Bachelor of Arts in General Studies Degree Program

Review2009-2010

******************School of Continuing Education

Bachelor of Arts in General Studies Degree Program

Review2009-2010

******************School of Continuing Education

Mission• To provide a superior undergraduate degree program for

adult learners who, because of home, family and work responsibilities, need an alternative way to access the institution

• To provide a liberal arts approach to degree completion that recognizes and values the rich body of knowledge and skills the adult learner brings to the institution and to the academic environment.

• To provide access to higher education for those populations that are unable to access the institution in a more traditional manner.

• To provide education alternatives that serve the public good consistent with the recognized needs identified by the Illinois Public Agenda, 2008.

• To provide a superior undergraduate degree program for adult learners who, because of home, family and work responsibilities, need an alternative way to access the institution

• To provide a liberal arts approach to degree completion that recognizes and values the rich body of knowledge and skills the adult learner brings to the institution and to the academic environment.

• To provide access to higher education for those populations that are unable to access the institution in a more traditional manner.

• To provide education alternatives that serve the public good consistent with the recognized needs identified by the Illinois Public Agenda, 2008.

The Need for Accessible Higher Education Options is clearly documented…

• Illinois has 8 million working-age adults, of whom:• • 65% have not completed college;• • 24% have attended college but have no degree;• • 28% have a high school diploma but no

postsecondary experience;• • 14% have not completed high school;• • 15% live in families whose combined income is less

than a living wage;• and• • 5% speak little or no English.13

The Illinois Public Agenda for College and Career Success p.17

• Illinois has 8 million working-age adults, of whom:• • 65% have not completed college;• • 24% have attended college but have no degree;• • 28% have a high school diploma but no

postsecondary experience;• • 14% have not completed high school;• • 15% live in families whose combined income is less

than a living wage;• and• • 5% speak little or no English.13

The Illinois Public Agenda for College and Career Success p.17

Illinois Public Agenda for College and Career Success

“Simply put, Illinois needs effective

and quality education for all people. Our vision is that the Illinois Public Agenda for College and Career Success is the pathway to one Illinois, where all residents have affordable access to high-quality educational opportunities that prepare them for the jobs of the present and future.”

Carrie J. Hightman Chairwoman, Illinois Public Agenda Taskforce

“Simply put, Illinois needs effective

and quality education for all people. Our vision is that the Illinois Public Agenda for College and Career Success is the pathway to one Illinois, where all residents have affordable access to high-quality educational opportunities that prepare them for the jobs of the present and future.”

Carrie J. Hightman Chairwoman, Illinois Public Agenda Taskforce

The Bachelor of Arts in General Studies Degree Program is uniquely positioned to address the

needs identified in the 2008 Illinois Public Agenda for College and Career Success.

Curricular and program revisions completed since the previous IBHE Program Review were intended to strengthen the academic integrity of the program and to align the program more closely to Eastern Illinois University’s Mission

and academic standards.

The Bachelor of Arts in General Studies Degree Program is uniquely positioned to address the

needs identified in the 2008 Illinois Public Agenda for College and Career Success.

Curricular and program revisions completed since the previous IBHE Program Review were intended to strengthen the academic integrity of the program and to align the program more closely to Eastern Illinois University’s Mission

and academic standards.

BGSD Program Demographics

Demographics/Averages

• Time to degree: 35.7 months• Age at admission: 39 yrs• Number of institutions attended: 3• Number of credits transferred in: 79• Number of EIU credits at time

of graduation: 49– Lower division: 16– Upper division: 39

• Total credits earned: 134• Graduates per year: 142

• Time to degree: 35.7 months• Age at admission: 39 yrs• Number of institutions attended: 3• Number of credits transferred in: 79• Number of EIU credits at time

of graduation: 49– Lower division: 16– Upper division: 39

• Total credits earned: 134• Graduates per year: 142

Program Growth 1998 - 2009

• Increase in active students: 56%

• Increase in number of Graduates: 51%

• Average number of students admitted per year: 322

Program Growth

Data by Year

• Year Admissions Graduates Active Students • 1998 264 145 1425 • 1999 332 155 1482 • 2000 339 145 1584 • 2001 283 161 1458 • 2002 310 165 1404 • 2003 287 156 1401 • 2004 263 170 1492 • 2005 364 163 1683 • 2006 380 171 1883 • 2007 359 169 2016 • 2008 373 217 2162 • 2009 303 219 2228

Shifting Demographics

• 99.6% increase in enrollment in EIU courses (1998/2009)

• 75% increase last 5 years– Increased demand for more and a greater variety of

courses to be offered off-campus and online– Increased demand for minors to be available – Strong interest in courses that have direct application

to the working world• 12% of alumni unemployed/16% employed part-

time (2004 – 2008)

• 99.6% increase in enrollment in EIU courses (1998/2009)

• 75% increase last 5 years– Increased demand for more and a greater variety of

courses to be offered off-campus and online– Increased demand for minors to be available – Strong interest in courses that have direct application

to the working world• 12% of alumni unemployed/16% employed part-

time (2004 – 2008)

Locations

• 15% - 18% take classes on campus• 78% - 82% access EIU at off-campus locations

or online• Invited to offer the BGS Program at 3 Chicago

locations– PACE Transportation Company– American Indian Association of Illinois– Triton College, University Partners

• 15% - 18% take classes on campus• 78% - 82% access EIU at off-campus locations

or online• Invited to offer the BGS Program at 3 Chicago

locations– PACE Transportation Company– American Indian Association of Illinois– Triton College, University Partners

Program Changes since last review

• Curricular changes– BGS 2985 Adults in Transition• orientation type course • specifically designed for 2 reasons:

– To engage the adult learner immediately after being admitted to the program

– To provide students with a “safe” environment in which to develop skills in navigating WebCT before enrolling in a more advanced online course

• 4 to 7 online sections offered each semester / 1 direct delivery section in fall/sprin

• Curricular changes– BGS 2985 Adults in Transition• orientation type course • specifically designed for 2 reasons:

– To engage the adult learner immediately after being admitted to the program

– To provide students with a “safe” environment in which to develop skills in navigating WebCT before enrolling in a more advanced online course

• 4 to 7 online sections offered each semester / 1 direct delivery section in fall/sprin

• BGS 4001 Self-Directed Leadership– Capstone course designed to encourage

reflection, critical thinking, assessment of the impact education has had on the individual

• BGS 3001 BGS Prior Learning Portfolio– Online course– Provides instruction and support for adults

wishing to have the college-level knowledge acquired outside a classroom evaluated for possible credit

– Distinguishes between experiential, conceptual and theoretical knowledge

• BGS 4001 Self-Directed Leadership– Capstone course designed to encourage

reflection, critical thinking, assessment of the impact education has had on the individual

• BGS 3001 BGS Prior Learning Portfolio– Online course– Provides instruction and support for adults

wishing to have the college-level knowledge acquired outside a classroom evaluated for possible credit

– Distinguishes between experiential, conceptual and theoretical knowledge

Benefits of the BGS Curriculum• Allows for assessment of student learning

outcomes at entrance and exit points• Provides framework by which a community of

learners can be developed• Encourages engagement immediately after

admission, thus increasing persistence• Assists students in feeling comfortable in the

higher education environment• Provides opportunities for success• Allows students to recognize that there are other

adults who have similar experiences also actively engaged in the pursuit of a baccalaureate degree.

• Allows for assessment of student learning outcomes at entrance and exit points

• Provides framework by which a community of learners can be developed

• Encourages engagement immediately after admission, thus increasing persistence

• Assists students in feeling comfortable in the higher education environment

• Provides opportunities for success• Allows students to recognize that there are other

adults who have similar experiences also actively engaged in the pursuit of a baccalaureate degree.

