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How to Develop an Accelerated Program

How to Develop an Accelerated Program. Patricia Ellis, Stevenson University, MD Dawn Spaar, Elizabethtown College, PA. CAP is….

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How to Develop an Accelerated Program

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  1. How to Develop an Accelerated Program Patricia Ellis, Stevenson University, MD Dawn Spaar, Elizabethtown College, PA

  2. CAP is… An international membership organization serving professionals who lead, teach, and conduct research in accelerated programs in higher education. As an advocate for accelerated education, CAP enhances collaboration and shares best practices and research findings among its members to design and deliver the most effective learning for adult learners.

  3. CAP Services • Onsite Customized Workshops • Consulting Services • Accreditation Preparation • Assessment & Program Evaluation • Faculty Development • Customized Webinars • Accelerated Programs 101 Training • Onsite Accelerated Program Advocacy & Support

  4. CAP Quality Standards • Program Mission & Integrity • Leadership & Administration • Educational Offerings • Assessment & Program Evaluation • Faculty Appraisal, Support & Appreciation • Student Support Services • Planning & Resources • Facilities & Auxiliary Services • Program Marketing & Recruitment

  5. Where Are You? • How many of you are considering or want to begin an accelerated program? • Who has started an accelerated program within the last 2-3 years? • How many of your consider yourselves seasoned or advanced?

  6. Today’s Agenda • What is an accelerated program, and who is the adult learner? • How do you start an accelerated program? • What are the challenges & opportunities? • What are the best marketing & recruitment strategies? • What is the best organizational structure? • How do you develop the curriculum & courses? • How do you grow your existing accelerated program? • How do you develop a strategic plan?

  7. Accelerated Programs are… • Structured for students/adults to take less time than conventional programs. • A course delivery format in a face-to-face or online environment where students meet less than the traditional semester hours (for instance 20-contact hours for a 3-credit hour course versus 45-contact hours).

  8. The Adult Learner is… • Students over the age of 25 make up 39% of the enrollment in higher education institutions (NCES 2008). • Bring a different set of needs & desires. • Research indicates they learn differently. • Older, more mature, professional experiences. • Have a family, careers & job responsibilities.

  9. The Adult Learner is… • Generally available during evenings or weekends for classes. • Some-to-no college experience. If previous experience, it might not be remembered fondly. • May have started & stopped several degree programs. • May have multiple college transcripts.

  10. Starting Up Essential to include the following: • A Financial Analysis • The Political Analysis • Examine the Institutional Culture

  11. Financial Analysis • Develop a multi-year plan • Demonstrate financial benefits • Incorporate enrollment goals • Include best-estimate revenue projections • Forecasting • Attach realistic program expenses • Start up costs • Ongoing costs • Human resources • Operating • Marketing

  12. Political Analysis • Ascertain who are the decision makers at your institution • Official & unofficial • Understand who are the key players • At what point do these players impact (positively or negatively) the decision makers?

  13. Cultural Analysis • What type of culture does your institutional present? • Are there strong traditional roots? Or is there an entrepreneurial spirit? • Are you a leader in the community &/or in the field of higher education? • Slow or quick at getting new programs developed? • Resistance to or embrace change?

  14. Organizational Structure • Mission consistency • Learner focused • Faculty assessment & development • Quality learning modules • Student services • Students • Competent & sufficient program staffing

  15. Organizational Structure • Facilitator effectiveness • Feedback systems • Institutional commitment & reinvestment • Appropriate facilities, technology & classrooms • Frequency & preparation • Market responsiveness

  16. Challenges & Opportunities • How much money is your institution willing to invest to recruit adult students? • Is your institution willing to market locally? Regionally? Nationally? • What is your marketing mix? • Should you consider outsourcing? • Is the website geared to recruit adult students? • Can prospects easily find your program?

  17. Challenges & Opportunities • Does the institution have the appropriate tools to communicate with adult students online? • Have an online application form? • Where is your institution’s website on a Google search? • What type of CRM system do you have? • If none, are you willing to invest in one? • Who are the decision makers you need to inform regarding these complexities?

  18. Marketing • Conduct market research • Create a budget • Develop a brand & consistent message • Process your leads/prospects • Track your conversion rate • Deliver high quality customer service • Dedicate appropriate staff

  19. Developing Accelerated Curriculum & Courses • Careful Selection of Faculty • Full-time working practitioners • Part-time teaching • Hiring Process • Faculty assessment • Training Opportunities for Faculty • Orientation • Mentors • Subsequent developments • Compensation • Development & instruction

  20. Developing Accelerated Curriculum & Courses • Adult Learning Theory & Principles • Learner centered • Andragogy (Malcolm Knowles) • Outcome based • Active learning strategies • Real-world examples & problem solving • Consistent leaning modules • Classroom, online, hybrid/blended • Length of session/term

  21. Grow an Existing Program Should we: • Offer a new program? • Graduate/Undergraduate? • Non-Credit, Certificate? • Offer new majors? • What is needed in our market? • What can we do well? • Provide new or different delivery models? • Online, blended, weekends, term lengths? • Develop new locations? • Regionally, nationally?

  22. Grow an Existing Program Deciding Factors: • Conduct market research • Complete a competitive scan • Distinguish self from competition • Develop a strategic business plan Basically, the same variables as starting from scratch, except you already have a track record.

  23. Today’s Presenters Patricia Ellis Associate Dean School of Graduate & Professional Studies (GPS) Stevenson University Baltimore, MD pellis@stevenson.edu Dawn Spaar Associate Dean Center for Continuing Education & Distance Learning (CCEDL) Elizabethtown College Central PA spaardl@etown.edu

  24. For More Information about CAP, Contact: Jeannie McCarron jmccarro@regis.edu 1-303-964-5253

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