PROPOSAL FOR A NEW GRADUATE DEGREE PROGRAM
A. General Information
1. Institution: Alabama State University
2. Date of Proposal Submission: November 2011 3. Institutional Contact Person: Dr. William Harris
Telephone: 334-229-5000 Fax: 334.229.6861
E-mail: [email protected] 4. Program Identification:
Title: Applied Technology Degree: Master of Science CIP Code: 11.0101
5. Proposed Program Implementation Date: Fall 2012 6. Program Administration:
College or School: College of Education Dean: Dr. John S. Gooden
Department: Department of Instructional Support Programs Chairperson: Dr. Necoal Driver
B. Program Objectives and Content
1. To facilitate review of the proposal, please classify the degree program (e.g. Post Baccalaureate Masters, Research Doctorate (Ph.D.), Applied/ Professional Doctorate (DPT, Ed.D., or DBA),
…). If desired, please elaborate in a short paragraph.
a. This proposal seeks approval to establish a new academic program within the Masters of Applied Technology degree program in the College of Education. (COE) with collaborative courses offered by the College of Business Administration (COBA).
b. The proposed program is designed for graduate students who hold bachelor degrees and wish to earn academic credits, which will afford them a degree in applied technology. There is a need to have a non-certification Master’s in technology program to meet the needs of our constituents. The State Department of Education does not grant a certification in Technology. However, every public school in the State of Alabama has a technology coordinator and specialist without credentials in technology. Some individuals are self-taught. This is an opportunity for Alabama State University to fill the void for this need. The non-certification Masters in Applied Technology may also be used in health, business, and industry fields as well as other technologically oriented organizations.
c. The Applied Masters in Technology is made available to candidates whose first professional degree was a bachelor’s degree and that individual wishes to enhance his/her core knowledge to be equivalent to current standards related to applied technology.
d. The proposed program is a Master of Science in Applied Technology (MSAT). Applied Technology is an innovative approach to addressing the technological needs in the workforce. It has made us a more global community and enables us to be more mobile and instantaneous with our communication. The MSAT program is designed to help our candidates bridge the technological gap in our organizations by providing the necessary knowledge, skills, and dispositions to assist them to become stronger technology managers. This will be accomplished through traditional face- to-face venues as well as utilizing online/eLearning distance education methodologies.
e. The MSAT degree will be granted in the College of Education; however, it will not certify candidates to teach nor does it lead to an initial teaching license in Alabama or any other state. It is a non-certificated program just as the Educational Leadership, Policy and Law, General Counseling, and Recreation Therapy programs in the college. Besides learning about the many technological areas, students will also be exposed to concepts and ideas in the areas of organization behavior, marketing, assistive technology, management, technology leadership, and management. Therefore, the MSAT program has been designed as a multidiscipline approach to technology leadership:
1) Provide candidates who have a bachelor’s degree the opportunity to acquire the knowledge, skills, and dispositions necessary for technology leadership and professional growth.
2) Provides candidates with knowledge and skill of various modes of delivery of instruction.
3) Provide those seeking the MSAT degree the opportunity to advance their professional careers.
4) Prepare a technical professional to meet the challenges of the new digital technologies by integrating important technological skills that are necessary to the workplace.
5) Provide candidates “hands-on” opportunities that are immediately relevant to their current organizations. In sum, immediately applying what is learned through practice.
6) Provide a curriculum that includes intensive courses, project-based courses and online courses. These methods of delivery are designed to accommodate the wide variety of professional lifestyles (from the traditional student …to the busy professional).
2. List the objectives of the program as precisely as possible. The objectives should address specific needs the program will meet (institutional and societal) and the expected student learning outcomes and achievements. This is an extremely important part of the proposal. The objectives should lend themselves to subsequent review and assessment of program accomplishments.
a. The Master of Science in Applied Technology has three objectives:
1) Provide advanced coursework and independent research opportunities in the theory and application of applied technology to a broad range of current issues in environmental, urban, economic, business, and social fields.
2) Develop advanced critical thinking abilities and combine these with a problem- solving proficiency through the application of technology methods and
technology.
3) Prepare students for private industry, government, health, and education careers, identified by the US Department of Labor as some of the major growth
industries for the twenty-first century.
b. Learning Outcomes: Upon completion of the Master of Science in Applied Technology the graduate will be able to:
1) Apply technical and pedagogical knowledge and skills, reflect on and refine practices, and identify and solve problems in an increasingly diverse, dynamic, and complex technological society.
2) Model high ethical standards within their personal and professional communities. 3) Recognize the need for and engage in continuing professional development in
technology.
4) Connect theoretical knowledge, practical applications and entrepreneurial leadership.
Will this program be related to other graduate programs at your institution? If so, how? a. Graduate courses offered for the proposed master’s degree will also serve students who
are pursuing a master’s degree in education, health, physical therapy, occupational therapy, and business. Beyond offering courses to these degree programs, there is no redundancy
b. The MSAT applies to all disciplines. Coursework will allow candidates to apply concepts learned to their own disciplines. Because candidates will be in classes with those from other disciplines, they will also benefit from the opportunity to make interdisciplinary connections.
c.
