Content Proposal Student Persistence: The Challenge of Successful Students Project Foundation
Educational Media Project Development Education Media Design & Technology MS Program Full Sail University
Prepared by: Brian R. Zimmerman July 28, 2010
Thesis Abstract This paper addresses the problem of student dropouts at private for-profit career colleges. Sevens-Henager College is the primary focus of this paper, but the research can be generalized to other colleges. This paper examines the effects of pre-admission screening, gatekeeper courses, online education, and student support. A partial solution in the form of pre-admission certifications in basic computer literacy and critical thinking is offered. Remapping the course content of the Basic Computer Skills class is examined.
Introduction Stevens-Henager College (SHC) has experienced a huge growth curve, doubling enrollment each year for the last three years. Unfortunately, the student dropout rate has increased at the same rate as enrollment. Currently the drop rate for online classes is 19% (D. Breck, Director of Admissions, personal communication, March 1, 2010). If a student leaves college without a degree, there is an 85% probability that the student will default on their loans. When this happens, the student is referred for collection and their credit rating is destroyed, making it almost impossible to obtain housing or dependable transportation. Sending these accounts to collection results in approximately 95% of their debt being written off (G. Thomas, Financial officer SHC, personal communication, March 19, 2010). This trend must be reversed or the college’s accreditation is at risk. This proposal examines the literature from other campuses across the country to find what is working in other areas. There is no single Web 2.0 solution to address the all phases of the increased dropout rate. Project Foundation is a plan to address a portion of the problem; the lack of fundamental skills in keyboarding and computer literacy. Problem Addressed According to Barney (2010) “We have a moral obligation to provide the maximum services and assistance to all students” (¶2). Students with no prior computer experience and often very limited keyboard skills are admitted and placed in classes along with computer literate students. In my experience as a college instructor, students who struggle and drop have poor keyboarding
and computer skills. I want to create and pilot a program to teach the basics of keyboarding and computer literacy in a series of workshops for students prior to their admission to college. The two key metrics of this program will be, keyboarding skills measured at twenty words per minute (WPM) and passing the IC3 Global Standard 3 certification exam. Target Audience This presentation is intended for the senior management of Stevens-Henager College. Specifically the Chairman of the Board, Carl B. Barney, