The document discusses the history of broadening access to STEM programs through technical college articulation programs at Southern Polytechnic State University. It outlines the university's early initiatives in the 1990s to partner with technical colleges and offer distance learning programs. It describes the development of instructional technology resources on campus and the establishment of centers to support faculty development and online learning. The document then discusses the university's strategic plan goals around increasing articulation agreements and online enrollment, and outlines future directions of expanding programs and infrastructure to support online and blended learning.

1. Broadening access to STEM programsBroadening access to STEM programs
through Technical College Articulationthrough Technical College Articulation
ProgramsPrograms
David Edwin Stone, Ph.D.

2. Presentation OverviewPresentation Overview
• Institutional Context
• Early focus on special statewide mission
• Connection to Mission
• Strategic Connection
• Types of programs offered
• Implementation
• Enrollment data
• Future directions
• Improving the pipeline

3. Institutional Context

4. Institutional Context

5. Institutional Context
USG Technical Resources
•Common* Student Information System
(SCT BANNER)
•Fiber network between campuses
owned by university system
http://www.usg.edu/peachnet/
•Centralized Course Management
System - Blackboard Vista
•Galileo Online Library System
http://www.galileo.usg.edu

6. Institutional History
• Established in 1948 as 2 year division of the Georgia Institute of
Technology (Georgia Tech)
• Became a 4 year college in 1970
• Separated from Georgia Tech in 1980
– Presidents:
• Dr. Stephen R. Cheshier 1980-1997
• Dr. Daniel S. Papp 1997-1998
• Dr. Lisa A Rossbacher 1998-Present
• Offers undergraduate and graduate degree programs in
Engineering, Engineering Technology, Science, Math, and a
growing number of liberal arts

7. Original Initiatives – 1995 ProposalOriginal Initiatives – 1995 Proposal
Framed within the context of the institution’s statewide mission to provide the
technical baccalaureate to undergraduates, graduates, and life-long
learners. by:
• Expand technical education offerings and increase enrollments in technical institutes and
technical colleges as a result of HOPE funding through the development of a distance learning
track for 2+2+2+graduate programs.
• Develop curriculum for specialized topics related to ISO 9000 and quality assurance, waste
and environmental concerns, loss control/safety, computer applications, ergonomics, healthcare
and other industry-specific applications.
• Provide the major portion of the technical programming for the proposed ITFS facilities
sought by the Metropolitan Atlanta Distance Learning Consortium.
• Provide a capstone degree program for graduates of the state’s technical institutes;
provide technical institutes as well as adult and continuing education programs in rural Georgia
with technical coursework whenever it is difficult to recruit qualified instructors at the local
community.

8. Original Initiatives – 1995 ProposalOriginal Initiatives – 1995 Proposal
Framed within the context of the institution’s statewide mission to provide the
technical baccalaureate to undergraduates, graduates, and life-long
learners. by:
• Provide state-wide, in-service technical training for teachers, including use of Internet and
Georgia based computer networks, as well as expanding services of Southern Tech’s NASA
and Georgia Youth Science and Technology Resource Centers, and the Federal Aviation
Education Resource Center as well as other services.
• Provide relevant training to trainers who teach employees in Georgia’ businesses and industry;
re-training of workforce due to downsizing of military bases and other industries, re-tooling, and
plant closures.
• Provide technical training to the many outstanding minority owned-operated firms in Georgia
which seek technical training and expertise.
• Create additional partnerships with private industry as the state develops and implements its
state-wide information highway infrastructure.

9. Early effortsEarly efforts
• Cable
• Satellite
• GSAMS

10. Instructional Technology Teleplex 1995Instructional Technology Teleplex 1995
• The instructional telexplex was staffed with three staff members: a
television production specialist, a television technician, and an
instructional designer.
• During the fall of 1995 Dr. Kenneth Rainey was given release time to
develop and implement a series of faculty development workshops.
These workshops covered issues dealing with multimedia development,
GSAMS course development, and the Internet.
• Oversight of the operation was moved as part of Continuing Education
in 1996 (part of Academic Affairs)
• An Instructional Technology Advisory Committee was formed to help
guide instructional technology implementation on campus.
• The Instructional Technology Teleplex was reorganized as the Center
for Instructional Technology in 1996.

11. Center for Instructional Technology ActivitiesCenter for Instructional Technology Activities
• Established during Summer 1996 upon recommendation of the
Smart Classroom/Multimedia ad hoc committee (Under the guidance
of Dawn Ramsey and Susan Putzell)
• Activities
– Sponsor faculty development related to teaching, learning, and technology for campus.
– Consultation, recommendation, and training for faculty and staff about smart classroom
equipment and other instructional technology.
– Facilitation of GSAMS
– Faculty instructional and web based teaching technologies
– Satellite downlinks
– General access smart classrooms.