4. Please identify any existing program, option, concentration or track that this program will replace.
There are no exiting programs, option, concentration or track that this program will replace.
5. Is it likely that this program will reduce enrollments in other graduate programs at your institution? If so, please explain.
No. The proposed Masters of Science in Applied Technology will not reduce enrollments in any of the university’s existing master’s degree programs.
6. List new courses that will be added to your curriculum specifically for this program. Indicate number, title and credit hour value for each course.
The MSAT program will be offered in the traditional face-to-face venue and online/eLearning through distance education. Course descriptions are in Appendix A.
Course # Title Credits
APT 501 Instructional Design System 3
APT 502 Distance Technologies 3
APT 503 Graphic Design Principles 3
APT 504 Production of Digital Media 3
APT 505 Organization and Administration of Information Technology 3
APT 507 Assistive Technology 3
APT 508 Networking Administration and Maintenance 3
APT 509 Management Information Systems 3
APT 510 Legal Issues in Applied Technology 3
APT 591 Practicum in Applied Technology 3
APT 592 Research and Development in Applied Technology 3
CIS 521 Advanced Database Management 3
CIS 522 Information Assurance and Cyber Security 3
CIS 523 Advanced Systems Analysis and Design Project 3
7. Please list any existing undergraduate programs at the institution which are directly or
indirectly related to the proposed graduate program. If this is a doctoral proposal, also list related master's programs at your institution.
Other than the Bachelor of Science in Computer Science and the Bachelor of Science in Computer Information Systems, there are no undergraduate programs at Alabama State University which are directly or indirectly related to the proposed graduate program. There are graduate programs (Masters and Ed.S.) in Library Education Media. Programs in health,, history, criminal justice, sociology, economics, business, and education are indirectly linked to this program because the undergraduate students in these programs may take courses in technology either as a part of their major, or a double major.
8. Program Completion Requirements:
a. The proposed Master of Science degree in Applied Technology focuses preparing the students to design, implement, and/or manage technology in varied environments such as education, business, health, etc...Topics include instructional design, distance learning, graphic design, information technology, database management, assistive technology, cyber security, legal issues, and networking. Students will complete 33 hours of graduate credit.
Applied Technology courses: 24
Candidates are required to choose one of the following academic emphases/tracks by completing selected courses in that area
Business Courses: 9 OR
Additional Applied Technology Courses: 9
Total credit hours 33
b. The College of Education and the College of Business Administration have developed a series of courses which form the foundational basis for meeting the established
competencies. Below is the curriculum program that candidates must follow:
Course # Title Credits Core Courses
APT 501 Instructional Design System 3
APT 503 Graphic Design Principles 3
APT 504 Production of Digital Media 3
APT 505 Organization and Administration of Information Technology 3
APT 508 Networking Administration and Maintenance 3
APT 509 Management Information Systems 3
APT 510 Legal Issues in Applied Technology 3
APT 592 Research and Development in Applied Technology 3
Total Core 24
Candidates must select either the Business OR General Track below: Business Track
CIS 521 Advanced Database Management 3
CIS 522 Information Assurance and Cyber Security 3
CIS 523 Advanced Systems Analysis and Design Project 3
Total 9
General Track
APT 502 Distance Technologies 3
APT 507 Assistive Technology 3
APT 591 Practicum in Applied Technology 3
Total 9
Program
Total 33
Additional requirements such as preliminary qualifying examination, comprehensive examination, thesis, dissertation, practicum or internship, some of which may carry credit hours included in the list above.
The M.S. in Applied Technology final project requires a minimum of 3 credit hours of research course work and the successful defense of a master’s final project. MSAT students will be required to complete the comprehensive examination. Candidates following the General Track will also complete a 300 hour practicum.
Please attach a typical curriculum by semester to this proposal as Appendix A. Curriculum by semester is at Appendix A
9. Accreditation
If there is a recognized (USDE or CHEA) specialized accreditation agency for this program, please identify the agency and explain why you do or not plan to seek accreditation.
a. Alabama State University College of Education will investigate accreditation of the MSAT program through the Association of Technology, Management, and Applied Engineering. ATMAE. ATMAE sets standards for academic program accreditation, personal certification, and professional development for educators and industry professionals involved in integrating technology, leadership and design. In addition, the MSAT Online program will follow the SACS requirements by adhering to the following:
1) Track the history of a representative project from idea through implementation, noting the links among the participants including those responsible for curriculum, those responsible for deciding to offer the program electronically, those responsible for program/course design, those responsible for the technologies applied, those responsible for faculty and student support, those responsible for marketing, those responsible for legal issues, those responsible for budgeting, those responsible for administrative and student services, and those responsible for program evaluation.
2) The institution strives to assure a consistent and coherent technical framework for students and faculty. When a change in technologies is necessary, it is introduced in a way that minimizes the impact on students and faculty.
3) The institution provides students with reasonable technical support for each educational technology hardware, software, and delivery system required in a program.
4) The selection of technologies is based on appropriateness for the students and the curriculum. It is recognized that availability, cost, and other issues are often involved, but program documentation should include specific consideration of the match between technology and program.
5) The institution seeks to understand the legal and regulatory requirements of the jurisdictions in which it operates, e.g., requirements for service to those with disabilities, copyright law, state and national requirements for institutions offering educational programs, international restrictions such as export of sensitive information or technologies, etc.
6) As with all curriculum development and review, the institution assures that each program of study results in collegiate level learning outcomes appropriate to the rigor and breadth of the degree or certificate awarded by the institution, that the electronically offered degree or certificate program is coherent and complete, and that such programs leading to undergraduate degrees include general education requirements.
7) Academically qualified persons participate fully in the decisions concerning program curricula and program oversight. It is recognized that traditional faculty roles may be unbundled and/or supplemented as electronically offered programs are developed and presented, but the substance of the program, including its presentation, management, and assessment are the responsibility of people with appropriate academic qualifications.
C. Program Admissions Requirements, Enrollment Projections and Completion Projections 1. Describe briefly the criteria and screening process that will be used to select students for the program.
a. Students admitted into the proposed Master of Science degree program in Applied Technology must meet the general requirements for admission into graduate studies at Alabama State University as described in the University’s current Graduate Studies Catalog. In addition to the general requirements for admission to graduate studies, admission to the graduate program also requires the following minimum requirements.
1) Preparation:
Applicants must hold a bachelor’s or higher degree in an appropriate field of study from an accredited institution or complete coursework that will meet this requirement as determined by the Graduate Admissions Committee.
2) Scholastic Achievement:
A minimum of 2.5 Grade Point Average on a 4.0 scale undergraduate work 3) Test Scores:
Submission of satisfactory scores on the Graduate Record Exam (GRE) or Graduate Studies Requirements (MAT), which shall consist of a combined score of at least Graduate Studies Requirements on the verbal section and either the analytical or quantitative section
4) Letters of Recommendation:
Three letters of recommendation from academic or professional sources are required.
5) Application Review:
A departmental Graduate Admission Committee will review each application and make all admission decisions. All applications and supporting documents must be submitted to the Graduate Studies of the university in accordance with submission deadlines established by that office.
6) Conditional Admission:
A student may be conditionally admitted to the M.S. in Applied Technology program if his/her GRE or MAT scores have not yet been obtained or if the Graduate Admissions Committee deems the undergraduate coursework insufficient. A student without sufficient prior coursework in the field may be required to enroll in undergraduate courses to meet prerequisites for graduate level work. The student must submit satisfactory test scores or complete remedial coursework prior to progressing beyond 12 credit hours in the program. Applicants not meeting requirements #2 and #3 above may still be considered if other evidence (Graduate Writing Competency Test -GWCT) is presented of potential academic achievement.
7) Transfer Credit and Residence Requirements
Transfer credits will be accepted in accordance with the policy of the University as described in the Alabama State University Graduate Studies Catalog. Generally, the University will accept up to nine hours of transfer credit.
8) Admission Procedures
The Dean of Graduate Studies will assure that the applicant has satisfied the necessary prerequisites that indicate the ability to pursue graduate-level work.
The following procedures will be required to gain admission to the M.S. program in applied technology:
a) A formal application and an official transcript from each institution previously attended, including community and junior colleges, must be submitted to the Graduate Studies office of the university. Applications must be filed with the Graduate Studies well in advance. The application will be forwarded from the Graduate Studies to the Department of Instructional Support Programs Technology Division. The Instructional Support Programs will forward its decision back to the Graduate Studies office. The student will be notified by mail of the decision to admit or deny the application by the Graduate Studies office.
b) Prior to completion of their first semester in the program, students will be assigned to an academic advisor.
9) Admission Sequence:
a) Be admitted to candidacy for the master’s degree. A student is eligible to apply for admission to candidacy for the master’s degree after earning 12 semester hours of graduate credit at the Alabama State University with an average grade of B or better with no more than two C’s in the program coursework. A formal application for admission to candidacy, together with an approved program of study, must be submitted to the Dean of the College prior to registration for the second half of the program;
b) Successfully complete the required coursework, maintaining a B average with no more than two C’s in the program;
c) Successfully complete a culminating final project;
2. Please describe your methodology for determining enrollment projections. If a survey of student interest was conducted, please attach a copy of the survey instrument with a summary of results as Appendix B .
1. The College of Education Department of Instructional Support Programs survey instrument is in Appendix B. The following is the results of that survey of 110 respondents:
a. Average age of respondent: 31 years
b. 44% of respondents are currently enrolled at a university; 55% have a bachelor’s degree or higher
c. Of those who have already graduated, 35% are graduates of Alabama State University and 65% are graduates of other universities
d. 88% of respondents have considered enrolling in a M.S. program with 65% having a strong or very strong interest in a master’s program
e. 58% of respondents have requested information about graduate programs from other universities
f. 64% of respondents said that a master’s degree would be valuable or very valuable to themselves; 70% said that a master’s degree would be valuable or very valuable to their employers
g. 52% said that a master’s degree would definitely increase their salary and 30% think that a master’s degree would increase their employees’ salaries
h. 55% said that a master’s degree is required or very helpful in getting a promotion or the job they want
i. In addition, 75% of respondents stated that they believe there is a great need for a Masters of Science in Applied Technology.
