Content Proposal

Student Persistence: The Challenge of Successful Students

Project Foundation

Educational Media Project Development

Education Media Design & Technology MS Program

Full Sail University

Prepared by:

Brian R. Zimmerman

July 28, 2010

Thesis Abstract

This paper addresses the problem of student dropouts at private for-profit career colleges.

Sevens-Henager College is the primary focus of this paper, but the research can be

generalized to other colleges. This paper examines the effects of pre-admission screening,

gatekeeper courses, online education, and student support. A partial solution in the form

of pre-admission certifications in basic computer literacy and critical thinking is offered.

Remapping the course content of the Basic Computer Skills class is examined.

Introduction

Stevens-Henager College (SHC) has experienced a huge growth curve, doubling

enrollment each year for the last three years. Unfortunately, the student dropout rate has

increased at the same rate as enrollment. Currently the drop rate for online classes is 19%

(D. Breck, Director of Admissions, personal communication, March 1, 2010).

If a student leaves college without a degree, there is an 85% probability that the

student will default on their loans. When this happens, the student is referred for

collection and their credit rating is destroyed, making it almost impossible to obtain

housing or dependable transportation. Sending these accounts to collection results in

approximately 95% of their debt being written off (G. Thomas, Financial officer SHC,

personal communication, March 19, 2010). This trend must be reversed or the college’s

accreditation is at risk.

This proposal examines the literature from other campuses across the country to

find what is working in other areas. There is no single Web 2.0 solution to address the all

phases of the increased dropout rate.

Project Foundation is a plan to address a portion of the problem; the lack of

fundamental skills in keyboarding and computer literacy.

Problem Addressed

According to Barney (2010) “We have a moral obligation to provide the

maximum services and assistance to all students” (¶2).

Students with no prior computer experience and often very limited keyboard skills

are admitted and placed in classes along with computer literate students. In my

experience as a college instructor, students who struggle and drop have poor keyboarding

and computer skills. I want to create and pilot a program to teach the basics of

keyboarding and computer literacy in a series of workshops for students prior to their

admission to college. The two key metrics of this program will be, keyboarding skills

measured at twenty words per minute (WPM) and passing the IC3 Global Standard 3

certification exam.

Target Audience

This presentation is intended for the senior management of Stevens-Henager

College. Specifically the Chairman of the Board, Carl B. Barney, Regional Director,

Shane Reeder, and Dean of Education, Helena Hanson.

Sharing the project

This project utilizes Microsoft PowerPoint, Screen Flow, Second Life, World of

Warcraft and Adobe Premiere. The final product will consist of a movie file, which will

be posted on my blog and YouTube

Goals and Objectives

Instructional Goal

The goal of this project is to create “Project Foundation” a pilot program that will

provide new students with basic keyboarding skills and computer literacy to help them

succeed in college

Learning Domain

Project Foundation will address multiple domains of learning. In the keyboarding

section psychomotor skills will be addressed. As students obtain computer literacy they

will grow in the cognitive domain. Both areas of skill will provide affective growth by

aiding the students to feel more confident in their ability to handle college courses.

Learning Objectives

Prior to enrollment Project Foundation participants will demonstrate competency

in the following areas.

Keyboard skills twenty WPM measured by

http://www.freetypinggame.net/default.asp, a free website with typing games, lessons and

tests. Upon passing the basic competency a certificate will be issued by the website.

The IC3 certification is divided into three sections, each with their own objectives

(Certiport, 2009).

Computer Hardware, Peripherals and Troubleshooting.

“Identify types of computers, how they process information, and the purpose and

function of different hardware components

Identify how to maintain computer equipment and solve common problems

relating to computer hardware

Identify how software and hardware work together to perform computing tasks

and how software is distributed and upgraded

Identify different types of application software and general concepts relating to

application software categories

Identify what an operating system is and how it works, and solve common

problems related to operating systems

Use an operating system to manipulate a computer’s desktop, files and disks

Identify how to change system settings, install and remove software”

Using the Internet and the World Wide Web.

“Identify how computers are used in different areas of work, school and home

Identify the risks of using computer hardware and software and how to use

computers and the Internet safely, ethically and legally “

Key Applications

“Be able to start and exit an application, identify and modify interface elements

and utilize sources of online help

Perform common file-management functions

Perform common editing and formatting functions

Perform common printing/outputting functions

Be able to format text and documents including the ability to use automatic

formatting tools

Be able to use word-processing tools to automate processes such as document

review, security and collaboration

Be able to modify worksheet data, structure and formatting

Be able to sort data, manipulate data using formulas and functions and create

simple charts

Be able to create and format simple presentations “

Presentation

The beauty of Project Foundation lies in its’ relevance to the student. A set of

tasks will be presented and the students will work through them to attain mastery.

Feedback will come from the successful completion of the tasks and passing certification.

The teacher will be more a “Guide on the Side” than a “Sage on the Stage.”

Instructional Approach

Vygotsky (1997) created the constructivist approach to education and articulated

the theory of scaffolding. Project Foundation will provide the students with the ability to

gain the proper foundation for their education. Providing the students with a solid skill set

will allow them to achieve success.

Stolovitch and Keeps (2002) describe the dichotomy between declaratives and

procedural knowledge. “What we learn declaratively cannot be readily transmitted into

procedural knowledge unless we already posses similar procedural knowledge” (p. 36).

Each learning experience in Project Foundation will build on the one immediately prior.

Starting with straight keyboard skills allows the student to build a foundation in a skill

unchanged in over one hundred years. Keyboarding will lead into computers, and the

skills described in the IC3 certification. IC3 skills will be both declarative and procedural.

Lesson Structure

Each lesson will follow a five-step model. Beginning the lesson with a rationale

for the students will establish the relevance of the learning. Clear objectives will be

delineated in behavioral terms. The learning activity will first be demonstrated, and then

the students will practice the skill. At the close of the practice time the students will

complete an evaluation of the skills. Feedback will be given at that point, either

confirming or corrective.

Evaluation

Project Foundation will be evaluated first on the success of the students in

achieving certification at twenty WPM and the IC3. The objectives are straightforward

and the content of the training will be tailored to meet the needs of each student in

attaining the goals.

The second evaluation will be compare success percentages of the three modules

prior to the implementation of Project Foundation, with the first three modules of the

project.

Based on the predicted success of this program, further changes can be made in

the curriculum for the Basic Computer Applications class (APP101). The next phase of

Project Foundation, will be to map the APP101 course to the standards of the Microsoft®

Office Specialist certifications.

I believe that increasing the foundational knowledge of computers and software

will reduce the overall drop rate of students at Stevens-Henager College.

References

Anonymous. (2009). Retrieved June 14, 2010 from

http://www.certiport.com/Portal/desktopdefault.aspx?tabid=229&roleid=102.

Certiport

Bailey, T., & Jacobs, J.(2009, November). Can community colleges rise to the

occasion? The American Prospect, 20(9), A18-A20. Retrieved January 31, 2010,

from Social Science Module. (Document ID: 1895865001).

Barney, C. (2010). Procedure Directive, 236R. College America

Bradley, G. (2008). Part-time appointments linked to dropout rates. Academe, 94(4), 7.

Retrieved June 20, 2010, from Education Module. (Document ID: 1538598721).

Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional

Strategy for Solving Corporate Training Challenges. TechTrends, 53(6), 35-41.

Retrieved June 14, 2010, from Sciences Module. (Document ID: 1948691261).

Stolovitch, H. D., Keeps, E. J. (2002) Telling ain’t training, Alexandria, VA: ASTD

Press

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes.

Cambridge, MA: Harvard University Press