Marla Strecker, Ed. D. Arkansas State University Mountain Home

Presenter: Dr. Marla Strecker Retention Specialist: Online and Campus Initiatives Research: -Exploring a Holistic Model for Internet-based Education -Technology-based Retention Applications -Course Redesign: Institutions Serving Rural Areas

Call to Action: “Colleges don’t just need to achieve positive student outcomes; they also need to do so efficiently.” Ready to Assemble: A Model State Higher Education Accountability System (Dec. 2008)

Impact of Applying Technology Decreases time to completion for developmental coursework Provides accelerated pathways to degree completion Provides access to accelerated general education Leverages technology to increase rural student access

Research Indicates Increased: Access through distance learning Cost-effectiveness through course redesign Persistence through reallocations (from instructional savings) to student services for low-income populations Connecting the Dots Between Learning and Resources (January 2010)

Increase Access for Non-traditional Population

Student Profile has Changed Only 16% of higher ed. enrollments consist of age group of full-time, undergraduate students residing on-campus About 70% have at least one “non-traditional” characteristic Part-time enrollment Caring for dependents Working full-time A National Dialogue: The Secretary of Education’s Commission on the Future of Higher Education, 2008

Learning Format has Changed By 2020 college students will be taking 60% of their courses online Chronicle of HE Over 22 million students will take a form of online coursework in the next five years Ambient Insight 2009

Perception of Technology has Changed Age and Generational Profiles Millennials X-ers Technology Attainment/Comfort Transparent application Meets needs of students with one or more non- traditional characteristic

Serving Students in Rural Areas: The Challenges, The Research Digital divide does not deter students from seeking online learning. Students most likely to use distance courses were low- income with lowest levels of education in all geographic regions (rural, town, and urban).” Kastinas & Moeck, 2002

Enhance Pathways to General Education

Tennessee Board of Regents: Developmental Studies Redesign Redesigning the Basics: Tennessee’s Community Colleges use Technology to Address Developmental Reading and Math ws0510-tenn.shtml ws0510-tenn.shtml Tennessee Redesign

Tennessee Redesign Example: Student Learning Outcome: Pass rate of for-credit math course 30% pass rate before redesign 67% pass rate after redesign Cost-Effective Outcome: Austin Peay State University Developmental Algebra 52% cost reduction Reported Annual Savings of $209,700

Follow the Research to Support Completion

Policy Considerations: Innovation and improvement is unlikely without deliberately designed and supportive state policy frameworks. National Center for Public Policy and Higher Education (July 2010)

Policy Considerations: Encourage institutions to utilize online learning and course redesign to: Accommodate enrollment growth Become more cost-effective Produce accessible, high-quality undergraduate education Address underserved populations and regions National Center for Public Policy and Higher Education (July 2010)

Policy Considerations: Continue monitoring Texas redesign reporting to assess value of state incentives or funding Texas Redesign Initiative B072-E2BC-CB37-6F66D82A6A528BED B072-E2BC-CB37-6F66D82A6A528BED

Recommendations Engage pipeline stakeholders with Arkansas Repository for Pilot Studies and Research Texas Higher Education Coordinating Board: Course Redesign Learning Object Repository Project

Resources: Tennessee Developmental Studies Redesign Texas Redesign Initiative BB072-E2BC-CB37-6F66D82A6A528BED BB072-E2BC-CB37-6F66D82A6A528BED The Next Generation of Course Redesign: University of North Texas

Resources: Course Redesign Research Improving Learning and Reducing Cost (Twigg)