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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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
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
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.
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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.
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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 465 Leading Co-located & Virtual Teams
INSTTECH 485 eLearning Concepts
INSTTECH 470 Introduction to Website Development
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
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.
INSTTECH 465 Leading Co-located & Virtual Teams
BUSED 333 Business Communication & Report Writing
COMMSTUD 220 Intercultural Communication
COMMSTUD 313 Conflict Man. and Resolution
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
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
COMMSTUD 220 Intercultural Communication
COMMSTUD 313 Conflict Man. and Resolution
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
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.
INSTTECH 465 Leading Co-located & Virtual Teams
ITM 322 Project Management
COMMSTUD 313 Conflict Man. and Resolution
BUSED 333 Business Communication & Report Writing
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone I
INSTTECH 490 Technical Leadership Internship
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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 465 Leading Co-located & Virtual Teams
INSTTECH 470 Introduction to Website Development
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
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 322 Project Management
ITM 175 Information Technology Management
Applications
INSTTECH 465 Leading Co-located & Virtual Teams
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
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.
ITM 175 Information Technology Management
Applications
ACCT 220 Financial Accounting
ITM 322 Project Management
BUSED 350 Valuing Diversity in Business
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
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.
ACCT 220 Financial Accounting
ITM 322 Project Management
ITM 175 Information Technology Management
Applications
INSTTECH 467 Technical Leadership Capstone II
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.
BUSED 350 Valuing Diversity in Business
ITM 175 Information Technology Management
Applications
ACCT 220 Financial Accounting
COMMSTUD 313 Conflict Man. and Resolution
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
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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.
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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
Current teaching responsibilities:
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.
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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
18 years at Bloomsburg University
Ph.D., Texas A&M University; M.Ed., Texas A&M University
Current teaching responsibilities:
o INSTTECH 560 – Multimedia Productions
o INSTTECH 584 – Online Course Design
o INSTTECH 585 – eLearning Concepts
o INSTTECH 450/550 – Instructional Design
Teaching responsibilities for Technical Leadership program:
o INSTTECH 485 – eLearning Concepts
o INSTTECH 450 – Instructional Design
Scholarship related to Technical Leadership 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
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
16 years at Bloomsburg University
Ed.D., University of Pittsburgh; M.Ed. University of Pittsburgh
Current teaching responsibilities:
o INSTTECH 575 – Managing Multimedia Projects
o INSTTECH 585 – eLearning Concepts
o INSTTECH 450/550 – Instructional Design
Teaching responsibilities for Technical Leadership program:
o INSTTECH 485 – eLearning Concepts
o INSTTECH 450 – Instructional Design
Scholarship related to Technical Leadership program:
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
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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.
8 years at Bloomsburg University
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
Teaching responsibilities for Technical Leadership program:
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.
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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.
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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
Technical Leadership
portion of program
Two Internship Evaluation
Rubrics
- Onsite supervisor version
- University supervisor
version
Proficiency in the 10
Technical Leadership
skill areas
Formative On completion of
Internship
Survey of program faculty Proficiency in the 10
Technical Leadership
skill areas
Summative Annually
Student Interviews Proficiency in the 10
Technical Leadership
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
Technical Leadership
skill areas
Summative Post-graduation
2 and 5 years
Survey of employers Proficiency in the 10
Technical Leadership
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
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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
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.
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