15. Center for Instructional Technology Goals (1996)Center for Instructional Technology Goals (1996)
1. to provide opportunities for faculty and students to experience
and utilize modern instructional technology.
2. to cultivate an interest in and demonstration of instructional
technology as a means of enhancing learning.
3. to create a community of learners that actively collaborate to
explore new avenues to improve instruction, and
4. to establish a supportive environment which encourages faculty
and students to experiment with new technologies.

16. The Teaching and LearningThe Teaching and Learning
AcademyAcademy
• In 1996 the University System of Georgia established a Distinguished Professor
Program which provided matching funds for campus based activities. With
matching funding recieved from the SPSU Foundation, a decision was made to
have a single faculty member serve as the Distinguished Professor for a one year
term.
• The Distinguished Professor would serve for one year as a champion for
teaching, learning, and technology implementation on campus. The money was
spent to provide reassigned time and funds to purchase equipment. As a result of
the Distinguished Professor program, Scott Tippens proposed and began the
Teaching and Learning Academy in the winter of 1999. This academy involved
approximately 40 faculty members in a semester long course of discussions
about the scholarship of teaching that included pedagogy, effective instructional
techniques, and training in creating course materials and courses for delivery via
the Internet. The funding for the distinguished professor program was eliminated
during spring 2000.

17. Distance Learning Task ForceDistance Learning Task Force
Charge:
1.The plan should meet all SACS criteria/standards
2.The plan should be broad enough to include all forms
of distance learning.
3.The plan should be comprehensive to include all
aspects of distance learning program planning and
delivery….

18. First online degree programFirst online degree program
• First Master’s Degree Online offered in
the State of Georgia. Approved by the
USG Board of Regents
– Masters of Science – Quality Assurance
July 7th
, 1997

19. 2003-20062003-2006
• Development of a course review rubric and
formalization of online learning practices beyond the
course level
• Continued work of the Distance Learning Task Force
by removing barriers to offering online degree
programs at the university.
• Continued faculty development and organizational
support via the development of a Center for Teaching
Excellence.
• Joined USG eCore in 2005

20. 2007-20092007-2009
• Implementation of course evaluation rubric.
• Creation of the Teaching Academy for Distance
Learning informed in part by the experiences and
successes informed by the experiences with the
Teaching and Learning Academy from 1999.
• Management of a tuition differential via the Distance
Learning Task Force.

21. Office of Faculty Support and Development (2010)Office of Faculty Support and Development (2010)

24. Strategic Plan 2010-2013Strategic Plan 2010-2013
1. Increase the number of graduates who are well prepared for
work and for life.
1. Increase the resources available to support the University’s
mission.
2. To increase the sense of community within the University and
between the University and the region.
1.2 Offer new programs that address student interest and unmet
employer demands for SPSU-style applied education
Indicator:
• Implement fully the articulation agreement with the
Technical College System of Georgia.

25. TCSG Articulation AgreementTCSG Articulation Agreement
• Seamless transfer in which there are minimal or no losses of credit
• Courses available in the local community– keep them rooted in their community
• Low residency/no residencycourse formats to support students with full time job or other commitments (family, etc)
• Balance articulation where 50% via TCSG and 50% via SPSU
• Limited to SACS accredited institutions only
• Target underrepresented, rural areas with no access toprograms
– In 2010, 85% of students in TCSG received Hope Grant of Federal Pell Grants
• Support economic growth within communities

26. Articulation AgreementArticulation Agreement
• Technical College System of Georgia
– Pre-Engineering Technology
– BAS programs
• Georgia Military College
• Expansion to other partners

27. Alignment of curriculumAlignment of curriculum
• TCSG was undergoing transition to Semester
system
• Agreement to provide low-residency lab or
remote lab capability
• Bachelor of Applied Science programs
• Pre-Engineering Technology added
– Electrical, Mechanical and Industrial

31. Faculty Development and Support forFaculty Development and Support for
TCSG ProgramTCSG Program
• “Seed money” to support the development of TCSG courses (via distance learning differential)
• Teaching Academy for Distance Learning
• Additional staffing (Instructional Designers
• Technology infrastructure
– Video conferencing
– Lecture capture

32. Building the futureBuilding the future
• Conferencing bridge at the USG Facility
– Cloud based video bridging (BlueJeans Networks, etc)
• Lecture Capture technology deployed in 12
classrooms for Fall 2012
• Video conferencing systems in three classrooms
• Cohesive content management strategy to allow for
easy re-use, redevelopment and sharing.
• USG-wide Desire2Learn implementation
– Learner analytics capabilities
– Portfolio integration

