Middle States Commission on Higher Education … BAST… · Accreditation Liaison Officer (ALO) ... Such a pathway offers technical professionals in the Commonwealth the opportunity

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

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Substantive Change Request Additional Location/Branch Campus

Cover Sheet Please note that the shaded boxes will expand when text is entered.

Date of Submission: April 30, 2014

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: 570-

389-4027 E-mail: [email protected]

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: 570-389- 4308 E-mail:

[email protected]

Address of Institution: 400 East Second Street, Bloomsburg, PA 17815

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 Relocated Additional Location

New Branch Campus 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: 19613

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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

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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) Date(s):

System approvals Date:

State approval Date:

Other (please specify: ) Date:

Attach all approvals to the request as Appendix O.

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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? Domestic2 International

How many of these have opened in the last 12 months? 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)?

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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 2012. 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 2014. 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 co-

locating 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 2010. 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 high-

level 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

21-24 credits which focuses on the development of management and leadership in technical fields; a

Major-related component of 15-18 credits which addresses advanced coursework in the specialization;

and an elective Component of 18-24 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 10-15 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.

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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 2014

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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 non-

baccalaureate 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 high-

level 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 two-

year institution. The remainder of the 120 credits are delivered through three categories of coursework:

a Core component of 21-24 credits which focuses on the development of leadership and supervisory

skills in technical fields; a Major-related component of 15-18 credits which supplements the core

component and addresses advanced coursework related to the specialization; and an Elective

component of 18-24 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

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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 21st century. Moreover, the Bachelor of

Applied Science degree in Technical Leadership aligns with the four components of PASSHE

Transformation 2010. 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 Associate-

level 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.

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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 21st 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.”

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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.

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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 2+2+2 model overall. The B.A.S. in Technical Leadership will provide a much-

needed 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.

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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 2014. 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 30-40 students enrolled in the program and approximately 10-12

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

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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

1993-01 (General Education) and 1997-01 (Assessing Student Learning Outcomes associated with

general education and academic majors). In addition, the program is unique in that it extends both BOG

Policy 1999-01 (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.

10

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.

11

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 1990-06-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 60 credits

Coursework in Core component (21-24 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 21 credits

Coursework in Major-related component (15-18 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 3 credits

Total 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

12

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 Sixth semester

ITM 175 Information and Technology

Management Applications

INSTTECH 450 Instructional Design

INSTTECH 470 Introduction to Website

Development

BUSED 333 Business Communication and

Report Writing

General Education Elective ACCT 220 Financial Accounting

General Education Elective General Education Elective

General Education Elective General Education Elective

15 credits 15 credits

Seventh semester Eighth semester

INSTTECH 465 Leading Co-located and Virtual

Teams

COMMSTUD 313 Conflict Management and

Resolution

COMMSTUD 220 Intercultural Communication BUSED 350 Valuing Diversity in Business

ITM 322 Project Management INSTTECH 485 eLearning Concepts

NURSING 100 Personal Health INSTTECH 467 Technical Leadership Capstone II

INSTTECH 466 Technical Leadership Capstone I INSTTECH 490 Technical Leadership Internship

15 credits 15 credits

Total Technical Leadership Degree Program 120 credits

13

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 non-

accounting 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.

14

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.

15

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 Curriculum Elements

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.

INSTTECH 465 Leading Co-located & Virtual Teams

INSTTECH 466 Technical Leadership Capstone I

INSTTECH 467 Technical Leadership Capstone II

INSTTECH 490 Technical Leadership Internship

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.

BUSED 333 Business Communication & Report Writing

COMMSTUD 220 Intercultural Communication


INSTTECH 485 eLearning Concepts

INSTTECH 470 Introduction to Website Development




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.




COMMSTUD 313 Conflict Man. and Resolution



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.

BUSED 350 Valuing Diversity in Business






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.


ITM 322 Project Management






16

Program Learning Outcomes Curriculum Elements

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.

INSTTECH 450 Instructional Design

INSTTECH 485 eLearning Concepts


INSTTECH 470 Introduction to Website Development




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.


ITM 175 Information Technology Management

Applications





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.


Applications

ACCT 220 Financial Accounting





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.




Applications


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.



Applications






17

Learning experiences and instructional methods

Preparing students for the increasingly demanding professional workplace environment requires that

learning methods be flexible and multifaceted. To accommodate this, the Technical Leadership program

utilizes a combination of on-site courses (provided by Bloomsburg University and Reading Area

Community College at the RACC campus), online courses (provided directly from the campus of

Bloomsburg University) and an off-site Technical Leadership Internship experience.

Classroom delivery methods for program courses provided at the Reading Area Community College

campus may include but are not limited to lectures, discussions, case studies, small group activities,

team-based projects, student presentations, interactive multimedia and practice exercises. These will be

designed to require interaction with others of different backgrounds, preferences and learning styles –

and will be based on simulations of real-world technical leadership problems and situations.