Provide a realistic estimate of enrollment at the time of program implementation and over a five- year period based on the availability of students meeting the criteria stated above.
2. Projected Enrollments:
Year 1 Year 2 Year 3 Year 4 Year 5 Total
Full-time Enrollment 15 30 45 90 180 360
Part-time Enrollment 15 30 45 90 180 360
FTE Enrollment 15 30 45 90 180 360
Please indicate the projected number of program graduates for the first five years. 3. Projected Program Completion Rates:
Year 1 Year 2 Year 3 Year 4 Year 5 Total
Program Enrollment 15 30 45 90 180 360
Program Completers 5 15 20 40 45 125
Note: With part-time students expected to account for about half or more of total student enrollment graduation rates will be lower in the early years of the program.
D. Program Need Justification
1. Will the program satisfy a clearly documented need (institutional and societal) in an effective and efficient manner? If the program duplicates or closely resembles another program already offered in the State, can this duplication be justified? What characteristics of the identified need require that it be met by a new program rather than an existing program? (Note: In explaining how the proposed program meets this criterion, an institution may refer to the criterion on collaboration and develop a response that addresses both criteria simultaneously). For purposes of this criterion, duplication is defined as the same or similar six-digit CIP code and award level in the Commission's academic program inventory. Institutions should consult with the Commission staff during the NISP phase of proposal development to determine what existing programs are considered duplicative of the proposed program.
a. Institutional Need
1) The program is not duplicative. However, some other programs have commonalities: a) The University of South Alabama has a Master of Science in Instructional
Design and Development. Its focus is on the design and delivery of instructional programs and products.
b) The University of Alabama's Master of Arts in Computers and Applied Technology degree is also similar, but requires prior teacher certification. c) Troy University has a Master of Science in Postsecondary Education:
Instructional Technology Concentration that requires teacher certification. d) Auburn University of Montgomery has a Master of Education degree in
Instructional Technology that is taught online for teachers, school staff and administrators who wish to increase their understanding of the role of technology and its appropriate use in the support of student learning.
2) The Alabama State University Master of Science in Applied Technology will serve a broader pool of potential students. It is designed for those with undergraduate degrees in technology, business, government, education, health related fields, and other disciplines who are interested in designing, implementing, and/or managing technology in varied environments. It is not a teaching certification program.
The changing aspects of the world: technological growth, alleviation of the digital divide, the need for 21st century skills in schools, as well as, government, business, education, health and industry make it imperative that schools of education offer more programs that have a diverse approach in meeting these needs In PK-16 schools the gap between the technology leadership and entrepreneurial knowledge/skills taught and the knowledge/skills needed to be marketable in typical global communities and workforce must be eliminated. Most K-12 schools are understaffed and ill-prepared to provide the necessary instructional and technical support for teachers.
There are approximately 1,500 K-12 schools in the state of Alabama, and many of ASU's students and graduates are teachers and administrators in those schools. Many speak repeatedly of the lack of timely support when using technology or help in planning to include technology in their instruction. The Bureau of Labor Statistics has projected that during the 2006-2016 decade, the demand for instructional technologists, instructional coordinators, curriculum designers, and technology facilitators will increase by 22% nationwide. Further projected needs are given in more detail in subparagraph 2 below.
The Alabama State University Masters Applied Technology program can provide those with undergraduate degrees in computer sciences with a new skill set, making them more marketable in a changing world. Within business and industry the increasing complexity of many jobs, and technological advancements is creating a greater demand for technological job-specific education and training programs. Alabama's Economic Development Office has reiterated for several years the need for increased technical and problem solving skills for workers and encouraged employers to be an integral part of the training process. The Bureau of Labor Statistics has projected a growth rate of 17% for corporate trainers over 2006-2016. The Alabama State University Master of Science in Applied Technology program will help address workforce development and support Alabama's technology plan, IMPACT (Indicators for Measuring Progress in Advancing Classroom Technology), whose aim is to provide a seamless integration and equitable access to the most up- to-date tools and applications into the teaching and learning process. It will also generate a larger pool of potential instructors for the state's distance education program, ACCESS (Alabama Connecting Classrooms, Educators, and Students Statewide), who have experience in the use of distance education methodologies. The employment potential for graduates of the Alabama State University Master of Science in Applied Technology includes the management of in-service education in industry, health-related institutions and agencies, military agencies, institutions of higher education, K-12 education, and other self-employed activities.
b. Societal Need
1) Technology jobs are found in every educational, medical, industry, organization and government agency. The United States Department of Labor has identified technologies as a major growth field with increasing demand for qualified employees (see http://www.careervoyages.gov). North Alabama is experiencing high growth in fields that demand technology knowledge and skills, such as the military, defense contracting, homeland security, urban and regional planning, consulting, education, health and medicine. The Department of Education identified technology techniques as a key element in education. A Master of Science in Applied Technology at Alabama State University will help position the State of Alabama for increased growth in the expanding field of technology. ASU would provide existing and potential employers with a highly technologically-skilled workforce, and has the potential to attract new industry to the state.
