RICHLAND COMMUNITY COLLEGE. CIP Team. 4-09: Alternative Delivery

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1 RICHLAND COMMUNITY COLLEGE 3 CIP Team 4-09: Alternative Delivery 2010

2 CIP 4-09: Alternative Delivery Table of Contents Team Members...3 Project Statement..4 Operational Definitions 4 Sections: Appendices: Current Process...4 Research Summary of Process to Reach Recommendations... 5 Recommendations...5 Financial Implications..7 Appendix A: Research On Other College s Accelerated Programs...8 Appendix B: Proposed Timeline Appendix C: Proposed Accelerated Schedule Appendix D: Entrance and Exit Survey Links Entrance Survey 14 Exit Survey.19 Appendix E: Meeting Minutes..24 2

3 Team Members Team Sponsor Doug Brauer Team Leaders Jim Hess Team Members Sharon Beube John Daum Laurie Hughes Elizabeth Jackson Kona Jones Lily Siu 3

4 Project Statement Implement an accelerated course offering system that leads to a transferable degree as measured by a reduction in graduation time. Operational Definitions: Accelerated Learning System: System that accelerates the delivery of course content in concentrated modules reducing the amount of completion time normally required in a traditionally delivered program. Angel: This is a learning management system that is used to deliver course content over the Internet. Hybrid Course: A hybrid course is a combination of face-to-face classroom instruction and online instruction. A portion of the instruction is provided online, but some regular face-to-face instruction is still required. Face-to-face time requirements will vary between hybrid courses and sections. Online Course: In an online course, all of the instruction is provided online and no face-to-face classroom instruction is required. Current Process at Richland Community College Richland Community College currently has all courses in place for an accelerated program, but lacks a coordinated schedule or committed plan to implement the courses as a single program offering. Other community colleges and four-year institutions in the area are successfully offering accelerated learning programs and Richland is in the position to effectively begin implementing a similar program. Research Working from the research and information gathered by CIP Team #4-08, Elizabeth Jackson began researching colleges with accelerated programs in order to better understand what was all ready out there and available to students. Specifically, the length of the program, degree offered, type of coursework (online, hybrid, combined, etc.), program start times (semester), course meeting days/times, cohort status, admission requirements, orientation requirements, and informational session information were collected for ten different community colleges (see Appendix A). From this extensive research we found that some community colleges offer an accelerated degree program for Associate s degrees, some colleges partner with four-year colleges/universities to offer an Bachelor s or Master s degree program, and some colleges offer both types of programs. The length of the program varied from 12 months to 2 years, and this variation in length also impacted the number of days per week the student had courses. In regards to running the program as a cohort, only two of the reviewed programs indicated their program was cohort based, while the others indicated open 4

5 enrollment. Program start seemed to be variable throughout the year, except for one College that had a dedicated start time of spring. The meeting times also varied, but stayed pretty consistent with evening and weekend course times. The overall results of this research (found in Appendix A) appeared to indicate that there was no dedicated model being used for the accelerated programs at these colleges, other than most offering their courses in the evenings and/or on weekends. Yet, these results did help to guide our decision making in regards to knowing what seemed to be working at other community colleges and to confirm our recommendation to also offer the courses in the evenings. In addition to the aforementioned research, it is also important to note the information that was updated from the previous teams report out in regards to the role of Online Learning in the development and implementation of an accelerated program. Online Learning at Richland provides an essential part of the Accelerated Learning System by providing the necessary training in Angel that the students need to be successful in their courses, and the faculty need to develop and sustain their online, hybrid, and enhanced courses. In addition, Online Learning supports students who are experiencing issues with the Angel Learning Management System and who may experience problems with their home computers. Students can bring their computer in to the Online Learning Office for system analysis by Online Learning staff members. It is this level of support that makes it possible for students to be successful and will be a great benefit to students enrolled in the Accelerated Learning System. Summary of Process to Reach Recommendations The current team started by reviewing the report out from CIP Team 4-08: Accelerated Learning System and especially their recommendations and data collection/information. From this review, our team recognized the value of the Team 4-08 s recommendations as a starting point for our team, yet also recognized that some of the information contained within the report was not up-to-date and/or needed additional details in order for the current team to move forward. This included current information about the role of Online Learning at Richland and how it could assist with the successful implementation of an accelerated program, as well as specific details about other Community Colleges that have accelerated programs. After reviewing the research collected on the different community college s accelerated programs (see Appendix A) and discussing how to best implement an accelerated program at Richland given this information, we came up with the following recommendations on how Richland could successfully initiate and follow through with an accelerated Associate Degree in Business. Recommendations In developing the most effective way to implement the work of Team #4-09, the following recommendations are being proposed: Recommendation 1: The immediate coordination of the Accelerated A.S. in Accounting will be carried out by the Dean of Business & Technology; as the program continues to succeed, based on enrollment, a part-time coordinator may be needed in the future. In the meantime, the Dean of Business & 5

6 Technology will be responsible for collaborating with the Dean of Math and Sciences and the Dean of Communications, Education, Humanities, and Fine Arts to coordinate an ongoing accelerated schedule. Recommendation 2: The program should be run as a cohort; however, allowances could be made for enrollment of students from other programs as enrollment numbers allow. Recommendation 3: Until enrollment in this accelerated option can support a coordinator, the Dean of Business & Technology will serve as the contact at Richland Community College for this accelerated program. Until the program successfully takes off, all phone calls can be directed to the Dean of Business & Technology to assure that prospective students are given consistent information. Recommendation 4: An accelerated schedule, very similar to the one that is attached, will be continuously maintained and marketed. Recommendation 5: Based on the frequency of a needed promotion schedule, as well as incidental expenses associated with the marketing, training, and implementation of this accelerated program, a small budget should be set up. Recommendation 6: In order for the students and the general public to recognize this accelerated A.S. in Accounting, as well as any other future accelerated offerings at Richland Community College, a name and logo are necessary. The Marketing Department at Richland has agreed to work with Team #4-09 to develop a catchy name and logo, recognizable over time to external stakeholders, which will be approved by the College prior to use. Recommendation 7: Upon approval of this accelerated program by the Quality Council, an internal stakeholder meeting will be needed in order to introduce this option and the intended dynamics of it to those stakeholders. Those stakeholders will include: President Saunders, V.P. s, Deans, Online Learning staff, potential faculty members responsible for delivering the accelerated courses, the Registrar, members of the advising/counseling staff, administrative assistants, and other interested parties. Recommendation 8: The MATH 113 course, Introduction to Applied Statistics, be developed into a Hybrid course format for inclusion in this accelerated program. Recommendation 9: Upon approval of this accelerated program by the Quality Council, promotion of the program will be immediately implemented. Team #4-09 will work with the Marketing Department to develop an aggressive advertising schedule, utilizing the free and less costly options first; immediate and appropriate promotion of the program is paramount to the success of it. Special mailings will be specifically sent to the Human Resources or Training departments of local businesses. 6

7 Recommendation 10: Team #4-09 plans to design an information-gathering session for interested prospective students. The date and time of this meeting will be included in initial promotional materials. Such informational meetings will continue at various times throughout the year. Recommendation 11: An informational packet will be designed and made available for all interested students; these can be distributed in Division offices as well as in the Admissions area. Recommendation 12: Team #4-09 also intends to incorporate short training sessions for appropriate faculty members prior to the start of course sessions in an effort to make faculty members aware of the expectations of the program, and to help design a method that works for them in assisting with retention in the program. Recommendation 13: It is also the intent of Team #4-09 to use Entrance and Exit Surveys as a means of tracking student expectations in the beginning, as well as reasons for departure from the program, in an effort to make continuous improvements in course offerings and delivery techniques over time. Recommendation 14: Creation of additional accelerated programs, which could feed students into the courses in this program, as enrollment permits. Recommendation 15: As a final recommendation, Team #4-09 envisions a future oversight committee, not necessary comprised of Team #4-09 members, to follow-up on the progress of the accelerated program and to provide constructive feedback leading to improvement. Financial implications Accelerated Learning System Budget The only initial expenses for this accelerated program are associated with promotion. The following represent promotional cost estimates: Radio $3,000 Newspaper 2,500 Billboards 1,200 Direct Mail 2,000 $8,700 7