Online courses provided directly from the Bloomsburg University campus will employ a variety of learning

and collaboration tools. The synchronous online experiences for this program may include but are not

limited to real-time online class sessions and meetings that will make use of direct student participation

via microphone and on-screen interactive response tools. Asynchronous online activities may include but

are not limited to online chats, threaded discussions, e-mail exchanges, online quizzes, review of

downloadable lessons and other online activities.

Guest lecturers are utilized to present specific topics, offer unique points of view and introduce current

topics in the field. Classroom and online learning experiences culminate in the capstone course, in which

student teams present the results of their work in a competitive setting to a group of technical

professionals and receive feedback for their efforts.

An off-site Technical Leadership Internship experience provides students with an opportunity to apply

knowledge gained in courses. The internship experience also incorporates regular detailed reports of

activities, site visits and/or phone conferences to access progress, and reflective writing assignments.

Program Structure and Administration

The Technical Leadership program is based in the Department of Instructional Technology within the

College of Science and Technology at Bloomsburg University. Timothy Phillips, Ph.D., Chair of the

Department of Instructional Technology and Director of the Institute for Interactive Technologies

provides academic supervision of the program.

The Department of Instructional Technology is an appropriate place to locate this program since it

already has a significant amount of experience providing courses that focus on the effective application

of technology to meet organizational objectives. Several courses currently offered by the department

address participation in and leadership of technical project teams. These include a highly rated capstone

course that is considered a model for the application of academic knowledge to real-world projects

within a corporate framework. A professional internship program is designed to assist students make the

transition from an academic environment to the professional workplace.

A Program Director, based on the RACC campus, will oversee program management and development.

This individual will be involved in program marketing and student recruitment efforts and referral of

students for financial advisement and career development services. The Program Director will also liaise

between the RACC, BU and CTE high school communities, consult with supporting industries and

advisory board members and survey faculty yearly to determine additional resources and courses

required to meet program objectives. This individual will also be responsible for program logistics and,

working in cooperation with Dr. Phillips and Department of Instructional Technology faculty, program

development and expansion, including the potential addition of certificate programs, distance education

options and other technical and professional degree tracks.

18

Leadership and faculty qualifications

Dr. Timothy L. Phillips

21 ½ years at Bloomsburg University

Ph.D., Pennsylvania State University; M.S., Longwood College

Current teaching responsibilities:

o Chair, Department of Instructional Technology

o Director, Institute for Interactive Technologies

o INSTTECH 551 - Advanced Instructional Design

Scholarship related to proposed program:

o Nicholson, M.J. & Philips, T. Best Practices for Social Networking Tools and

Collaborative Learning. 26th Annual Conference on Distance Teaching and Learning,

Madison, WI, August 2010

Additional responsibilities related to Technical Leadership program:

o Academic Advisor for Technical Leadership Program

Dr. Timothy L. Phillips expertise includes instructional design, project management,

elearning, and instructional robotics. He has been teaching instructional technology at the

university level for 24 years and has presented papers and workshops at numerous state

and national conferences. He presents and consults on providing and managing instructional

technology solutions. As part of his role with the Institute for Interactive Technologies, Dr.

Phillips provides leadership for instructional technology projects for corporate, healthcare

and state government clients – projects amounting to over three million dollars in revenues.

Some of the clients he has worked with include, the PA Department of Public Welfare,

Kellogg’s, Black and Decker, Bristol Myers Squibb, Thermal Product Solutions, Rieter

Automotive Carpet, Geisinger Medical Center, and the Pennsylvania Coalition Against Rape.

Dr. Helmut Doll

21 years at Bloomsburg University

Ph.D., University of California at Santa Barbara; M.S. Oregon State University


o INSTTECH 470/570 – Introduction to Website Development

o INSTTECH 472/572 – Introduction to Authoring

o INSTTECH 577 – Advanced Authoring

o INSTTECH 576 – Authoring for Mobile Devices

o INSTTECH 574 – Authoring for Networks (ColdFusion)

Teaching responsibilities for Technical Leadership program:

o INSTTECH 470 – Introduction to Website Development

Scholarship related to Technical Leadership program:

o Doll, H., Milks, E., Nicholson, M., & Phillips, T. “Are eLearning tools ready for the

mobile revolution?". Presentation at the New Learning Technologies 2011 SALT®

Conference, Orlando, FL. February 24, 2011.

o Doll, H., “Supercharging your blog”. Webinar for the eLearning SIG of the Greater

Philadelphia Chapter of ASTD. October 21, 2010.

19

o Developing of an online and PDA based tracking tool for Exercise Science

competencies. Participant in grant by PI Joseph Hazzard. Bloomsburg University.