Other Changes

• Granted academic status with an assigned prefix

• Change in the “D” grade policy• Implementation of Appreciative Advising as

part of the Integrative Learning initiative• Increased use of technology for advising and

recruiting– Skype, Elluminate, Polycom, Webcams, email

• Granted academic status with an assigned prefix

• Change in the “D” grade policy• Implementation of Appreciative Advising as

part of the Integrative Learning initiative• Increased use of technology for advising and

recruiting– Skype, Elluminate, Polycom, Webcams, email

• Invited to deliver BGS Program to three areas in Chicago– PACE Transportation – Triton College University Partner– American Indian Association of Illinois

• Hired additional academic advisor to serve the Chicago groups

• Hired a part-time recruiter based at Triton and another at Oak Brook

• Invited to deliver BGS Program to three areas in Chicago– PACE Transportation – Triton College University Partner– American Indian Association of Illinois

• Hired additional academic advisor to serve the Chicago groups

• Hired a part-time recruiter based at Triton and another at Oak Brook

Meeting EIU’s Educational Goals

• Communication skills– The three BGS courses are all writing intensive,

requiring a variety of written work from extemporaneous short writings to essays requiring 5 or more pages using APA format.

– Oral communication skills are assessed in several ways• Formal presentations • Informal discussions• Skill demonstrated in asking questions, formulating ideas,

interacting with other students

• Communication skills– The three BGS courses are all writing intensive,

requiring a variety of written work from extemporaneous short writings to essays requiring 5 or more pages using APA format.

– Oral communication skills are assessed in several ways• Formal presentations • Informal discussions• Skill demonstrated in asking questions, formulating ideas,

interacting with other students

Educational Goals• Critical Thinking skills– BGS 2985 Adults in Transition• Provides opportunities for students to use analytical

skills in assessing goals, written case studies, and ethical behaviors

– BGS 3001 BGS Prior Learning Portfolio• Critical evaluation of the learning/knowledge derived

through non-formal means as it relates to academic disciplines and college-level learning.• Careful analysis of the depth and breath of knowledge

acquired, skills necessary to acquire the knowledge and the transferability of that knowledge

• Critical Thinking skills– BGS 2985 Adults in Transition• Provides opportunities for students to use analytical

skills in assessing goals, written case studies, and ethical behaviors

– BGS 3001 BGS Prior Learning Portfolio• Critical evaluation of the learning/knowledge derived

through non-formal means as it relates to academic disciplines and college-level learning.• Careful analysis of the depth and breath of knowledge

acquired, skills necessary to acquire the knowledge and the transferability of that knowledge

• BGS 4001 Self-Directed Leadership– Critical reflection on experiences from the

student’s past that have helped define the person they have become and defined their core values.

– Critical analysis of the knowledge gained from the courses taken to complete their degree and the impact that knowledge has in shaping the person they have become.

– Critical analysis of the elements that are characteristic of an educated person.

– Identification of the core values that define the individual

• BGS 4001 Self-Directed Leadership– Critical reflection on experiences from the

student’s past that have helped define the person they have become and defined their core values.

– Critical analysis of the knowledge gained from the courses taken to complete their degree and the impact that knowledge has in shaping the person they have become.

– Critical analysis of the elements that are characteristic of an educated person.

– Identification of the core values that define the individual

Global Citizenship

• BGS 4001 Self-Directed Leadership– Examination of the responsibilities of an engaged

member of the larger society

• BGS 4001 Self-Directed Leadership– Examination of the responsibilities of an engaged

member of the larger society

Learning Goals and Objectives of the BGS Program

• Demonstrate problem solving and critical thinking skills.

• Compose coherent written documents that adhere to the standards of college-level writing.

• Demonstrate effective oral communication skills.• Use technology skillfully in the learning process.• Differentiate between experiential, conceptual, and

theoretical knowledge.• Assess the value of higher education and predict the

possible impact it will have on the individual’s life.

• Demonstrate problem solving and critical thinking skills.

• Compose coherent written documents that adhere to the standards of college-level writing.

• Demonstrate effective oral communication skills.• Use technology skillfully in the learning process.• Differentiate between experiential, conceptual, and

theoretical knowledge.• Assess the value of higher education and predict the

possible impact it will have on the individual’s life.

For what future roles does the program prepare students?

• To be engaged citizens in their community and in the larger society.

• To be role models for their children, their families, friends and co-workers.

• To be considered for advancement with their current employer or to be considered for positions requiring a baccalaureate degree.

• To prepare for advanced graduate studies in a discipline of interest.

• To prepare for a career change or upgrade.• To satisfy the dream of completing a baccalaureate

degree.

• To be engaged citizens in their community and in the larger society.

