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  • Summer, interim, weekend, modular sessions. Experience?
  • PEGGY Lancaster General College is a private, co-educational, commuter college located in Lancaster, PAWe are Middle States-accredited and offer 14 associate and baccalaureate degree programs as well as certificate programs in healthcare.Our three baccalaureate degrees are nursing, health sciences and healthcare administration. Fall ’12 enrollment: just over 1,300 students. This has almost doubled in the last 5 years (695 in ’07/’08 to over 1,300 in ’12/’13)Grad rates: 86%Retention rate: 94%Acceptance rate: 47%Board passage rates: 94-100% pass rate on all licensure/registry exams (depending on academic program), with 98% NCLEX pass rateJob placement rates: 85-90% depending on academic program. The expectation for the BSHS and BSN programs is that the students are already employed or at least volunteering in healthcare so employment rates are exceedingly high.In clinical rotations, the average student/faculty ratio is 8:1. It is very expensive to provide clinical healthcare majors due to these low ratios. There was certainly a financial incentive to provide more cost-effective programs but creating the baccalaureate degrees also supported our college outcome to “pursue opportunities for lifelong personal and professional development”
  • MEGHANAddressing Erich’s issues:Number of weeks in course can be re-evaluated and alternatives provided (patho)Blended formatcan be re-evaluated and alternatives provided (world religions)Course outcomes are non-negotiable if the course is going to be transferable (consider importance of course in preparing for grad school; survey of economics)Student expectations are mediated by introductory videos integrated into orientation about what the classes will involveWork/life balance is reinforced by discouraging students from taking more than one class at a time and setting up course schedules with clear deadlines about deliverables that students receive at least one week prior to first classSkills coming in are reinforced by course prerequisitesMarketing is adjusted to minimize “easy” because it won’t be easyEnrollment management needs to focus on recruiting students who are interested in a quality education not the easiest degreeAdvisors need to be supportive of student concerns but reinforce the amount of work required and encourage students to meet the challenge by working hard and seeking tutoring, if neededTalkback with more +-Advantages for Instructor:1. More flexible schedule – Not every Monday morning is a class day for 15 weeks – only 5-8 (VP)2. Ability to update material faster – every 5-8 weeks based on current events and student evaluations (VP)3. Enhanced instructor-student relationship (VP)4. Able to use creativity to teach in a different way5. Online component of courses provides flexibility of time and place for doing workChallenges1. A lot of grading in a short period of time (VP)2. Class cancellations for weather (VP)3. Technology, technology, technology (VP)4. Planning- making the transition to teaching accelerated/blended classes can be difficult in identifying appropriate instructional and assessment techniques5. Online component of courses is more time-consuming than classroom teaching because reading and writing take more time than speaking and listening
  • Talkback with more +-Advantages I don’t think they mentioned:1. Can build strong relationships with peers in program2. General education courses integrate practice examples when relevantChallenges I don’t think they mentioned:1. Lack of interest and abilities in required general education courses2. Online component of courses is more time-consuming than classroom learning because reading and writing take more time than speaking and listeningVICKIE
  • At our college we integrate these into general education classes and capstone courses.
  • add hyperlink to Kyle’s powerpointThis assignment comes from our SOC300-Social Problems course which is a required course for our healthcare administration.The purpose of the photo essay is to explore a particular social problem within the context of your local community. This assignment requires you to go out into the field (the community) and collect evidence of a social problem. Like a photo journalist, you will capture images that tell the story of a social problem in your community. Your task is to capture images of the social problem through photographs of places, people, groups, and things. You should get permission to take a close up photo of an individual. Pictures of groups of people and objects in public spaces require no express permission. The images should tell the story. You may use captions or brief narration to supplement your photo essay.
  • Sequence: First semesterTime Allotment: Instructional hours in class: 1 week x 4 hours/week 4 hrsField experience/agency research 8 hrsInstructional hours on-line 3 hrs Total instructional hours 15 hrsCourse Outcomes:Discuss the concept and key components of service learning.Analyze the benefits of service learning to the community, student and college. Examine service learning project ideas, including community sites for the project.Articulate an understanding of the final capstone project.