2008.

Dr. Doll’s professional interests include mobile application development, web and

multimedia design and development, dynamic web applications, geometric knot theory, and

mathematics education.

Dr. Mary Nicholson


Ph.D., Texas A&M University; M.Ed., Texas A&M University


o INSTTECH 560 – Multimedia Productions

o INSTTECH 584 – Online Course Design

o INSTTECH 585 – eLearning Concepts

o INSTTECH 450/550 – Instructional Design



o INSTTECH 450 – Instructional Design


o Nicholson, M.J. & Philips, T. Best Practices for Social Networking Tools and

Collaborative Learning. 26th Annual Conference on Distance Teaching and Learning,

Madison, WI, August 2010

o Nicholson, M.J. Wikis, and Blogs and Twitter. Social Media in the Classroom. E-Learn

2009 World Conference on E-Learning in Corporate, Government, Healthcare, and

Higher Education, Vancouver B.C., October 2009

Dr. Nicholson’s professional interests include multimedia technologies, digital imagery,

eLearning, and instructional design.

Dr. Karl Kapp


Ed.D., University of Pittsburgh; M.Ed. University of Pittsburgh


o INSTTECH 575 – Managing Multimedia Projects


o INSTTECH 450/550 – Instructional Design



o INSTTECH 450 – Instructional Design


o Kapp, K. Learning in 3D: Adding Dimension to Enterprise Learning and Collaboration.

Pfeiffer. January 2010

o Kapp, K. Winning eLearning Proposals – The Art of Development and Delivery. J. Ross

Publishing. May 2003

20

Dr. Kapp’s areas of expertise are in analyzing and assessing the business needs driving an

organization toward e-learning, corporate uses of multimedia and Return-On-Investment

analysis. He is also a prolific author of a number of books including Winning E-Learning

Proposals: the Art of Development and Delivery, Gadgets, Games and Gizmos for Learning

and Learning in 3D: A New Dimension to Enterprise Learning and Collaboration.

Vincent Basile, M.S.


M.S., Bloomsburg University; B.S., Ithaca College

Recent teaching responsibilities:

o INSTTECH 590 – Graduate Internship

o INSTTECH 466 Technical Leadership Capstone I

Management responsibilities for the new program

o Program management, development, marketing and recruitment

o Liaison between BU, RACC and CTE high school communities

o Coordination of Advisory Board of Technical Professionals

o Support for faculty academic advisement activities

o Program assessment activities


o INSTTECH 466 – Technical Leadership Capstone I

Mr. Basile’s areas of expertise are in personality and work style differences and application

to organizational objectives, team development, and time and activity management. He has

extensive experience in healthcare – serving in supervisor, manager and director positions –

and taking leadership roles in healthcare programs, workgroups, cross-functional teams,

departments and divisions. He is also the former owner/director of an independent

healthcare clinic.

Student qualifications/support/advisement

All students entering the final 60 credits of the B.A.S. degree program will be required to complete an

A.A.S. degree. Initially, students entering the program will have completed an Associate degree in a

technical program at Reading Area Community College.

Interested RACC students will receive academic advisement for the Technical Leadership program that

directs them toward appropriate coursework to support Bloomsburg University’s General Education and

transfer requirements. Prospective students from underrepresented and first generation groups will be

recruited and provided additional advisement and academic support according to the Bloomsburg

campus model that has successfully increased retention and academic progress to completion for these

groups.

Faculty from Bloomsburg University’s Department of instructional Technology will provide academic

advisement to students during the final 60 credits of the B.A.S. degree program. The B.A.S. Program

Director, based at the RACC campus, will provide additional, non-academic support.

21

Coordination, Cooperation, Partnerships and Authorizations

With related programs at other institutions

The B.A.S. in Technical Leadership program was developed in collaboration with faculty and

administrators from Lehigh Carbon Community College and Lehigh Career and Technical Institute. This

involved input from LCCC’s School of Computer Science and the Arts, Office of Academic Advisement,

Office of Transfer Services and other student support departments. Additional, site-specific information

for the program for the proposed additional location at RACC was developed in collaboration with

administrators, faculty and staff at Reading Area Community College. Bloomsburg University and

Reading Area Community College have signed an Articulation Agreement (see Appendix C) that outlines

respective responsibilities and obligations related to the program.

The placement of a Program Director on-site at the RACC campus will facilitate ongoing interaction

between both institutions. RACC academic and transfer advisors will assist students as they plan for a

smooth transition from their A.A.S. program to the B.A.S. Technical Leadership program. The RACC

Internship and Workforce Development offices have also offered assistance with the identification of

internship sites and identification of candidates for the Advisory Board of professional technical

personnel. The retention and academic progress of B.A.S. degree students will be monitored by

Bloomsburg University’s Office of Planning and Assessment and Center for Academic Achievement with

the goal of adjusting support for improved success, similar to what is done on the main campus.

