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Accelerated IT Training Programs (ATP) • Competency-based delivery model (flipping traditional model) • Independent study for self-directed learners • Opportunities for acceleration utilizing prior learning assessment
options
Program Overview
Delivery Models
1. Choosing the program 2. Building the teams and timelines 3. Developing Internal Partnerships 4. Outreach and marketing 5. Launching the pilot 6. Student Support Services 7. Process improvement
Agenda of Topics
• Choose an existing AS in Computer Systems Specialist
• SACS approved • State framework aligned • Existing state outline
– 2 stacked Tech Certificates – 9 latticed industry
certifications
Choosing the Program
1. 21 courses to be developed 2. Subject Matter Experts selected 3. Separation of duties
a. Content Developers b. Assessment Developers c. Quality Assurance Examiners
4. Multimedia training on Wacom Tablets to create OER
Teams & Timelines
How do we make this work?
1. Recruiting - Advising 2. Registration – Open starts and early completion? 3. Financial Aid
a. What is a full time student? b. How do we track forward progress? c. When do we make the disbursements?
4. Grades and transcripts a. Grading methods b. GPA
Developing Internal Partnerships
• Outreach & Marke-ng
• Non-traditional students
• Easy to find information on school’s website
• Catchy marketing strategies
Verify progress
Consistent contact with student
Record Progress
Create a Rela-onship
Faculty Advisor’s were expected to interact with their assigned students on a weekly basis.
• Lessons Learned
Problems that surfaced quickly:
• Could not reach students directly – Adult and or working students usually do not answer their phones during the day while they are at work.
• Students were not returning phone calls or emails – If they did return a call they usually missed their advisor (who was probably in class)
– Faculty did not have experience with adult independent learners who needed liMle or no advising (treated them like 18 – 22 year olds)
– Most students (adult or not) felt they were being pressured and thus went into avoidance mode.
Process Improvement
• Adjustments that were made: – Full-‐-me Academic Coach
was hired – The student’s progress is
their only focus – Specialized training for
coaching adult learners for all academic coaches
– Close team of student support staff sharing data
Improvements Observed
• Communica-on with students improved on a consistent basis, and feedback from the students on how they appreciated the new suppor-ve tone from the Academic Coach, instead of the dictated tone from the Faculty Advisors
• Students started coming on campus to meet the coach
• More and more students are reaching out to the coach for a wide variety of support and informa-on
• An increase in student performance and progress in just one semester
1. Not self-paced – push accelerated pace 2. Pace charts to give students direction 3. Creating partnerships between coach/student/instructor 4. Remove barriers that keep students from moving forward 5. Choose great learning resources 6. Plan on improvements each term 7. Hold regular meetings with coaches/instructors/staff
Lessons Learned
This workforce solution was funded by a $3,200,000 grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership