Delivery  Models      

CBE4CC Annie Myers, Associate Dean of Computer Science & Engineering

 

Accelerated IT Training Programs (ATP) •  Competency-based delivery model (flipping traditional model) •  Independent study for self-directed learners •  Opportunities for acceleration utilizing prior learning assessment

options

Program Overview

Delivery Models

1.  Choosing the program 2.  Building the teams and timelines 3.  Developing Internal Partnerships 4.  Outreach and marketing 5.  Launching the pilot 6.  Student Support Services 7.  Process improvement

Agenda of Topics

•  Choose an existing AS in Computer Systems Specialist

•  SACS approved •  State framework aligned •  Existing state outline

–  2 stacked Tech Certificates –  9 latticed industry

certifications

Choosing the Program

1.  21 courses to be developed 2.  Subject Matter Experts selected 3.  Separation of duties

a.  Content Developers b.  Assessment Developers c.  Quality Assurance Examiners

4.  Multimedia training on Wacom Tablets to create OER

Teams & Timelines

How do we make this work?

1.  Recruiting - Advising 2.  Registration – Open starts and early completion? 3.  Financial Aid

a.  What is a full time student? b.  How do we track forward progress? c.  When do we make the disbursements?

4.  Grades and transcripts a.  Grading methods b.  GPA

Developing Internal Partnerships

•  Outreach  &  Marke-ng  

•  Non-traditional students

•  Easy to find information on school’s website

•  Catchy marketing strategies

Preparing students for Success

Launching the Program

Student Resources

•  Student  Services  

Facilita-ng    

Tes-ng  

Coaching  

Verify  progress  

Consistent  contact  with  student  

Record  Progress  

Create  a  Rela-onship  

Faculty  Advisor’s  were  expected  to  interact  with  their  assigned  students  on  a  weekly  basis.  

•  Lessons  Learned  

Problems  that  surfaced  quickly:  

•  Could  not  reach  students  directly  –  Adult  and  or  working  students  usually  do  not  answer  their  phones  during  the  day  while  they  are  at  work.  

•  Students  were  not  returning  phone  calls  or  emails  –  If  they  did  return  a  call  they  usually  missed  their  advisor  (who  was  probably  in  class)  

–  Faculty  did  not  have  experience  with  adult  independent  learners  who  needed  liMle  or  no  advising  (treated  them  like  18  –  22  year  olds)  

– Most  students  (adult  or  not)  felt  they  were  being  pressured  and  thus  went  into  avoidance  mode.    

Process  Improvement  

•  Adjustments  that  were  made:  –  Full-­‐-me  Academic  Coach  

was  hired  –  The  student’s  progress  is  

their  only  focus  –  Specialized  training  for  

coaching  adult  learners  for  all  academic  coaches  

–  Close  team  of  student  support  staff  sharing  data  

Improvements  Observed  

•  Communica-on  with  students  improved  on  a  consistent  basis,  and  feedback  from  the  students  on  how  they  appreciated  the  new  suppor-ve  tone  from  the  Academic  Coach,  instead  of  the  dictated  tone  from  the  Faculty  Advisors  

•  Students  started  coming  on  campus  to  meet  the  coach  

•  More  and  more  students  are  reaching  out  to  the  coach  for  a  wide  variety  of  support  and  informa-on  

•  An  increase  in  student  performance  and  progress  in  just  one  semester  

 

1.  Not self-paced – push accelerated pace 2.  Pace charts to give students direction 3.  Creating partnerships between coach/student/instructor 4.  Remove barriers that keep students from moving forward 5.  Choose great learning resources 6.  Plan on improvements each term 7.  Hold regular meetings with coaches/instructors/staff

Lessons Learned

Ques-ons?  

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