Team 4 Notes – Using Technology to Capture Lost Credits
June 16, 2015
RECAPTURING CREDIT HOURS
This action team has been working in three subgroups, each considering opportunities for creating or expanding credit hours in ways that will enhance University revenue. Each group has considered the challenges facing the University in enhancing revenue in their particular area, the need for enhancing offerings in that area, current practices or programs on campus that provide models or examples of credit hour generation utilizing technology, potential programs that could build on the success of these models, the benefits of implementing one or more of these potential programs, and recommendations for moving forward.
The first of these groups is addressing opportunities in Concurrent Enrollment (both Dual Enrollment and Dual Credit). An important aspect of their discussion has focused on the changing state regulations regarding course and instruction requirements for Dual Credit and the separate requirements for Dual Enrollment classes. They have also considered areas where Truman might expand its reach using technology based on current programs that offer successful models and current University resources that position other potential programs to succeed in the Concurrent Enrollment marketplace. Specifically, the Math Department currently offers both Dual Enrollment (MATH156 and MATH157) and Dual Credit (MATH198 and MATH263) to high school students. The English Department has piloted a program for Dual Credit in ENG 190 utilizing Truman faculty and MAE students. There is distinct potential for expanding this piloted program with Truman alums of the MA/MAE in English who are currently teaching in the secondary environment.
In addition to continuing and expanding these offerings and others in development, the group notes several recommendations for moving forward, such as
- Issue a charge from the VPAA’s office to departments encouraging them to investigate, develop, implement and expand their Concurrent Enrollment offerings.
- Develop and implement a plan for recognizing and rewarding faculty and departmental efforts in creating and offering Concurrent Enrollment classes.
- Plan to offer increased graduate classes needed by practicing teachers who wish to qualify to teach Dual Credit (18 graduate hours in subject area), tailoring graduate credit to meet their needs (such as online, asynchronous, summer, prior learning assessment). Offer tuition incentives to those currently teaching in Truman’s Dual Credit programs.
- Establish a Concurrent Enrollment Standing Committee responsible for disseminating information, reviewing program proposals, ensuring regulatory requirements are met, communicating with faculty governance and administration.
- Investigate offering an AA degree, which might allow Truman to receive A+ funding.
- Ensure adequate staff, support services, and technology will be in place to support innovative, multi-component online and other offerings, as well as adequate enrollment and other administrative responsibilities.
The second subgroup is addressing opportunities for creating or expanding Graduate Programs. The group has emphasized the importance of discipline/program involvement in the development and deployment of any online offerings in graduate studies. The have looked at some current Truman offerings in graduate studies that could serve as candidates for successful deployment as an online program and have identified the Leadership MA as an appropriate program. They have also considered opportunities to strengthen the program in tailoring it to specific student interests. In addition, they have considered other types of graduate programs that could be built in areas where Truman offers a Bachelors program with high demand. Some consideration was given to opportunities for programs related to health sciences and to interdisciplinary graduate programs, as well as to opportunities to attract students to the graduate programs as entering freshmen, similar in some respects to the MAE.
In moving forward, this group recommends these considerations:
- the importance in identifying and building programs that are a good fit for Truman,
- the importance of researching the market potential for each new program,
- the benefit of building on existing successes in undergraduate programs in creating new graduate programs,
- the benefit of having existing models in other Truman graduate programs,
- the importance of having a faculty “champion” in the discipline area(s) of the new program to foster its development and implementation,
- and verifying in advance of a new program that we would be able to support its resource needs in terms of facilities, technology, staffing, etc.
The next subgroup groups is focused on Continuing Education, Professional Development, Degree Completion, and Summer and Other Special Sessions. The group has noted several environmental factors that necessitate Truman adapting its offerings to meet new and changing markets. They have examined areas where Truman might expand its reach using technology including non-traditional students, a more diverse primary target market, becoming more “user-friendly” to our current market through the online offerings in special sessions, and collaborations with other higher education institutions. Some of their considerations for specific types of coursework or programs that could reach potential growth markets overlap with areas the other subgroups are considering. In particular, the potential audiences they have considered for online offerings include
- Truman students who have stopped out for reasons related to personal issues or academic performance,
- persons currently enrolled in high school or community college,
- learners returning to college (for bachelors or post-bachelors work),
- and current Truman students.
Their recommendations for moving forward include
- identifying potential grant opportunities to support the expansion of online offerings;
- insuring adequate administrative structure and support staff to expand and maintain an online student body, such as recruitment, admission, and enrollment personnel, academic advisors and/or evaluators, administrative support staff, and instructors;
- insuring adequate technology and support including course delivery and management software, access to a 24-hour IT Help Desk and to library resources with support staff;
- appropriate Intellectual Property policy; and
- appropriate incentives and support for programs and faculty developing and deploying online offerings.