8 Appendix A: Research on other Accelerated Programs Following is a listing of follow-up research for colleges previously researched by CIP Team #4-08: College: Lincoln Land Community College ( Name of program: ASAP ( Length of program: 14 months Type of program: Hybrid Start times: Spring Meeting days/times: Mondays/Thursdays, 5:30 10:00 PM Cohort/Open-enrollment: Cohort Type of Degree: AA Admission Requirements: Not specified Orientation offered/required: Not specified Informational session offered/required: Offered College: Parkland College ( Name of program: Greenville College Opportunities in Adult Learning (GOAL) (www2.parkland.edu/arc/profiles.htm#greenville) Length of program: 18 months Type of program: Two options available 1) Fully online; 2) One night per week for 18 months Start times: Not specified Meeting days/times: Day not specified; Time 6:00 10:00 PM Cohort/Open-enrollment: Not specified Type of Degree: BS, Organizational Leadership Admission Requirements: Already completed 60 transferable semester credit hours, have at least three years of full-time work experience, and have college-level writing skills. Orientation offered/required: Not specified Informational session offered/required: Not specified College: Elgin Community College ( Name of program: Advanced Degrees Length of program: Not specified Type of program: Dual admission, University partners, Online partners Start times: Not specified Meeting days/times: Evenings, weekends, online Cohort/Open-enrollment: Open Type of Degree: AA/AS/AAS Admission Requirements: Requirements for Elgin and other college/university partner Orientation offered/required: Requirements for Elgin and other college/university partner Informational session offered/required: Requirements for Elgin and other college/university partner College: Harper College ( Name of program: Fast Track Length of program: 2-2-1/2 years Type of program: Classroom Start times: Several starting options available each term throughout the academic year Meeting days/times: One night/week; not specified 8

9 Cohort/Open-enrollment: Open Type of Degree: Various certificates and AA/AS degrees Admission Requirements: Must qualify as an adult learner Orientation offered/required: Not specified Informational session offered/required: Not specified College: Waubonsee Community College ( Name of program: Fast Track: A Quality Education for the Motivated Student Length of program: Daytime program: 12 months; Evening Program: 2 years Type of program: Classroom Start times: Daytime Program: 11 daytime terms spanning a 12-month period; Evening Program: One evening course per four-week term Meeting days/times: Daytime Program: Monday-Thursday, 8:30 AM-12:00 PM, or 12:30-4:00 PM; Evening Program: Monday, Wednesday, Thursday, 6:00-10:00 PM Cohort/Open-enrollment: Open Type of Degree: AA/AS Admission Requirements: Complete items on Fast Track Program Checklist Orientation offered/required: Not specified Informational session offered/required: Not specified College: Florida Community College of Jacksonville (Florida) ( Name of program: Accelerated College Length of program: 18 months Type of program: Classroom and/or online Start times: Not specified; 8 week semester format Meeting days/times: Evenings/weekends Cohort/Open-enrollment: Cohort Type of Degree: AA/AS, Small Business Specialist Programs Admission Requirements: Complete all entry requirements to Florida State College; permission from Accelerated degree advisor Orientation offered/required: Not specified Informational session offered/required: Not specified College: Lakeland Community College (Ohio) ( Name of program: Adult Accelerated Degree Program Length of program: 2 years Type of program: Classroom Start times: Not specified Meeting days/times: Evenings/Saturdays, 5 weeks per course Cohort/Open-enrollment: Not specified Type of Degree: AA, Associate of Applied Business General Management Option Admission Requirements: 25 year of age or older; 3 years post-high school full-time work experience; academic standard minimum of 8 college semester credit hours with cumulative GPA of 2.75 OR cumulative high school GPA of 3.0 or higher; provide letter of support from either current employer or former professor/teacher Orientation offered/required: Must attend Adult Accelerated Degree Program Orientation Informational session offered/required: Must meet with an Academic Counselor 9