With other department/units on campus

The impact of the Technical Leadership program has been extensively discussed at Bloomsburg

University and met with approval and support from the Bloomsburg University President, Provost,

Administrative Vice-Presidents, Academic Deans and appropriate department, college and university

faculty curriculum committees. The program received approval by the Bloomsburg University Council of

Trustees on November 29, 2011 (see Appendix A). Additional discussions have been held to incorporate

knowledge gained from our experiences with the program at Lehigh Carbon Community College.

The program makes use of offerings in several other departments to provide the breadth of knowledge

and experience required for graduates to take leadership roles in their respective technical fields.

Assistance, feedback and support have been received from the Department of Communication Studies,

Department of Business Education and Information and Technology Management, and the Department

of Accounting. These departments offer courses for the Technical Leadership program either on-site at

the RACC campus or online.

With the PASSHE Office of Academic and Student Affairs and Board of Governors

The PASSHE Division of Academic and Student Affairs provided ongoing guidance and support during the

development of the B.A.S. in Technical Leadership program. This culminated in approval by the PASSHE

Board of Governors on January 19, 2012 (see Appendix B).

With outside agencies, corporations, etc.

Input from technical industry representatives in the Berks County area has been actively solicited during

the development of this program. A Technical Leadership Program Advisory Board for the Reading area

will be formed for the purpose of keeping the Technical Leadership program curriculum current and

creating goodwill among potential employers of our graduates. The board will also assist in exploring

possibilities for expansion of the program to include other technical and professional disciplines once

the Technical Leadership program has been fully established. Interest in serving on the advisory board

has been expressed by technology management professionals in several different industries.

22

Assessment and Accreditation

Bloomsburg University’s Office of Planning and Assessment provides oversight for all curricular and co-

curricular experiences. The Assistant Vice-President of Planning and Assessment serves as a resource to

all departments for existing, new and proposed learning experiences. A key duty in their responsibilities

is to review key indicators related to enrollment, retention, academic progress and graduation in order to

assess the performance and sustainability of newly implemented programs. These indicators are

reviewed by term and academic year and discussed with department chairs and deans.

Collecting and evaluating student-learning outcomes data

Assessment

Mechanism

Goals Evaluated Style of

Assessment

Assessment Point

Completion of specific A.A.S.

entry-program outcomes

A.A.S. Goals Formative Completion of A.A.S.

program

ETS® Proficiency Profile at

completion of General Education

requirements

Proficiency of General

Education

Formative Completion of General

Education

requirements

Capstone Course Evaluation

Rubric

Proficiency in the 10

Technical Leadership

skill areas

Formative Completion of the


portion of program

Two Internship Evaluation

Rubrics

- Onsite supervisor version

- University supervisor

version

Proficiency in the 10


skill areas

Formative On completion of

Internship

Survey of program faculty Proficiency in the 10


skill areas

Summative Annually

Student Interviews Proficiency in the 10


skill areas

Summative Exit

Use of student-learning outcomes data to improve the program

Data on student performance related to expected learning outcomes will be collected annually for each

location of the Technical Leadership B.A.S. degree program, and evaluated separately to identify specific

or potential deficiencies at each location. The results will be compiled into reports for the program chair

and faculty of the Department of Instructional Technology, individual course faculty and Technical

Leadership Program Advisory Board. These reports will be discussed with the Assistant Vice-President of

Planning and Assessment who will also collect data by term, as appropriate, and be utilized in periodic

program reviews to determine if changes in the program curriculum or structure are either necessary or

potentially beneficial.

23

Collecting and evaluating program goals

The Technical Leadership Program Director will develop a plan to 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.

Use of program assessment to improve the program

Assessment

Mechanism

Goals Evaluated Style of

Assessment

Assessment Point

Survey of graduates Proficiency in the 10


skill areas

Summative Post-graduation

2 and 5 years

Survey of employers Proficiency in the 10


skill areas

Summative Post-graduation

2 and 5 years

Resource Sufficiency

Overview of resource sufficiency

During the initial stages of the establishment 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 a tenure track faculty member.

There will be no impact on classroom space on the Bloomsburg University campus. All courses will be

taught either on-site at the RACC campus or as online courses from Bloomsburg University. No additional

hardware or software requirements are currently expected for this program.

Student and faculty support services

Student services for the establishment of the Bachelor of Applied Science in Technical Leadership

program at RACC will be provided in a manner that best supports the comprehensive development of the

student. Similarly, faculty services will support desired learning activities and the professional

development of the faculty member.