  • Credits: 3Sequence: Last semesterTime Allotment: Instructional hours in class: 3 weeks x 4 hours = 12 hoursService Learning hours 30 hoursPeer Feedback 3 hoursCourse Outcomes:Reflect upon the value of service learning to the student and the community. Develop a mutually beneficial relationship with community leaders. Evaluate the processes that facilitate planning a collaborative service learning project with community partners. Analyze the broader social, political, economic, and cultural issues affecting society and the role of the professional nurse in regards to these issues. Integrate coursework, knowledge, skills and experiential learning that enable the student to demonstrate learning across the curriculum. Examine how the RN to BSN program has influenced the student’s personal views about nursing and the profession.
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  • AGLS Presentation

    1. 1. The Accelerated/Blended ModelPeggy Rosario, Vickie Price, Meghan MacNamara
    2. 2. Accelerated: 15 weeks compressedinto 5, 6, or 8 weeks
    3. 3. Blended (more contemporary): 50% of class time
    4. 4. Historical precedent Late 1800s to 1889: 1940s during mid 1900s: Harvard WWII: US & JohnsUniversity British armies Hopkins andused AL for used AL to University of summer teach foreign Chicago used classes languages. AL
    5. 5. Emphasis placed onquality of learningenvironment and not onthe time spent learning.
    6. 6. Toward the Current Philosophy 1970s: Corporate Adopted in highertraining specialists education soonadopted Lazanov’s after strategies
    7. 7. Modern adaptation of Lazanov“an innovative approach toscheduling courses inwhich students study onesubject for a concentratedperiod of time and in whichformal classroom contactbetween the students andthe instructor is limited to atime compressed format.”
    8. 8. Time and intensity
    9. 9. Outcomes surprising :less time doesnot equal less learning
    10. 10. Landmark study done in 1992 by Patricia Scott& Clifton Conrad, which proved that theaccelerated model did not compromise theintegrity of student learning. No difference in academic achievement or learning outcomes when compared to traditional format.
    11. 11. Learning Outcomes Outcomes from Accelerated/Blended courses equal or surpass those of traditional course formats
    12. 12. Other learning outcomes, besides those specific to the course objectives, are increased with Accelerated format.
    13. 13. Student learningincreases
    14. 14. Studentengagement increases
    15. 15. Accelerated learning helps non-traditionalstudents, and isan effective way for workingprofessionals toearn necessarycredentials, acc ording to theCouncil for Adultand Experiential Learning.
    16. 16. Work force- readyStudents learn tomultitask, meetdeadlines, work aspart of a team (orcohort)
    17. 17. Student Retention IncreasesSlight decrease in drop out ratesPermanent drop out rates nearly9% less (16% and 25% in astudy comparing RegisUniversity and University ofMissouri Kansas City
    18. 18. Time to leave program is later in course ofstudy than in traditional learning, wherehigher drop out rates seen in firstsemester/first year (12% AL and 23 intraditional in first semester)
    19. 19. Lancaster General College of Nursing & Health Sciences
    20. 20. Administrative Perspective on AL
    21. 21. Ortea, mayb e somestretching…whatev er suits you.
    22. 22. Faculty ExperienceAmanda, Psychology:, Statistics:
    23. 23. Student ExperienceNancy:
    24. 24. “Coffee-yoga” Break
    25. 25. Accelerated Learning Cycle
    26. 26. How do we integrate community based learning and civic engagement intoaccelerated/blended courses?
    27. 27. Photo Essay to illustrate a social problem
    28. 28. Trash and RecyclingKyle S. MongeauLancaster General College of Nursing and Health Sciences
    29. 29. The Problem….A social problem that is plaguing my neighborhood is the abundance of trashand a general lack of containment and recycling. A problem associated with this is the pollution of the Chesapeake Bay due to storm drain run-off.
    30. 30. A Large Scale Example… This image is of the Anacostia River which flows from Maryland to Washington, D.C.The trash problem in my neighborhood leads to similar situations in creeks and rivers.The creeks and rivers then dump into the Chesapeake Bay, along with trash and debris.
    31. 31. Poor Choices… I have witnessed many people who do not dispose of waste properly. Theseindividuals include family, friends, and most of all, coworkers. It saddens meto see that many people do not know the effects of their lack of action. To add shame factor, this is the trashcan from our classroom, full of recyclable material.
    32. 32. My System… My method of curing the problem is recycling all glass, aluminum, andrecyclable plastic. It seems like a small step, but the trash I sort through is trash that does not end up in a landfill or in a storm drain.
    33. 33. Large Scale System…Lancaster General College is one institution that I live near that does an excellent job of providing methods of recycling and proper trash disposal. Unfortunately, the responsibility falls onto the students and instructors to ensure proper disposal of their trash.
    34. 34. The Future… If we can successfully dispose of waste properly and recycle whenapplicable, the future can be a whole lot greener and cleaner. The Chesapeake Bay is one body of water that could benefit from a cleanup and it can begin with each and every one of us. We hold the key to a cleaner and greener society.
    35. 35. (March 25, 2010). Save Chesapeake Bay, Anacostia Watershed. Let’s Do Our Part, This Sunday. Retrieved from anacostia-watershed-lets-do-our-part-this-sunday/New “pollution diet” will reduce trash in the Anacostia river.. (2010, April). Retrieved from Green Scene at Furman. (December 3rd, 2010). Chicken Poop in the Chesapeake Bay. Retrieved from chesapeake-bay/
    36. 36. NUR 302: Introduction to Nursing CapstoneCourse Description: This one credit courseprepares the student to explore themeaning, benefits and components of servicelearning. Students will explore potential ideas fordevelopment of a service-learning project whichwill be implemented prior to completion of thecurriculum.
    37. 37. NUR 450: Nursing CapstoneCourse Description: This culminating course isdesigned to allow students to creatively analyze,synthesize, and evaluate learning across thecurriculum. The course integrates knowledge,skills, and experiential learning obtained throughthe service learning project.
    38. 38. What would you shed?
    39. 39. Adapting Traditional to Accelerated
    40. 40. Feedback?
    41. 41. References .“Blended Learning Toolkit” (2012). University of Central Florida. Retrieved from: for Accelerated Programs (2012). Retrieved from: for Adult and Experiential Learning (2012). Retrieved from:, K & Fellows, P (April 2012). On the fast track: administering a quickly growing accelerated/blended program. The Sloan Consortium at the University Wisconsin.Retrieved from:, J & Zimmaro, D. (2010). Comparing the effectiveness of intensive and traditional course. College Teaching, 58(2): 62-68 DOI:10.1080/87567550903583769.Porter-Wenzlaff, L and Froman, R (May 2008) Responding to increasing RN demand: diversity and retention trends through an accelerated LVN-to-BSN curriculum. Journal of Nursing Education, 47 (5): 231-5.Scott, Patricia. A. and Conrad, Clifton F. (1992). A critique of intensive courses and an agenda for research. In John C. Smart (Ed.), Higher Education: Handbook of Theory andResearch, Volume 8. New York: Agathon Press.Wlodkowski, R. Mauldin, J., and Gahn, S. (2001). Learning in the fast lane: adult learners’ persistence and success in accelerated college programs. Lumina Foundation foreducation: New addenda series. 4(1):1-41.
    42. 42. Resources for Practical Information “Blended Learning Toolkit” (2012). University of Central Florida.Retrieved from Council for Accelerated Programs at  Council for Adult and Experiential Learning at  Meier, D. (2000). The Accelerated Learning Handbook. NewYork, NY: McGraw-Hill.  Stewart, T. (2012). Quality standards for accelerated programs.Retrieved from