10 College: St. Louis Community College ( Name of program: Two programs: Weekend College (Forest Park); Accelerated Learning Program (Florissant Valley) Length of program: 2 years Type of program: Classroom, technology-enhanced Start times: Rotating Schedule Meeting days/times: Weekend Program: Friday evenings, Saturdays and Sundays; Accelerated: Tuesday evenings Cohort/Open-enrollment: Not specified Type of Degree: General Transfer Studies Admission Requirements: High school diploma/ged; complete English, Reading and Mathematics assessment; eligible for English 101; have Internet skills/internet access Orientation offered/required: Not specified Informational session offered/required: Not specified College: St. Clair Community College (Michigan) ( Name of program: Associate Degree Online Length of program: Not specified Type of program: Online Start times: Not specified Meeting days/times: Online Cohort/Open-enrollment: Open Type of Degree: AA, Associate in General Education, Associate of Business Transfer. (Also offer Bachelor s degree completion programs online and on campus) Admission Requirements: Minimum of 62 Credits with overall GPA of 2.0 Orientation offered/required: Completion of WEB099 Introduction to Online Courses, prior to start of first online course Informational session offered/required: Not specified College: Rochester Community and Technical College (Minnesota) ( Name of program: Online Accelerated Option Length of program: 2 years Type of program: Online Start times: Beginning of traditional semester terms, and approximately every four weeks following Meeting days/times: Online Cohort/Open-enrollment: Open Type of Degree: AA Admission Requirements: Placement testing (Accuplacer) OR successfully completed collegiate English and/or Math courses with a grade of C or better OR completed the ACT within the past 2 years and have a score of 24 in English and Reading Orientation offered/required: Not specified Informational session offered/required: Offered 10

11 Appendix B. Gantt Chart of Proposed Timeline Action Responsible April 2010 Meeting with Stakeholders Coordinator May 2010 Summer 2010 Fall 2010 Spring 2011 Summer 2011 Fall 2011 Marketing campaign Pilot courses for program Marketing Deans/ Faculty Accept applications Coordinator/ Registrar Admit first cohort and Coordinator/ identify wait list Registrar Mandatory Initial Coordinator/ Orientation for Cohort Stakeholders Program Roll-Out Coordinator Faculty *Courses: Deans/ ENGL 101, ECON 231, Faculty/ BIOL 106 Online Learning *Courses: Deans/ ACCT 101, ECON 232, SOCIO Faculty/ 110, BUS 100 Online Learning *Courses: Deans/ MATH 110, ENGL 102, ACCT Faculty/ 102, PSYCH 110 Online Learning *Courses: Deans/ CHEM 106, SPCH 101, HIST Faculty/ 101 Online Learning *Courses: Deans/ MATH 113, ART 100, ENGL Faculty/ 115, PHIL 100 Online Learning * Please see Accelerated Schedule for Dates/Times classes are offered. 11

12 Appendix C: Proposed Accelerated Schedule for CIP Team #4 Summer /17 to 6/18 ENGL 101 Hybrid Tues. 5:30-8:40 6/21 to 7/23 ECON 231 Online 6/7 to 7/29 BIO 106 Online Fall /23 to 12/16 ACCT 101 Hybrid Tues. 7:45 9:30 8/23 to 9/21 ECON 232 Online 9/28 to 10/26 SOCIO 110 Online 11/2 to 11/30 BUS 100 Hybrid Tues. 5:30 7:30 Spring /12 to 5/8 MATH 110 Hybrid Tues. 7:45 9:30 1/12 to 2/9 ENGL 102 Hybrid Tues. 5:30 7:30 2/16 to 4/6 ACCT 102 Hybrid Tues. 5:30 7:30 4/13 to 5/11 PSYCH 110 Online Summer /15 to 7/3 CHEM 106 Online 6/19 to 7/16 SPCH 101 Hybrid Tues. 5:30-7:30 6/19 to 7/16 HIST 101 Hybrid Tues. 7:45 9:30 Fall /24 to 12/15 MATH 113 Hybrid Tues. 5:30 7:30 8/24 to 9/21 ART 100 Online 9/28 to 10/16 ENGL 115 Hybrid Tues. 7:45 9:30 11/2 to 11/30 PHIL 100 Online 12

