Proposal : SUNY – Blended Learning Initiative
This is a proposal that I wrote last year for a SUNY Blended Learning Inititative. I have used/submitted it in various places hoping to get it funded.
It seemed very germane to the SUNY strategic planning conversation on the Education Pipeline, so I contributed it to the Facebook discussion for the SUNY state-wide conversation for that topic. You can see it there by going to the SUNY Facebook page/discussions/Topic: Discussion Questions – Statewide Conversation #2.
The proposal is also duplicated in print below, and you can click on the “p” in the audio player below to hear the statement read at the SUNY State-wide conversation on Diversity at SUNY Delhi on January 11, 2010.
Online Blended Learning Programs
Background
Blended degree and certificate programs can provide efficiencies and economies to both institutions and students if planned, developed, and delivered correctly.
Proposal
According to the National Report Card on Higher Education, Measuring up 2008, (http://tinyurl.com/ncs9st) “College opportunities for New York State residents are poor. The likelihood of enrolling in college by age 19 is only fair, and a very low percentage of working-age adults (4 in 100) are enrolled in higher education. Among young adults, 29% of Hispanics and 34% of blacks are enrolled in college, compared with 50% of whites.” In addition, ” The enrollment of working-age adults, relative to the number of residents without a bachelor’s degree, has declined in New York… The percentage attending college in New York is well below the U.S. average and the top states.” According to the report, “if all racial/ethnic groups had the same educational attainment
and earnings as whites, total annual personal income in the state of New York would be about $60 billion higher.
NYS is failing to adequately meet the education needs of poor and working class NYS families, earning a dismal D+ in participation and a resounding F in affordability according to this report. Blacks and Hispanics in our state are particularly affected. While the issue of affordability clearly appears to be the significant factor in these statistics, the State University of New York can attempt to increase participation by making improvements in degree and certificate program options offered, specifically, targeting convenience. Studies by Eduventures confirm that convenience dominates consumer perceptions of online/blended learning. According to an Eduventures survey ( June 2006 and confirmed in 2007 ) almost 50% of consumers prefer an online-dominated / balanced option for their educational delivery mode – about 70% prefer some online content. The report also found that 46.3% want to speed the time to their degree/certificate/course completion. Offering the option of “blended” degree and certificate programs, may remove significant barriers, such as travel costs, time/scheduling, and other inconveniences, to better afford the opportunity for education to NYS poor and working class adults. By specifically targeting selected degree and certificate programs aimed at working class adults, a SUNY blended learning initiative will contribute to the university’s ability to be more efficient, “green”, and effective at providing educational options for those that need it most.
According to Eduventures, when considering an online program about 60% of consumers care about geography, suggesting that the majority of the online market is local/regional. And yet, Eduventures estimates that more than 60% of New York State residents studying online are studying online out of the state. If localness is such a significant consumer preference, and the majority of New York’s online students are going outside the state for their education, then effort should be made to leverage SUNY local presence and reputation to attract and keep online education consumers in state.
As part of this SUNY blended learning initiative, and to best address student consumer needs and preferences, an analysis of the geographical distribution of the SUNY online student body should be conducted including variations by campus/program in an effort to assess and align blended/online degree and certificate programs with supply gaps at local levels and to identify missed opportunities. An analysis of demographic/occupational/industries data in NYS, as well as in targeted metropolitan areas, may also assist us to gauge the demands/needs for specific degree and certificate programs. Alignment with state and regional occupational needs for maintaining certification, and an analysis of regional workforce needs should also be conducted. Areas with high concentrations of working class adult populations would be targeted with blended degree and certificate programs from local SUNY campuses that match the identified workforce needs.
Faculty members developing and teaching these courses in each selected degree/certificate program must participate in the SLN Faculty Development Program prior to developing their course and teaching it. This will ensure that any faculty member has received instruction in how to develop an effective blended course and will be prepared to teach effectively in a blended learning environment.
Impact
These degree programs will assist the university in keeping green and thrifty by reducing the gas required by students travel to campus, and by resulting in campus operating cost efficiencies – students save on gas, campus gets more out of each classroom. In addition, significant conveniences realized for students may increase the ability for working class adults to participate, and the campus can extend their reach/access to potential “new” students for whom convenience is a significant barrier. Students in remote, rural, distant geographic areas might be more able to begin or complete degree programs, if travel to the campus were minimized. Making it more convenient for the student by cutting time spent traveling to and from the campus, and by minimizing seasonal travel issues and schedule juggling, the student will be more likely to complete a course, take more courses at a time, and perhaps even speed time to degree completion.
Analyzing and matching the development of specific blended degree and certificate programs at SUNY institutions with both the regional/local demand/needs and with targeted populations of local/regional working class adults is a formula for success and impact.
A SUNY blended learning initiative is good for the university, good for the economy, good for the environment, and good for people of the state of New York.
Thanks for the opportunity to contribute to this conversation.
Alexandra M. Pickett
Associate Director
SUNY Learning Network
blended learning, brainstorm, change, initiative, innovation, leadership, making a difference, mind map, proposal, vision