In some cases, services may best be “projected” from the Bloomsburg University campus to Technical

Leadership students located at the Reading Area Community College campus. Other services may best

be provided by RACC personnel under arrangement with Bloomsburg University. The unique design and

delivery method of the Technical Leadership program requires that all services be provided by

Bloomsburg University and Reading Area Community College, working in a comprehensive and

cooperative manner in order to meet program learning outcomes.

Students will have access to online resources through Bloomsburg University’s Harvey A. Andruss Library

website and to print materials through interlibrary loan. They will also have access to on-site and online

resources at RACC’s Yocum Library.

Bloomsburg University’s Instructional Media and Design Center, working with the Department of

Instructional Technology, will provide additional training to faculty as necessary for online course

delivery. Pre-semester training in RACC classroom technology will be provided to onsite instructors by the

RACC Technology Services Department. The Help Desk of Bloomsburg University’s Technology Support

Department will ensure that Technical Leadership program students taking online courses have 24/7

24

support that is of similar quality and timeliness to that provided for other online courses and distance

education programs.

As mentioned above, the Technical Leadership Program Director will be based on the RACC campus and

will oversee program management and development. The Director will also assess the effectiveness of

arrangements for service provision on an ongoing basis – with a specific, focused assessment of

services conducted at mid-term of each semester.

The table below provides an overview of proposed arrangements for support services for students and

faculty in the Technical leadership program at the RACC campus. Initial plans for services have been

discussed, with an intent to refine plans for services as we approach the start of the program and

additional information comes to light.

Student Service Provider(s) Proposed Arrangement

Admissions BU BU Director of BASTL program working with BU Admissions

Office and Registrar’s Office

Financial Aid BU & RACC BU Director of BASTL program working with BU and RACC

Financial Aid Offices

Academic Advising BU Department of Instructional Technology faculty provide

Academic Advisement for BASTL students with assistance

from BU Director of BASTL program

Course Enrollment /

Registration

BU & RACC BU Director of BASTL program working with BU and RACC

Registrar’s Offices and

BASTL Director will enroll BASTL students in specific courses

Business Office

Services

BU & RACC BU and RACC Business Offices will provide support via

phone/internet and with assistance as required from BU

Director of BASTL program

Student Orientation BU BU Director of BASTL program, Chair of Dept. of Instructional

Technology, BU Admissions Office, others

Wireless Network

Access

RACC RACC Technology Services Office under arrangement with

BU

Computer Lab Access RACC RACC Technology Services Office under arrangement with

BU

Technology Support RACC RACC Technology Services Office under arrangement with

BU

Distance Learning

Support

BU BU Student Technology Support for online courses and web-

based services

Textbook & Bookstore

Services

BU & RACC The BU Bookstore will provide online access to all program

textbooks. The RACC Bookstore will carry select textbooks.

RACC Bookstore (in cooperation as appropriate with BU

Bookstore)

Library Services BU & RACC BU’s Andruss Library will provide access to online materials

plus hardcopy materials via Interlibrary Loan

RACC’s Yocum Library will provide access to hardcopy and

online materials

25

Student Service Provider(s) Proposed Arrangement

Accommodative

Services

BU & RACC Students will apply to the BU Accommodative Services

Department with requests for certification and services.

Onsite services will be provided by RACC, under

arrangement with BU.

Counseling services BU & RACC BU Center for Counseling and Human Development will

serve as the first contact for students who desire services.

The BU BASTL Director and RACC support staff will assist

with arrangements as appropriate.

ESL Services RACC RACC ESL services as needed under arrangement with BU

Tutoring Services &

Writing Center

RACC & BU Onsite access to tutoring labs at RACC. Online or phone

support for tutoring and Writing Lab services from BU

Internship Support BU with

assistance

from RACC

BU Director of BASTL program, working as needed with the

BU Office of Academic Internships and Instructor of the

BASTL Internship course. Assistance in locating possible

internships from the RACC Internship Office.

Testing Services RACC RACC provides on-site testing support services as needed

under arrangement with BU

Career Development RACC & BU RACC Career Development Centers will provide support

onsite. BU Career Development Centers will provide support

onsite via phone and email.

Student Conduct and

Discipline

BU & RACC Students are expected to abide by BU and RACC academic,

conduct and facilities policies. BU and RACC Student Affairs

Offices, with assistance from the BASTL Program Director,

will coordinate investigations and actions

Student Recreation

Center

RACC Access to RACC Rec Center under arrangement with BU

Faculty Service Provider(s) Proposed Arrangement

Classrooms & Other

Facilities

BU & RACC BU BAS Program Director will make arrangements for

classrooms with RACC Facilities Coordinator

Classroom

Technology Support

RACC RACC Technology Services Office will provide support as

necessary for classroom needs

Office space for BU

Adjunct Faculty

RACC RACC provides an adjunct faculty office space, which BASTL

instructors will be able to use

Printing and

Duplicating Services

RACC BU will provide limited printing services onsite. More

extensive printing needs will be met by BU departments

offering each course

Wireless Network

Access

RACC RACC Technology Services Office provides a wireless

network which may be used by BU onsite instructors

Online Learning

Faculty Support

BU BU Director of BASTL program acts as liaison with BU Faculty

Tech Support with assistance from Chair of Department of

Instructional Technology

26

Impact on Educational Opportunity

Effect on under-represented groups of students

The B.A.S. degree in Technical Leadership program 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 in

the Reading area. The Program Director will work with RACC advisors and Bloomsburg University’s