13 Appendix D: Entrance and Exit Surveys The Entrance and Exit Surveys were generated through SurveyMonkey, an online survey tool. The surveys are completely anonymous and confidential. The surveys may be accessed by following the links listed below. Links: Entrance Survey: Exit Survey: 13

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24 Appendix E: Meeting Minutes Team 4-09: Alternative Delivery Meeting 1: Wednesday, October 14 th, 2009 Project Select and pilot a program utilizing the alternative schedule template created by Team Team Members Sponsor: Doug Brauer Leader: Jim Hess Members: Lily Siu, Kona Jones, Sharon Beube, & John Daum Attending Members: Jim Hess, Lily Siu, Kona Jones, Sharon Beube, & John Daum Resource: Teena Zindel-McWilliams Discussed Teena covered everything our team would need to know in order to get started, including important CIP handouts and information about what would be available on the Q drive. After Teena left our team discussed what specifically we were going to be looking at, alternative delivery or alternative scheduling. It was determined that we aren t really looking at alternative delivery of the courses (we decided it would be online delivery), but alternative scheduling (combination of 4 week, 8 week, 16 week courses) that would result in an degree by the end of 2 years and lead directly into a four year institution. In addition, we agreed that a cohort system would be the most effective, but only if it was combined with a face-to-face session at the beginning that allowed students to meet other students, faculty, staff, as well as get hands on training with Angel and other technology resources they might need to use while at Richland. Further discussion included the addition of other team members, including Elizabeth (Liz) Jackson from Online Learning, Laurie Hughes from Communications, Education, Humanities, & Fine Arts (teaches hybrid courses), and one more team member from Mathematics & Science (preferably someone who teaches online). Next Meeting We ll come up with (a) a project statement; (b) a timeline for our work completion; and (c) a schedule for our team meetings. 24

25 Team 4-09: Alternative Delivery Meeting 2: Monday, October 19 th, 2009 Project Select and pilot a program utilizing the alternative schedule template created by Team Team Members Sponsor: Doug Brauer Leader: Jim Hess Members: Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, & Laurie Hughes Attending Members: Jim Hess, Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, Laurie Hughes Discussed Timeline for work completion Jim started the meeting off by discussing what is really needed for the program (ex: Coordinator, marketing, cohort group, faculty training) and do we really need all of this right now? Maybe not, maybe we can just get the courses together to start out with. John also mentioned that it is important to reach a consensus of whether Team 4-08 was right, which brought up a discussion by Kona and Liz about some of the problems they found in Team 4-08 s Final Report. On page 7, section b. ii., the entire first paragraph was not correct. Everything contained in this first paragraph are actually duties covered by Online Learning. In addition, the information contained in the second paragraph about Online Learning was very limited and did not include everything Online Learning actually does and would do to support students and faculty. Another potential issue with the final report by Team 4-08 includes an assumption that a student could not complete their AA completely online because a large number of courses were missing. This is not correct, because CIP Team 2-08: Online College Implementation reported in their final report that the only course preventing Richland from offering an AA degree online is a science lab course, which is currently being developed and should be available for students as of Fall Laurie also brought up some other problems with the Team 4-08 report Laurie then stated that she thinks it is very important that all of the things Jim brought up (i.e., coordinator, marketing, cohort group, etc ) were included from the start, otherwise she didn t think the program would be successful. Specifically she brought up the example of Lincoln Land s accelerated program ASAP (Accelerated Student Associate Program) and how they determined all of those issues to be critical to their program s success, especially the cohort aspect. She said that in many cases the student is given information about when their cohort will start and this gives them a semester or two to get any developmental courses out of the way. Lily then suggested offering alternatively scheduled courses starting in Summer/Fall 2010 to see what works and to the get schedule worked out. She felt it was mostly a scheduling issue, but didn t want to tarnish what we are trying to do with calling it something before we are really ready. 25