Technology jobs can be found in almost every city large or small; however, this is a competitive job market to enter. With the thirst for information technology growing over 25% annually, by the year 2005, the technology industry will suffer the most pronounced and critical shortage of qualified IT personnel (World Information Technology and Services Alliance-WITSA, 2000). The demand for trained technological skilled employees has become acute in business, government, medical, educational, and other areas in the workforce. The continued shortage of technologically-skilled personnel will generate a significant and negative impact upon the United States national productivity (The Information Technology Association of America- ITAA, 1998)
The Bureau of Labor Statistics (BLS, 1998) indicated between 1996 and 2006 the U.S. may require more than 1.3 million new technologically-skilled workers. Most employees of an organization have traditionally constituted the most readily available pool of candidates for technology training. Existing personnel are usually segmented into two categories: employees specifically hired to work as knowledge workers and employees who may have a degree in position hired, however, they may not have the technological skills needed to function effectively at the rapid rate of technological change in our society.
Manpower analysts predict that the greater the imbalance between the demand for technologically-skilled personnel and the supply of technologically-capable employees, the more creative employers will venture to attracting new candidates. Without the continuous training and upgrading of skills, current technologically- skilled personnel may quickly become outdated constituting less marginal value for the organization. Additionally, training and developing new Technology skills for personnel that are not currently in the technology area must be considered in order to support existing technology personnel. However, if new employees are trained with only the simplest of IT skills, these skills could be outdated within one year. Ironically, while internal technology training may retain employees within organizations, studies have shown that additional technology training may increase the market value of particular employees and accelerate employee turnover among technology personnel (Zingheim & Schuster, 1999)
Technology wages are on the average, higher than wages for manufacturing employees. Additionally, technology wages are expected to increase more than the national wage (Rubin, 2000).
Some salaries of individuals with technological sills are often higher than those of existing employees whose compensation has not kept pace with market salaries levels. Given the magnitude of the current technologically-skilled manpower shortage Alabama State University is in the forefront of most higher education institution in addressing the issue.
2) Relationship to Similar Programs in Alabama
The Master of Science program in Applied Technology would be the first graduate Technology program in the State of Alabama, to offer a integrated curriculum of technology and business. A Master’s degree program in technology currently exists at the University of Alabama at Tuscaloosa. The Master of Science program at Alabama State University would be one of only a few in the Southeast with a specialization in technology and business.
There is presently no graduate-level Applied Technology program in the central or southern part of Alabama. A graduate program at Alabama State University would help fulfill the mission of the Alabama Commission on Higher Education to provide
“reasonable access to quality collegiate and university education for the citizens of Alabama.” The program would also provide educational opportunities for students in the neighboring states of Georgia, Mississippi, and Florida as well as for those beyond the region. The proposed program has the potential to draw students from universities in the fields of medicine, education, business because of the interdisciplinary nature of applied technology. Students from other disciplines will build on their disciplinary knowledge through the addition of the applied methods and technologies.
2. Based on your research on the employment market for graduates of this program, please indicate the total projected job openings (including both growth and replacement demands) in your local area, the state, the SREB region, and the nation. These job openings should represent positions that require graduation from a program such as the one proposed.
a. The market for the Master of Applied Science degree was assessed through a number of sources but in particular the US Bureau of Labor Statistics. Both national and Alabama needs are addressed below.
1) National Need for Applied Technology
The latest figures from the U.S. Department of Labor show that the number of computing-related jobs has surpassed the previous peak in 2000. What is more, computing-related jobs are no longer an isolated component of American industries; Technology underpins every function of the business community — market research, product design, finance, strategic planning, environmental issues — every aspect of doing and leading. That means these jobs are not only vital but fun. They require people who have strong technical knowledge but who also can work and contribute in a much broader realm.
The Bureau of Labor Statistics predicts the creation of 656,400 applied technology and related jobs through 2018. Professionals who graduate from advanced applied technology degree programs should have much better than average job prospects. The following table was extracted from Table 1.6 Occupational Employment and Job Openings Data, 2008—18, and worker characteristics, 2008 (Numbers in thousands) http://www.bls.gov/emp/ep_table_106.htm
“Employment in professional, scientific, and technical services is projected to grow by 34 percent, adding about 2.7 million new jobs by 2018. Employment in computer systems design and related services is expected to increase by 45 percent, accounting for nearly one-fourth of all new jobs in this industry sector. Employment growth will be driven by growing demand for the design and integration of sophisticated networks and Internet and intranet sites. Employment in management, scientific, and technical consulting services is anticipated to expand at a staggering 83 percent, making up about 31 percent of job growth in this sector. Demand for these services will be spurred by businesses’ continued need for advice on planning and logistics, the implementation of new technologies, and compliance with workplace safety, environmental, and employment regulations.”
http://www.bls.gov/oco/oco2003.htm#education
2) Alabama Need for Applied Technology
Through 2018, half of Alabama’s top 25 fastest growing occupations are expected to be in either health related or computer related occupations. Occupations classified as high demand are selected based on growth rate, annual openings, and wage criteria. Six Computer and Mathematical Occupations met the high demand criteria and four appear at the top of the list; Computer Software Engineers, Applications, Network Systems and Data Communications Analysts, Computer Systems Analysts, and Computer Software Engineers, Systems Software. Applications Computer Software Engineers is the number one occupation overall on the high demand list with 190 average annual openings per year, but Computer Systems Analysts are anticipated to have the most openings for the
Computer and Mathematical Occupations group with an annual average 380 jobs through 2018. http://www2.dir.state.al.us/projections/worforce.aspx
3. Please give a brief description of the methodology used to determine the projected job openings. If a survey of employment needs was used, please attach a copy of the survey instrument with a summary of results as Appendix C.