33. Guiding Principles for SPSUGuiding Principles for SPSU
Online LearningOnline Learning
1. The unique principles of education at SPSU should be
reinforced in the blended learning environment, and faculty will
be able to incorporate the key course experiences that
comprise the unique nature of SPSU programs.
2. Students enrolled in online programs at SPSU will feel
connected to the university, and should develop lifelong
relationships with fellow students, advisors, and SPSU.
3. As an institution we will follow a deliberate design process to
build a cohesive blended learning environment for SPSU. This
should focus on the student experience in both the on-campus
and online environment, much like theme parks or other
environments where the experience is part of the value
provided to the customer.

34. Complete College GeorgiaComplete College Georgia
The plan calls for cooperation and lays the groundwork in three
areas:
1.Create new forms of collaboration and accountability among
organizations responsible for or reliant on higher education
2.Continue to work with the Georgia Department of Education to
increase the number of college-ready students graduating from high
school
3.Reevaluate and envision anew the performance of completion-
related aspects of higher education.
- USG BoR Press Release, November 9, 2011

35. Enrollment in BAS ProgramsEnrollment in BAS Programs
Goals:
•500 by 2015
•800 by 2017

36. Critical componentsCritical components
• eCore program
• Tuition differential and entrepreneurial
approach to program development
• Program and School motivation
• Alignment of TCSG and SPSU strategic goals
• Teaching Academy for Distance Learning

37. Future DirectionsFuture Directions
• Online Campus
• Additional programs
• Additional articulation agreements
• Technology Improvements
– Content Delivery Network
– Flipped Classroom
– Virtual Desktop Initaitive

38. Online Campus (proposed)Online Campus (proposed)
1. To provide high-quality, readily scalable degree programs to
meet the needs of online students and to increase awareness
and overall market share for SPSU.
2. To generate net revenues in excess of expenses in amounts
sufficient both to allow for its own operation and growth and to
provide a significant additional revenue stream for the
traditional academic program at the University

39. Online Campus (Continued)Online Campus (Continued)
The online campus will focus on and market to a
different demographic from the majority of our current
students. This will include:
1. Students whose family and/or work obligations do not allow
for traditional forms of instruction.
2. Students who live outside our traditional recruiting
geographic area.
3. Students who wish to take courses in a format different from
the traditional semester-based model.

40. Building the Learning EnvironmentBuilding the Learning Environment
• Build and test physical classrooms and labs that support the
SPSU vision of blended and online learning.
• Develop institutional support for blended and low residency
degree programs.
• Develop a process to incorporate student, faculty, and staff
perspectives into the continuous improvement of SPSU courses
and the SPSU learning environment.
• Track and share student success data with academic programs.
• Develop a platform of effective and reliable support for students
and faculty.
• Use the affordances of online technology to provide access to
global perspectives within courses and programs.

41. Supporting multiple methodsSupporting multiple methods
• Synchronous communication
– Video, web conferencing, collaboration
• Maximizing engagement during class
– Polling, small group breakout sessions
• Community building through technology
– Social media, increasing personalization
• Collaboration technology
– Group document and project management
• Mobile devices and computing everywhere

47. Future PlansFuture Plans
• Scale up of recruitment and targeted support programs
• Closer alignment with industry and in partnerships with
faculty between SPSU and TCSG
• Showcasing successful students to encourage others to
join STEM programs
• Expansion to other states
• International growth
• Major infrastructure and tool expansion in 2013

48. Polytechnic InstitutionsPolytechnic Institutions
• Defining “Polytechnic”
• Differentiation of programs of study

49. ReferencesReferences
Anderson, T., Rourke, L., Archer, W., & Garrison, R. (2001). Assessing teaching presence in
computer conferencing transcripts. Journal of the Asynchronous Learning Network, 5 (2).
Biesinger, K. & Finegan, C. (2009, October). Strategic goal #2: managing capacity with distance
education [PowerPoint Slides]. Presentation from the October 14th, 2009 University System
of Georgia Board of Regents Meeting, Atlanta, Georgia. Retrieved from:
http://www.usg.edu/usgweb/webcast-files/goml_presentation.pdf
Garrison, D. R. (2009). Implications of online learning for the conceptual development and
practice of distance education. Journal of Distance Education, 23(2), 93-104.
Garrison, D., Anderson, T, & Archer, W. (2001). Critical thinking, cognitive presence and
computer conferencing in distance education. American Journal of Distance Learning 15(1),
7-23.
Regents Approve College Completion Plan. (2001) USG Press
Releasehttp://www.usg.edu/news/release/regents_approve_college_completion_plan