26 Jim followed up with the idea that we could focus on AA, but allow some room to breathe by offering courses for a while before putting a name on it. He also discussed the possibility of running traditional and virtual programs side-by-side. Laurie discussed that none of the programs she knows of are online, they are still doing face to face with hybrid. John asked about retention rates of the different types of courses and Kona discussed that online and face-to-face have the highest rate because students know what to expect, vs. hybrid where they don t know what to expect. This could change if the amount of face-to-face vs. online was kept the same for all hybrid courses in the program. Jim then brought up the idea of experimenting with courses to see what would work the best. Then come back and evaluate and see where to go next. John brought up that if you change the target John no face behind computer, way to get part time students in through in two years. If change target of what we are trying to do, you have to go in front of committee. Need quality control system and implement the new calendar. John who is target market, women working who have a job and need a associate degree quickly. Evenings or mornings. Courses - Allow to integrate into existing programs and classes. Why do it this way? Allow students to focus on 2 courses instead of 5. Kona ok makes sense, like target population. Jim - can we offer accelerated courses online and regular side-by-side Coordinator - getting coordinater from beginning, Laurie. Are we likely to get a cohort of 30 that we can rely on? And we need organizer. Someone needs to organize it. (Laurie). John, how do we market it? Are we going whole hog or are we easing into it. (John). Kona disorganized, need one person. Jim start courses and report out the importance of needing a person/coordinator. Premature to implement. Get courses in place, but won t be successful if without a cohort. Schedule for team meetings Project Statement Project Statement for Team 4-08 was To create an accelerated course offering system that leads to a degree as measured by the reduction of the overall completion time. We first looked at Team 4-08 s project statement and then tried to figure out how our project statement and team was going to be different or extend out from the previous team. John discussed that he felt it was important to articulate a plan with the following universities, Easter, ISU, SIU, Milliken, UIS. Specifically he thought about taking the top four, but then it was mentioned that we should talk with Marcus to find out which ones we transfer to the most. John focused on the importance of having this accelerated program transfer to a four year university. Lily mentioned that as long as it is an AA degree from Richland with all of the courses that have already been approved, then we don t have to worry about the degree not transferring over. 26

27 After much discussion, we came up with the following project statement, but it has yet to be finalized and should be thought of as a rough first draft at best: Implement an accelerated course offering system that leads to a transferable degree as measured by a reduction of graduation time. Resources CIP Team 2-08: Online College Implementation Final Report CIP Team 3-08: Online Student Services Final Report CIP Team 4-08: Accelerated Learning System Final Report Next Meeting Next Monday at 3:15pm 10/26 Team 4-09: Alternative Delivery Meeting 3: Monday, October 26 th, 2009 Project Select and pilot a program utilizing the alternative schedule template created by Team Team Members Sponsor: Doug Brauer Leader: Jim Hess Members: Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, & Laurie Hughes Attending Members: Jim Hess, Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, & Laurie Hughes Discussed First of all we finalized our project statement to the following: Implement an accelerated course offering system that leads to a transferable degree as measured by a reduction of graduation time. This was the same project statement we had discussed at the previous meeting, but had decided to hold off on finalizing until we had time to think it over. Jim started things off by talking about what we are focusing on. He indicated that from previous conversations, let s focus on the AA degree, but make sure it is transferable. Once we have that down, then we could branch out to more programs/specializations. John came back with the question of what if anything are we changing from the first team (i.e., the Team 4-08). There was some discussion of what we are changing, which was the focus on business and a slightly different course schedule list. Lily then explained the accelerated course schedule she was able to put together (see resources) and how it actually offers a lot of flexibility. This then raised the questions from Jim about whether or not John Cordulack (Dean of Math & Sciences) would also be able to put together a schedule of accelerated 27

28 courses because this would be necessary to make this plan work. Lily said that she would talk to John and have him put something together if possible. Kona then showed the timeline (see resources) that she had created with the help of Liz to illustrate what would have to get done and in what order to make sure the viability of the accelerated program we had created. Laurie came back to the question of the accelerated schedule and worried that there were too many flavors in regards to the different amount of weeks the courses would be taken, i.e., 16, 8, 4, 3 weeks depending on the course/division. This then led to a discussion of Fast Track. Back to the timeline, it was discussed that we really would need a coordinator for this program, yet maybe if it wasn t in the budget we could assign it to someone (maybe an advisor) as a special duty at least for the time being. We also discussed coming up with a potential list of volunteer instructors who would like to be in the program and a list of courses that could be used to fulfill the requirements. For the next meeting we decided we would identify which areas are a must do in order to make sure the program is viable for student success and retention. Resources CIP Team 2-08: Online College Implementation Final Report CIP Team 3-08: Online Student Services Final Report CIP Team 4-08: Accelerated Learning System Final Report Next Meeting Monday, November 16th at 3:15pm Team 4-09: Alternative Delivery Meeting 4: Monday, November 16 th, 2009 Project Select and pilot a program utilizing the alternative schedule template created by Team Project Statement Implement an accelerated course offering system that leads to a transferable degree as measured by a reduction of graduation time. Team Members Sponsor: Doug Brauer Leader: Jim Hess Members: Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, & Laurie Hughes Attending Members: Jim Hess, Lily Siu, John Daum, Kona Jones, Sharon Beube, Elizabeth Jackson, & Laurie Hughes. 28

