crisis management. INSTTECH 485 elearning Concepts and Techniques (3 credits) - Provides students with knowledge and experiences in designing, developing and delivering e-learning courses. This course teaches how to design corporate based web instruction for delivery over a corporate intranet or internet. Students will experience participating in an instructional event as an on-line learning. Students will also identify the fundamental elements that make web-based instruction effective. INSTTECH 472 Introduction to Website Development (3 credits) - Examines the fundamental concepts of computer based learning and information systems. Specific emphasis is placed on the design, development, and authoring of interactive courseware using software such as Macromedia Dreamweaver, JavaScript and HTML. Emerging technologies and their potential impact upon education and training are also studied. INSTTECH 466 Technical Leadership Capstone I (3 credits) - Explores knowledge and methods used to improve self-management and provides an opportunity to apply concepts and skills obtained in prior courses to a team-based capstone project. The first of a 2-semester continuum, this course utilizes a study of personality type preferences as a foundation for an exploration of communication, learning and decision-making styles. Students will also study and implement personal systems for managing information, time, activities and goals. Guest speakers will present current issues in technical leadership. INSTTECH 467 Technical Leadership Capstone II (3 credits) - Provides a continued opportunity for students to apply concepts and skills obtained in courses to a team-based capstone project. The second of a 2-semester continuum, this course will explore topics such as leadership styles, change and conflict management, training programs, program proposals and internal consulting. Guest speakers will help students relate these concepts to workplace demands and present current issues in technical leadership. Team projects will be presented to an Advisory Board of technical professionals at the end of the semester. INSTTECH 490 Technical Leadership Internship (3 credits) - Provides an opportunity for students to integrate concepts and skills obtained in courses with practical experience that includes projects, activities and assigned responsibilities in a professional workplace. Internship activities must be directly related to the general content of the Technical Leadership program and be supervised by a professional in the student s field. NURSING 100 Personal Health: A Multi-Dimensional Perspective (3 credits) - Provides students with information and tools to maintain and improve their personal health through accountability for health behaviors and decision-making. Major themes include exploration of: many dimensions of health; factors impacting the health and wellness of individuals; individual behaviors which promote change and improved health for self and others and; current health issues for individuals and society. This course is intended for students of all disciplines. 14

20 Relationship of courses to student learning outcomes Student learning outcomes for this program will each be supported by coursework and learning experiences: Program Learning Outcomes 1. Demonstrate an understanding of differences in individual personality preferences and apply this to the management of information, goals, time, activities, stress and interactions with others. 2. Identify the communication requirements for a professional situation and employ verbal, written, visual and electronic methods and tools to effectively communicate facts, directions, instructions, complex ideas and relationships in formal and informal settings. 3. Recognize the level of interaction and cooperation required by a given professional situation and effectively apply the concepts, methods, technology, tools and best practices needed to support successful collaborative work efforts. 4. Describe ways that differences related to country of origin, race, religion, gender, socioeconomic background, generation, organization, occupation and other factors may impact on professional working relationships and incorporate this information to modify and improve professional interpersonal and organizational behavior. 5. Employ an understanding of the methods that may be used to foster and develop trust and group identity among team members to create a team environment that encourages accountability, creativity and innovation while motivating others toward goal accomplishment. Curriculum Elements INSTTECH 465 Leading Co-located & Virtual Teams INSTTECH 466 Technical Leadership Capstone I INSTTECH 467 Technical Leadership Capstone II INSTTECH 490 Technical Leadership Internship BUSED 333 Business Communication & Report Writing COMMSTUD 220 Intercultural Communication INSTTECH 465 Leading Co-located & Virtual Teams INSTTECH 485 elearning Concepts INSTTECH 470 Introduction to Website Development INSTTECH 466 Technical Leadership Capstone I INSTTECH 467 Technical Leadership Capstone II INSTTECH 490 Technical Leadership Internship INSTTECH 465 Leading Co-located & Virtual Teams BUSED 333 Business Communication & Report Writing COMMSTUD 220 Intercultural Communication COMMSTUD 313 Conflict Man. and Resolution INSTTECH 467 Technical Leadership Capstone II INSTTECH 490 Technical Leadership Internship BUSED 350 Valuing Diversity in Business COMMSTUD 220 Intercultural Communication COMMSTUD 313 Conflict Man. and Resolution INSTTECH 466 Technical Leadership Capstone I INSTTECH 467 Technical Leadership Capstone II INSTTECH 490 Technical Leadership Internship INSTTECH 465 Leading Co-located & Virtual Teams ITM 322 Project Management COMMSTUD 313 Conflict Man. and Resolution BUSED 333 Business Communication & Report Writing INSTTECH 466 Technical Leadership Capstone I INSTTECH 467 Technical Leadership Capstone I INSTTECH 490 Technical Leadership Internship 15