• To be role models for their children, their families, friends and co-workers.

• To be considered for advancement with their current employer or to be considered for positions requiring a baccalaureate degree.

• To prepare for advanced graduate studies in a discipline of interest.

• To prepare for a career change or upgrade.• To satisfy the dream of completing a baccalaureate

degree.

How does the program model good practices in undergraduate education?• Strong student/student interaction through

course design of learning activities.• Student/faculty interaction encouraged through

the variety of teaching methods integrated into the BGS courses.

• Group interactions encourage development of a strong learning community.

• Expectations/standards are clearly identified in the course materials as well as in feedback provided by faculty.

• Strong student/student interaction through course design of learning activities.

• Student/faculty interaction encouraged through the variety of teaching methods integrated into the BGS courses.

• Group interactions encourage development of a strong learning community.

• Expectations/standards are clearly identified in the course materials as well as in feedback provided by faculty.

Good Practices….

• Faculty are skilled at working with students who bring unique experiences and knowledge to the academic environment.

• Faculty responsible for online courses have been through specialized training for online teaching.

• Strong student support from BGS faculty and program staff.

• Increased use of technology facilitates the ability to maintain contact with students.

• Faculty are skilled at working with students who bring unique experiences and knowledge to the academic environment.

• Faculty responsible for online courses have been through specialized training for online teaching.

• Strong student support from BGS faculty and program staff.

• Increased use of technology facilitates the ability to maintain contact with students.

Good Practices within the BGS Program

• Advanced technology (Illuminate, Skype) used for program information/recruiting sessions.

• BGS Welcome Notebook is customized for each newly admitted student and contains information needed to get started.

• Academic advisors initiate contact with newly admitted students to answer questions, explain the Welcome Packet, walk student through PAWS and enroll student in BGS 2985 Adults in Transition.

• Advanced technology (Illuminate, Skype) used for program information/recruiting sessions.

• BGS Welcome Notebook is customized for each newly admitted student and contains information needed to get started.

• Academic advisors initiate contact with newly admitted students to answer questions, explain the Welcome Packet, walk student through PAWS and enroll student in BGS 2985 Adults in Transition.

Good Practices in the BGS Program

• Appreciative Advising (AA) techniques facilitate stronger relationships between the program staff and the student.

• AA encourages students to reflect on their previous experiences in higher education, identify student strengths, establish realistic goals, and assess their progress toward degree completion.

• Appreciative Advising (AA) techniques facilitate stronger relationships between the program staff and the student.

• AA encourages students to reflect on their previous experiences in higher education, identify student strengths, establish realistic goals, and assess their progress toward degree completion.

Continuous Improvement

• Meet annually with all faculty teaching the BGS 2985 Adults in Transition course.– Review course content– Review student evaluations of content and faculty– Identify areas where students seem to have more

difficulty or where the learning outcomes are not achieved

– Determine, design revisions

• Meet annually with all faculty teaching the BGS 2985 Adults in Transition course.– Review course content– Review student evaluations of content and faculty– Identify areas where students seem to have more

difficulty or where the learning outcomes are not achieved

– Determine, design revisions

Improvement….

• BGS advisory committee • Establish a standing interdisciplinary

curriculum committee to review and monitor the existing curriculum and make recommendations for change or inclusion.

• Annual Student Learning Outcomes Assessment

• BGS advisory committee • Establish a standing interdisciplinary

curriculum committee to review and monitor the existing curriculum and make recommendations for change or inclusion.

• Annual Student Learning Outcomes Assessment

Continuous Improvement with the BGS Program

• Graduate survey– Satisfaction with program– Quality of instruction– Variety of course offerings– Quality of service from BGS staff/advisors– Quality of service from SCE staff– Quality of facilities for off-campus locations– Job promotion/new career– Suggestions/comments

• Graduate survey– Satisfaction with program– Quality of instruction– Variety of course offerings– Quality of service from BGS staff/advisors– Quality of service from SCE staff– Quality of facilities for off-campus locations– Job promotion/new career– Suggestions/comments

Thank You to the members of CAA for

your support, suggestions and

recommendations over the years.

Thank You to the members of CAA for

your support, suggestions and

recommendations over the years.