29 Discussed Jim decided for this meeting he would focus on telling us what Quality Council had to say when he reported to them and our feelings/feedback on what they had to say. The first issue was If we can t hire a part-time coordinator as planned, how will that impact the plan? (Greg Florian) I told him that we had discussed that, assuming that the deans would be responsible for implementation in the beginning until the program shows that it can support a coordinator. Our group discussed that if this is the case, it will actually be important that one person be a go to person for the program. The Deans would need to oversee things and help of course, but we are worried about too many cooks in the kitchen and not having one centralized resource that knows what s going on with the entire program. The second issue was Be sure to keep various delivery schedules in mind to keep the class offerings ongoing; we don t have to stick with the traditional start-stop times of traditional semesters. (Gayle Saunders) We talked about this as well and have decided that we really aren t tied to any specific time schedule of starts and stops, so this will be something to definitely keep in consideration. And the third issue was May 2011 is an extended time. You might want to consider shortening that, if possible. (Teena Zindel-McWilliams) I explained the importance of building aware of these accelerated course offerings and the importance of timing in the marketing of the program in order to attract a workable cohort. We are still concerned about starting something too soon and not having our ducks in a row, yet are open to the possibility of informally running the courses on this schedule to see how they work, kind of like a test run of sorts. We ran out of time and decided to further this discussion during our next meeting. Resources CIP Team 2-08: Online College Implementation Final Report CIP Team 3-08: Online Student Services Final Report CIP Team 4-08: Accelerated Learning System Final Report Next Meeting Monday, December 7 th at 4pm 29

30 Team 4-09: Alternative Delivery Meeting 5: Wednesday, January 27 th, 2010 Project Select and pilot a program utilizing the alternative schedule template created by Team Project Statement Implement an accelerated course offering system that leads to a transferable degree as measured by a reduction of graduation time. Team Members Sponsor: Doug Brauer Leader: Jim Hess Members: Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, & Laurie Hughes Attending Members: Jim Hess, Lily Siu, Kona Jones, Sharon Beube, John Daum, & Doug Brauer Discussed Unfortunately due to low attendance we had canceled the last meeting, so this team hadn t formally met since the end of November and had a lot to pull together and get straightened out to get back on track. The meeting started with a general question thrown out about what are we going to do to schedule the courses, specifically the 3 & 4 week courses that will still allow us to retain students. This then led to a talk of who is our target audience for this program, will it be accelerated (i.e., get a degree faster) or just accelerated compared to what evening student could normally do right now (i.e., An AA Degree in 4-5 years vs. 2 years). All of this discussion came back around to the original schedule developed by CIP Team With fresh eyes the team looked it over and decided the previous idea of 3 week courses just wasn t feasible in regards to retention and that we should switch back to the original recommendation. With that decision made, we then moved onto an evaluation of the courses in that schedule and decided certain adjustments needed to be made, but that these adjustments would not disrupt the original purpose behind the scheduling, i.e., for the student to be able to get an AS degree with an emphasis in Business. While the cohort issue has still not be completely decided on, for the next meeting Jim is going to discuss his findings in regards to confirming with Deans the feasibility of teaching the courses this program would need given the time frame also needed, i.e., mostly 5 week courses taught during the normal semester as hybrids with one face-to-face meeting time a week (in the evenings). We are also hoping to move forward with a Summer 2010 start for the program. Resources CIP Team 2-08: Online College Implementation Final Report CIP Team 3-08: Online Student Services Final Report 30

