This document discusses delivery models for accelerated IT training programs. It describes a competency-based model with independent study and prior learning assessment options. It outlines the process of choosing an existing associate's program, building teams to develop the program, developing partnerships, marketing, launching a pilot, and providing student support. It discusses lessons learned, such as the need for specialized coaching for adult learners and improved communication. Adjustments like hiring an academic coach and regular meetings helped improve student performance and progress.

1. Delivery
Models
CBE4CC
Annie Myers, Associate Dean of Computer Science & Engineering

2.
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

3. 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

4. • 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

5. 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

6. 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

7. • Outreach
&
Marke-ng
• Non-traditional
students
• Easy to find
information on
school’s website
• Catchy
marketing
strategies

8. Preparing students for Success
Launching the
Program

9. Student
Resources

10. • Student
Services
Facilita-ng
Tes-ng
Coaching

11. 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

12. 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.

13. 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

14. 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

15. 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

16. Ques-ons?

17. 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