Offices of Planning and Assessment, Academic Achievement and faculty from the Department of

Instructional Technology to advise and support student retention and academic progress to degree

completion. The successful main campus model of intrusive advisement and academic support will be

extended to the RACC campus to provide additional assistance to these students. In addition, the

program will utilize a blend of courses provided on-site at the community college campus; offered online

from Bloomsburg University; and an off-site Technical Leadership internship experience. In this way, the

program will appeal to students who have difficulty relocating as required by a traditional university

transfer model. 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.

Establishment of the program at RACC will also appeal to and support the needs of non-traditional

students and working professionals, who often cannot access the additional education required to

advance in their fields. Students have the flexibility to attend classes full or part-time, combining

educational advancement opportunities with an ability to maintain continuous employment.

The involvement of the Technical Leadership Program Advisory Board at RACC ensures that students will

have contact with industry professionals in a way that provides a real-world context against which they

can compare knowledge and skills obtained in their courses. Contact with board professionals will also

assist students who may be at a disadvantage in the standard job search and interviewing system.

In addition, Bloomsburg University plans to pursue articulation agreements that will provide additional

opportunities to other students and technical and service professionals in the Commonwealth.

Effect on faculty, advisors, etc.

Current faculty and faculty recruited to teach in the program will be provided with new educational

opportunities that will broaden their teaching expertise through professional development activities in a

variety of technical fields. The program opens up both the need and the opportunity for significant faculty

professional development and provides faculty with a significant level of interaction with technical

professionals in a variety of different industries. It is also expected that Reading Area Community College

and Bloomsburg University faculty will benefit from their frequent interaction and dual involvement in

support of students. Program faculty will be surveyed yearly to determine additional resources and

courses required to meet program objectives. Bloomsburg faculty advisors for the Technical Leadership

program will be offered training through the University Teaching and Learning Enhancement Center in

the intrusive advisement and academic support model used with first generation and underrepresented

minority students on main campus in order to promote retention, support academic progress and

increase graduation rates for the program.

Effect on employers

The demand for technical professionals who have the knowledge, skills and motivation to assume

leadership roles in their industries is expected to increase as technology becomes increasingly

27

integrated in the activities and strategies of organizations. Employers will benefit from having a larger

pool of well-qualified candidates from which to select future employees who are capable of advancing to

and assuming leadership roles in their fields. Employer involvement in the Technical Leadership Program

Advisory Board will also provide an opportunity to participate in the development of the constantly

evolving role of technology and service professionals in an expanding global economy.

28

Bibliography

Barker, A., Sullivan, D., & Emery, M. (2006). Leadership competencies for clinical managers. Sudbury, MA: Jones and Bartlett Publishers.

English, SJ. (2010, November 2). Leadership development in a technical field. Larson Design Group Blog, Retrieved from http://www.ldgblog.com/2010/11/02/leadership-development-in-a-technical-field/

McKendrick, J. (2011, February). Closing the IT skills gap: 2011 SHARE survey for guiding university & college IT agendas. SHARE, Retrieved from http://www.share.org/Portals/0/Members/Closing%20the%20IT%20Skills%20Gap%20Exec%20Summ%20FINAL%20202311.pdf

Muller, M. (2010, December). Top 11 IT skills for 2011. Global Knowledge, Retrieved from http://www.globalknowledge.com/articles/generic.asp?pageid=2845&country=United+States

Patton, M. (Ed.). (2008). ATE Projects Impact 2008. Washington, DC: Community College Press.

Ruud, C.M., & Bragg, D.D. (2011). The applied baccalaureate: what we know, what we learned, and what we need to know. Proceedings of the Lumina Foundation Convening on the Applied Baccalaureate, http://occrl.illinois.edu/publication/901

Saporito, B. (2011, January 17). Where the jobs are. Time Magazine, 177(2), 26-35.

Smith, Rachel. (8/30/2011). Assistant Director of CPWDC, Personal Communication.