Leaders in Class XXV and the Executive Board of Leadership Montgomery were surveyed asking if they would support the graduates of this program and the letters of support are in Appendix C.
4. If the program is primarily intended to meet needs other than employment needs, please present a brief rationale.
N/A
5. If similar programs are available at other institutions in the state, will any type of program collaboration be utilized? Why or why not? What specific efforts have been made to collaborate with institutions to meet the need for this program? Address qualitative, cost, and access considerations of any collaboration that was considered
According to the ACHE Academic Program Inventory, one other Alabama college/university offers a Master of Science in Technology. The University of Alabama in Tuscaloosa (150 miles away) offers the only operating master’s level technology program in the state. However, collaboration with other schools would be welcomed.
6. Please identify any similar programs at institutions in other SREB states. If the proposal is for a doctoral program, also identify similar programs in the nation.
Based on the CIP code 11.0101 , the only other master’s program in Applied Technology in the state that is similar is at University of Alabama.
7. Will any type of distance education technology be utilized in the delivery of the program on your main campus or to remote sites? If not, why? Address the quality, access and cost considerations of using distance technology in the program.
Yes. Distance education is currently a component of the Instructional Support Programs, with at least three online courses offered each semester. An exciting opportunity for distance learning is to offer a face-to-face class on Alabama State University’s campus and simultaneously provide the “live” class at other locations through a combination of, Skype, Blackboard Wimba, Google and/or other live link web opportunities. Alabama State University students are charged $810 for building and technology fees (in addition to tuition), which covers the costs associated with delivering distance instruction and other technology services. We would also consider blended courses, videoconferences, which are offered partly in the classroom and partly online, as well as classes offered offsite from the Alabama campus. The use of distance education in the graduate program would be assessed after its inception, and could draw upon existing departmental resources such as online support, facilities to record and remotely broadcast classroom lectures and other technologies.
E. Program Resource Requirements
1. Number of currently employed qualified faculty who will teach in the program: Primary Faculty--
Full-time: 3* Part-time: 1 Support Faculty-
Full-time: 1
Part-time: 2 (Graduate Assistants)
* All graduate faculty who teach at the graduate level have 3 courses for which they are responsible each semester. Thus must maintain their research activities while mentoring graduate students.
An examination of technology courses offered by the Department of Instructional Support Programs –Library Education Media and Technology during the last three years (Fall 2007- Spring 2010) suggests the feasibility of implementing the MSAT program without increasing the use of adjunct instructors and/or teaching overloads beyond what is used now. During the three-year period, an average of 7 classes were taught every fall and spring semester; the range per semester was from 17 to 22 classes. Starting in Fall 2011, the Department of Instructional Support - Library Education Media and Technology has an FTE of approximately 8 faculty members, which gives the potential to teach 24 classes per semester at the graduate level based on current university policies. This provides the capacity to teach additional graduate classes beyond the recent average. As per university policy, faculty members teaching 500/600 level classes are required to teach 9 hours (or less depending on research release time). Given the possibility that three 500/600 level courses are taught in one semester, the faculty as a whole will still have the potential to teach 3classes.
Please attach the curriculum vita of each existing faculty member to this proposal as Appendix D. 2. Number of additional qualified faculty who will be employed to teach in the program during the first five years:
Primary Faculty--
Full-time: 2 (Fall 2011) Part-time: 1
Support Faculty-- Full-time: 2 Part-time: 2
3. Briefly describe the qualifications of new faculty to be hired.
In 2011 two faculty members were hired in the Department of Instructional Support Programs. These newly hired faculty complement and expand on existing faculty strengths. One of these faculty members was hired specifically to strengthen our technology needs. Faculty from other ASU colleges will share in the responsibility for teaching networking, computer applications, and information science classes.
4. Briefly describe available and additional support staff that will be provided for the program. Currently the Department of Instructional Support supports one full-time administrative assistant and four (FTE) student workers. No additional support staff will be required
5. Describe any special equipment that is necessary for this program, indicating what is currently available and what would be added, including the cost of any additional equipment.
The Department of Instructional Support is equipped with 90 computers dedicated to technology. Software includes statistical packages, database programs, and a variety of web development tools. Additionally, the Writing Center and the Department of Computer Science at Alabama State University contain computer labs equipped with the proper software and related applications.
These resources are adequate to support the proposed Master’s program in Applied Technology No additional equipment resources would be required.
6. Describe facilities required for the program, indicating what is currently available and any necessary renovations or additional facilities that would be added. Provide a cost estimate for any renovations or additions.