31 CIP Team 4-08: Accelerated Learning System Final Report Next Meeting Next Wednesday at 2:30pm 2/03/2010 Team 4-09: Alternative Delivery Meeting 6: Thursday, February 4th Project Select and pilot a program utilizing the alternative schedule template created by Team Project Statement Implement an accelerated course offering system that leads to a transferable degree as measured by a reduction of graduation time. Team Members Sponsor: Doug Brauer Leader: Jim Hess Members: Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, & Laurie Hughes Attending Members: Jim Hess, Lily Siu, Sharon Beube, & John Daum Discussed We put together an accelerated option for summer and fall. Jim had met with John Cordulack earlier in the day to confirm the offerings. Jim is also putting together the entire schedule in an accelerated format and will send it out to everyone for their review. We can trim the extra time away from the original proposal as Jim think that one still takes the students through two years; our new scheme will bring them down to 18 months. People interested in an A.S.in Accounting who want to go on to an accelerated 4-year program will likely appreciate getting done that much quicker. Jim is going to send everyone the copy when he has it. We might want to trim away at it at bit, but it s a starting point. Resources CIP Team 2-08: Online College Implementation Final Report CIP Team 3-08: Online Student Services Final Report CIP Team 4-08: Accelerated Learning System Final Report Next Meeting?? 31

32 Team 4-09: Alternative Delivery Meeting 7: Thursday, February 4th Project Select and pilot a program utilizing the alternative schedule template created by Team Project Statement Implement an accelerated course offering system that leads to a transferable degree as measured by a reduction of graduation time. Team Members Sponsor: Doug Brauer Leader: Jim Hess Members: Lily Siu, Kona Jones, Sharon Beube, John Daum, Elizabeth Jackson, & Laurie Hughes Attending Members: Doug Brauer, Jim Hess, Lily Siu, Kona Jones, Sharon Beube, Elizabeth Jackson, & Laurie Hughes Discussed Jim started out the meeting by letting us know that everything went very well in Quality Council and that we seem to be on the right track. Yet, there are still little things that need to get done. Laurie asked why we had two History courses and asked if we could switch HIST 111 with ENG 115. This was discussed and agreed on. Jim then discussed that we need to schedule a meeting to bring in the stakeholders to talk to them about what we re trying to do, including: Faculty, advisors, counselors, financial aid, Deans, and Online Learning. Kona then brought up that the very first summer (Summer 2010) all of the courses were scheduled to be online. She discussed that this probably wasn t a good idea in regards to retention because the students will be new to the program and Angel. This was further discussed and it was agreed to make the first course in Summer 2010 be ENGL 101, which is a hybrid course. The other courses then got adjusted as needed (see new updated course schedule for 2/25/2010). The next topic was about the program coordinator (or lack thereof). Jim made a strong case for him being the current coordinator since the program is focused on business and he has been the leader of this team. For now, everyone was in agreement with this. Jim asked Doug if this group/taskforce would continue even after the start of the program. Doug said that it wouldn t need to continue formally, but informally yes we would probably want to use it as an *advisory* group for any problems and for followup. Kona then brought up the need for a new student orientation for the program that would occur a couple of weeks before the start of the May course and would orient the students to the program, their fellow 32

33 students, the faculty & coordinator, and Online Learning. This was discussed and it was agreed to have this on Tuesday, May 4 th from 5:30-??. It was then brought up that we need to have some type of open house for recruitment. This open house would have people on hand to talk to the potential students about placement tests, transcripts, financial aid, and online learning. In addition, we would include faculty and students who have taken online/hybrid courses (maybe the student ambassadors?). The date for this was agreed for March 15 th and 18 th (this was later adjusted for March 22 nd ). The last point of discussion was marketing/advertising and a name for the program. We didn t really have many ideas about names or marketing and Jim is going to follow up with Steve Vandiver about what we can do and what his department can do to get this thing going! Resources CIP Team 2-08: Online College Implementation Final Report CIP Team 3-08: Online Student Services Final Report CIP Team 4-08: Accelerated Learning System Final Report Next Meeting TBA 33