Coordinators’ Meeting March 29, 2004 Collaborative Distance Learning Degrees & Certificates as Statewide Strategy Coordinators’ Meeting March 29, 2004

Current situation Student demand for online degree and certificate programs is big and getting bigger. Students find the distance learning degree programs they want and enroll in them, irrespective of geography. With increasing student options, colleges are placed in competitive position.

Alternative: Collaboration as a deliberate strategy Home (local) colleges— Serve actively and selectively as gateways to other colleges’ distance learning programs not locally offered (formal articulation agreements) Register students for core-courses and some electives Deliver support services throughout program Degree-granting colleges— Register students for degree-specific courses Award degrees after transfer of all courses

Benefits For home colleges without student- desired programs Students served who would otherwise be missed Contact-hour funding preserved by enrolling students in degree-required courses—up to 75% of credit hours Have access to low-enrollment degree programs without incurring start-up and operating costs Students retained in local community as they prepare for local jobs, avoiding risk of their leaving and not returning

Benefits For students For Texas overall Access to more degree and certificate programs that meet their needs without leaving the community Access to locally delivered support services, throughout entire program if appropriate Convenience For Texas overall Increased ROI on state’s heavy investment in established distance learning infrastructure Supports Closing the Gaps

Benefits For degree-granting colleges Increased enrollments in low-enrollment programs Full capacity of degree/certificate programs realized Students served throughout the state For both local and degree-granting colleges Appeal to funding sources State funding for program development Other funding agencies for similar collaborative initiatives

Why timing is right Legislative interest and support Coordinating Board interest and support TACC interest and support Proven facilitative capabilities of VCT Community College Strategic Planning software Opportunity to be a statewide, even national, model of higher education collaboration Federal government’s increased interest in CC’s role in workforce development

Precedents for collaborative strategies Students start at a college not awarding desired degree & finish at one that does Precedents (interactive video): Vernon-TSTC Sweetwater: Nursing ’98-present Amarillo-Vernon: Physical Therapy (’99-’00) Tyler-Paris: Emergency Medical Services (late ’90’s) Central Tex.-Temple: Child Care (late ’90’s) MCC-Temple: Radiological Technology (’01-present)

Precedents for collaborative strategies Multiple colleges collaborate in development and delivery of degree-specific courses, each offering part of curriculum. UT/Austin-Tx A&M: Agriculture Ed. (Ph.D.) Each offers courses Both names on diploma UT Telecampus: Educational Technology (M.Ed.) Multiple branches authorized to offer degree Courses offered by all Degree granted by one No two-year college precedents found

Precedents for collaborative strategies Multiple colleges collaborate in development of a program’s courses. Each college may use the courses in its own individually offered program. ACC, Tyler, Del Mar, St. Philips: Medical Lab Technician

Concept Paper’s Degree-sharing Models One provider Dual providers Multiple providers One provider, onsite program

Elements common to all models Home (local) and degree-granting colleges sign MOU that serves as articulation agreement. Home college Provides core courses, perhaps some electives Delivers support services throughout program Degree-granting college provides degree-specific courses and awards degree VCT supports as appropriate