U.S. Department of Homeland Security, United States Coast Guard. (2009). Coast Guard leadership competencies. Washington, DC: Retrieved from http://www.uscg.mil/leadership/resources/competencies1.pdf

http://www.ldgblog.com/2010/11/02/leadership-development-in-a-technical-field/

http://www.share.org/Portals/0/Members/Closing%20the%20IT%20Skills%20Gap%20Exec%20Summ%20FINAL%20202311.pdf

http://www.share.org/Portals/0/Members/Closing%20the%20IT%20Skills%20Gap%20Exec%20Summ%20FINAL%20202311.pdf

http://www.globalknowledge.com/articles/generic.asp?pageid=2845&country=United+States

http://occrl.illinois.edu/publication/901

http://www.uscg.mil/leadership/resources/competencies1.pdf

29

Five-Year Budget Projection

Program Revenue

Budget Assumptions (Part-time students projected at 6 credit hours per semester)

Student Enrollment projections:

- The total tuition and fee revenue in the budget below is based on the projected credit

enrollment of first year and continuing students in the FT and PT groups modified for attrition

within each group.

Year Total Full-Time

Enrollment

Total Part-Time

Enrollment

Year 1 (’14-15) 0 Students 12 Students





Tuition revenue is based on a 3% annual increase:

Year Full-Time Part-Time

Current (’13-14) $3,311/semester $276/credit

Year 1 (’14-15) $3,410/semester $284/credit





Full-time fees include Student Technology ($184 per student) and Academic Enhancement

($349 per student)– total fees $533/semester

Part-time fees include Student Technology ($15 per credit) and Academic Enhancement

($29.25 per credit) – total fees $44 per credit

30

Program Expenses

Full-time Program Director – Position projected with a budgeted 3% annual salary increase and

annual benefits increase. Director expenses are shared with the BASTL Program located at

Lehigh Carbon Community College (LCCC) with 50% of total costs allocated to RACC.

Year Salary Benefits Total Allocated to RACC

FY ’14-15 $75,000 $37,560 $112,560 $56,280

FY ’15-16 $77,250 $39,248 $116,498 $58,249

FY ’16-17 $79,568 $41,684 $121,252 $60,626

FY ’17-18 $81,956 $44,324 $126,280 $63,140

FY ’18-19 $84,412 $47,186 $131,598 $65,799

Faculty salary costs for courses delivered by Bloomsburg University. Costs are projected with a

budgeted 3% annual salary increase and annual benefits increase. The internship course is

included with “onsite” courses. Online course costs are shared with the BASTL program at LCCC,

with 50% of total costs allocated to RACC.

Year Courses /

Year

Salary /

Course

Total

Salary

Total

Benefits Total Costs

Allocated

to RACC

FY ’14-15 1 onsite $5,826 $5,826 $3,204 $9,030 $9,030

4 online $5,826 $23,304 $12,817 $36,122 $18,061

Total $27,091

FY ’15-16 6 onsite $6,001 $36,005 $19,803 $55,807 $55,807

9 online $6,001 $54,007 $29,704 $83,710 $41,855

Total $97,662

FY ’16-17 6 onsite $6,181 $37,085 $20,397 $57,481 $57,481

9 online $6,181 $55,627 $30,595 $86,222 $43,111

Total $100,592

FY ’17-18 6 onsite $6,366 $38,197 $21,009 $59,206 $59,206

9 online $6,366 $57,296 $31,513 $88,808 $44,404

Total $103,610

FY ’18-19 6 onsite $6,557 $39,343 $21,639 $60,982 $60,982

9 online $6,557 $59,015 $32,458 $91,474 $45,737

Total $106,719

31

Classroom rentals are projected to be $50 per credit, per student – with an assumption of 10

students enrolled in each course. The internship course is not included as a classroom-based

course in this calculation:

FY ’14-15 1 course x $150 x 10 students = $ 1,500

FY ’15-16 5 courses x $150 x 10 students = $ 7,500




BLOOMSBURG UNIVERSITY:

Bachelor of Applied Science (B.A.S.) in Technical Leadership Program

ESTIMATED REVENUES

Year 1

(2014-15)

Year 2

(2015-16)

Year 3

(2016-17)

Year 4

(2017-18)

Year 5

(2018-19)