No renovations or additional facilities will be added. The facilities currently used by the Department of Instructional Support and Computer Science are sufficient to support the proposed graduate program in applied technology. The department has space in the College of Education and College of Business, which includes office space, classrooms (equipped with computers, projectors, and other audio-visual equipment), and meeting space
7. Using the Collection Assessment Manual of the Network of Alabama Academic Libraries (NAAL), provide an indication of the current status of the library collections supporting the proposed program. Please describe how any deficiencies will be remedied, including the cost of such remedies
a. Collection of Materials Held by Alabama State University Library (Total Numbers) As of October 1, 2010, the University Library’s current holdings consist of 305,019 book volumes, 127,771 bound volumes, 4,840 current print and electronic serials subscriptions, 2,697,270 microforms, 44,560 audio-visual items, 65,086 e-books and 163 electronic databases.
The Collection Development Department formulates budget allocations on an annual basis for each academic department. The budget allocations are used for the general fund budget to acquire print, non-print, and electronic resources. The budget allocations are determined by a formula that calculates the number of faculty, students, and majors in each academic field divided by the total number of majors, faculty, and students at Alabama State University.
The library collection consists of three format groups: print (books, journals, microforms), electronic (databases, electronic books), and audiovisual (videocassettes, DVD’s, and other forms of media) materials. At the end of FY2010, the print holdings collections consisted of approximately 305,019 book volumes and 127,771 bound serial volumes for a grand total of 432,790 volumes. A total of 65,086 electronic books are
accessible with 2,235 electronic books (e-books) available via CamelliaNet and 62,823 electronic books (e-books) are available via NetLibrary, two of 163 electronic database resources accessible to both on- and off-campus patrons. The periodicals collection consists of 1,597 print titles; 3,243 electronic titles; and 2,697,270 microforms.
b. Library Off-campus Access
The most far-reaching access to library collections is off-campus access especially for electronic materials. With the advancement of Internet and wireless technologies, the library has become more available to users who are inside and outside the walls of the library. On-campus access for the catalog and electronic resources does not require a password. Seamless remote access for the on-line catalog and all electronic resources has existed since fall 2003.
The chief union catalog used by Alabama State University library is WorldCat. WorldCat is maintained by the Online Computer Library Center (OCLC) and it allows searches among library catalogs worldwide. The cataloging is contracted by Lyrasis. WorldCat is not only a union catalog, but due to its worldwide reach and access, it serves as a cooperative network facility Resource sharing is also facilitated through membership in the Montgomery Higher Education Consortium (MHEC), which provides cooperative services among metropolitan academic libraries located in the Montgomery area. The Montgomery Academic Libraries Consortium (MALCAT) is searchable through the OCLC Worldcat database. The University Library is also member of the Network of Alabama Academic Libraries (NAAL), which provides state-wide license agreements for electronic database resource sharing. The members of NAAL are academic libraries across Alabama. Due to NAAL consortium agreements, the Library, as of late 2010, has access to 27 resources including Black Studies Center and ABI Inform. On a regional level, Alabama State University is a member of Lyrasis (formerly Southeastern Library Network [SOLINET] until April 2009) whose members are in 23 states, the Caribbean, Puerto Rico, and three countries. As of late 2010, the University Library has agreements with Lyrasis for 13 resources, including NetLibrary (e-book collection) and Lexis-Nexis Academic Universe. Finally, the University Library is also a member of the Historically Black Colleges and Universities (HBCU) Library Alliance which consists of over 100 historically black colleges and universities that work collaboratively. The Alliance is digitizing resources to share worldwide.
8. How many assistantship/fellowship stipends will be provided and what will be the range of support involved?
Initially and depending on program start date, one to two graduate assistantships may be available through existing university procedures. In addition, the department will seek internal and external funding sources for scholarships and/or assistantships.
F. Costs and Financial Support of the Program
Provide a realistic estimate of the costs of the program. This should only include the additional costs that will be incurred, not current costs. All sources and amounts of funds for program support should be indicated.
Sources and Amounts of Funds Available for Program Support
ESTIMATED NEW FUNDS REQUIRED TO SUPPORT PROPOSED PROGRAM
2012-13 2013-14 2014-15 2015-16 2015-16 TOTAL
FACULTY* $70,000 $140,000 $150,000 $160,000 $170,000 $690,000
LIBRARY $7,000 $0 $5,000 $5,000 $5,000 $22,000
FACILITIES $0 $0 $0 $0 $0 $0
EQUIPMENT $0 $0 $0 $0 $0 $0
STAFF $20,000 $0 $0 $25,000 $0 $45,000
ASSISTANTSHIPS $0 $0 $0 $0 $0 $0
OTHER* $5,000 $5,000 $5,000 $5,000 $5,000 $25,000
TOTAL $102,000 $145,000 $160,000 $195,000 $180,000 $782,000
SOURCES OF FUNDS AVAILABLE FOR PROGRAM SUPPORT
2012-13 2013-14 2014-15 2015-16 2015-16 TOTAL
INTERNAL
REALLOCATIONS** $68,304 $94,456 $109,456 $144,456 $129,456 $546,128
EXTRAMURAL $0 $0 $0 $0 $0 $0
TUITION $33,696 $50,544 $50,544 $50,544 $50,544 $235,872
TOTAL $102,000 $145,000 $160,000 $195,000 $180,000 $782,000
*Note: Only full-time faculty are in this program.