Existing New Existing New Existing New Existing New Existing New

Projected University E&G 47,262 136,480 269,281 348,442 376,214

External Grants and Contracts

Other

TOTAL REVENUE 47,262 136,480 269,281 348,442 376,214

ESTIMATED EXPENSES Year 1 Year 2 Year 3 Year 4 Year 5

Salaries and/or benefits (Faculty and

Staff) 83,371 155,911 161,218 166,750 172,518

Learning resources 2,000 2,000 2,000 2,000 2,000

Instructional Equipment

Facilities and/or modifications

Other (Classroom Rentals) 1,500 7,500 7,500 7,500 7,500

TOTAL EXPENSES 86,871 165,411 170,718 176,250 182,018

DIFFERENCE (Rev.-Exp.) -39,609 -28,931 98,563 172,192 194,196

ESTIMATED IMPACT OF NEW PROGRAM Year 1 Year 2 Year 3 Year 4 Year 5

FTE Enrollment 6 17 22 27 27

Projected Annual Credits Generated 144 408 516 636 636

Tuition Generated 40,896 119,544 155,832 197,796 203,520

Appendix A – Bloomsburg University Program Approvals

Appendix B – PASSHE Approval Letter

Appendix C – Articulation Agreement with RACC

Appendix D – Examples of Marketing and Informational Publications

Bachelor of Applied Science in Technical Leadership

Program Overview

This unique program is offered through Bloomsburg University’s Department of Instructional Technology in partnership with Reading Area Community College (RACC) and its supporting Career Technical Education schools. The Bachelor of Applied Technology (B.A.S.) in Technical Leadership program provides the knowledge and skills needed by technical professionals for leadership roles and career advancement.

Providing a seamless pathway to a bachelor’s degree, the Technical Leadership program is designed in a 2+2+2 format – with multiple entry points that allows it to serve students in career technical high schools, community colleges and working technical professionals.

Students in the program gain knowledge and skills in several areas, including:

Effective communication and collaboration

Team leadership and project management

Workplace and cultural diversity

Financial and supervisory knowledge

Conflict management and resolution

Staff training and development

RACC Students in Associate of Applied Science (A.A.S.), Associate of Science (A.S.) and Associate of Arts (A.A.) programs in technical fields may enter the B.A.S. in Technical Leadership program upon completion of their associate degree. A Program Director from Bloomsburg University will be located on-site at RACC and work closely with Transfer Counselors, Program Coordinators and students to ensure a seamless transition. Graduates of technical associate degree programs from other colleges may also apply. Transcript reviews will be used to determine program eligibility and course plans.

Working technical professionals who are graduates of RACC’s technical associate degree programs will have the ability to continue on to a Bachelor’s degree by attending a blend of online and on-site courses at the Reading campus of RACC. For maximum flexibility, most program courses will be offered in the evenings.

Career Technical Education school students may begin the program during their junior and senior years by dual enrolling in a technical associate degree program at RACC. In this way, some students may be able to complete up to one year of college credits while simultaneously completing high school.

A Professional Advisory Board will be actively involved in the program, providing feedback that connects with industry trends and needs – and ensuring that program graduates have the credentials employers seek. The professional advisory board will also participate in the Technical Leadership capstone course and internship program.

Classes in the Bachelor of Applied Science in Technical Leadership program will begin in the fall 2012 semester.

http://www.bloomu.edu/tech_leadership

http://www.bloomu.edu/tech_leadership

Bachelor of Applied Science in Technical Leadership

Admissions Information

Transferring to BU

Any student who is in good standing with their current/previous college or university is eligible to transfer to BU. A specific articulation agreement is in place between BU and RACC for the B.A.S. in Technical Leadership program. Transfer applicants must have a minimum GPA of 2.0 to be considered.

How to apply

Contact Vince Basile, B.A.S. Program Director to set up a meeting to discuss the Technical Leadership program Mobile phone (preferred): 570-204-6901 Email: [email protected] RACC Office: ARC 314-A

o Please bring a printed copy of your RACC transcript (an unofficial transcript from the RACC site will do) plus copies of transcripts from any other colleges and/or universities you’ve attended.

Complete and submit a paper BU Application form to Vince Basile. Do not use BU’s online application system. Application forms may be obtained from Vince Basile or your RACC Transfer Counselor.

o Use the “Technical Leadership BAS TECLEA-BAS” code (located on page 3) when entering your Program Description and Program Code on page 2.

Request official college transcripts be sent from all colleges and/or universities you’ve attended to the BU Office of Admissions.

Request official high school transcripts be sent by your high school to the BU Office of Admissions.

When to apply

Transfer applications for the B.A.S. in Technical Leadership program are reviewed on a rolling basis until the major or semester reaches capacity and is closed.

BU Admissions Office Website: http://www.bloomu.edu/admissions

Financial Aid Information

Bloomsburg University Financial Aid Office staff members are available to answer questions and assist you to financially plan your education with BU.

Here is some information that will help you get started:

BU Federal Title IV Code: 003315

BU Financial Aid Office Phone: (570) 389-4297

Speech/Hearing Impaired: (570) 389-4468

Fax Number: (570) 389-4795

BU Financial Aid Office Website: http://www.bloomu.edu/aid

Contact Info for Financial Specialists: http://www.bloomu.edu/aid/contacts

mailto:[email protected]

http://www.bloomu.edu/admissions

http://www.bloomu.edu/aid

http://www.bloomu.edu/aid/contacts

Documents

Middle States Commission on Higher Education … BAST… · Accreditation Liaison Officer (ALO) ... Such a pathway offers technical professionals in the Commonwealth the opportunity