Old Budget Data Table Replaced By Above Table
Estimate new funds requested to support the Masters in Applied Technology program, new faculty salaries should be given for all of the years as indicated.
Most of the funding for this program will be generated by student tuition. The projected tuition could be used for program start-up costs (such as recruitment expenses). The university will allocate funds to cover the costs of the additional faculty member to cover the difference between program expenses and tuition revenues.
*Attach a statement identifying actual or probable sources of extramural funds for the program as Appendix E. Be as specific as possible.
No extramural funds will be used.
G. Institutional Program Evaluation and Approval Process
1. Please describe the process used by your institution in its internal evaluation and approval of this program.
The proposal for a master’s degree in applied technology was initiated by technology and library education media faculty in consultation with the university President, Vice President for Academic Affairs and the Dean of College of Education. The proposal was drafted by technology and library education media faculty and approved on October 26, 2006. It was approved by the College of Education Chairs Committee on November 11, 2008 and by the University Graduate Council on February 26, 2009. The Notification of Intent to Submit a Proposal (NISP) to ACHE was submitted in November 9 2009 and approved. However, because of the one-year to start date had elapsed the NISP was again reaffirmed by the ASU Board of Trustees in April 2011 and resubmitted to ACHE in September 2011. 2. It is expected that the institution will utilize one or more external consultants for all doctoral program proposals and the more esoteric or unusual master’s programs. Please attach the consultant’s report as Appendix F.
N/A
H. Program Review and Assessment
Approval of this program will be on the basis of certain program outcomes agreed upon by the institution and the Commission. The outcomes will be based on the stated objectives of the program and enrollment and productivity projections. In the final analysis, the institution and its governing board are accountable for the quality, utility and productivity of this and all other programs of instruction. With this in mind, please describe the procedures that will be used in assessing program outcomes. Among other things, include an assessment process for student learning outcomes and a follow-up plan to determine accomplishments of graduates such as obtaining relevant employment or being admitted to a doctoral program.
1. Program assessments for continuous improvement and assurance that the program is aligned with the University’s mission include:
a. Annual and departmental and program reviews including enrollment and degree productivity.
b. Analysis of student performance including grade distribution, individual and group progress, and achievement of stated course learning outcomes.
c. Analysis of student performance on final project. d. A survey of program graduates.
e. A survey of employers of graduate.
f. A Five Year Academic Program Review with emphasis of centrality, quality, productivity, and viability.
c. Apart from the above program and department reviews and the assessments listed below, the University has a comprehensive plan for reporting institutional effectiveness. This plan includes both processes and academic program goals and objectives. Evaluation of academic programs addresses curriculum design, content delivery, learning activities, and student achievement.
d. Upon completion of the Master of Science in Applied Technology the graduate will be able to:
a. Apply technical and pedagogical knowledge and skills, reflect on and refine practices, and identify and solve problems in an increasingly diverse, dynamic, and complex technological society.
b. Model high ethical standards within their personal and professional communities.
c. Recognize the need for and engage in continuing professional development in technology.
d. Connect theoretical knowledge, practical applications and entrepreneurial leadership. e. Assessment Methods:
a. Masters in Science of Applied Technology (MSAT) students will pass core classes with a minimum grade of B. Students who receive a lower grade will require remediation in areas that are deemed lacking by the professor of record.
b. Within individual classes, faculty will assess student performance in technological question development based on course requirements, content, and topic with an assessment rubric or process appropriate to the class.
c. Every MSAT student will submit a project proposal. This requires students to develop projects that are appropriate to the discipline and current research. The projects(s) will be evaluated to show evidence of scholarly maturity using an assessment rubric before acceptance.
d. In the relevant classes, faculty will assess student performance including the assessment of written work, as well as oral and technological presentations. All assessments will require students to adhere to professional standards of excellence. e. The MSAT project proposals will exhibit the student’s ability to design and conduct
research. No student will be allowed to advance to the research project analysis stage until the proposal is judged adequate by the requisite committee or faculty. f. Every MSAT project will be read by all members of the ISP Technology advisory-
examining committee, who must approve the project in order for the student to graduate. Project proposal will follow Alabama State University Graduate Studies procedures before it demonstrates the student’s ability to conduct and design a project and use applied technology methods to the process.
g. At least once a year, each student’s advisor will evaluate the student’s overall progress and discuss the findings with the student.
h. The graduate advisor will also maintain and evaluate records on a yearly basis to insure proper scholarly progress.
i. Every submitted MSAT project will be read by all members of the student’s advisory committee. The work will be evaluated based on the knowledge acquired as presented by the student. No student will graduate unless approved by the advisory committee and/or supervising faculty member.
5. Program Assessment Summary: Program success will be judged by
a. the number of graduates finding professional employment; increasing their current job responsibilities;
b. acceptance rates to Higher Education programs or other professional schools; and/or
c. student satisfaction with their personal development and outcomes of the degree for them as individuals.
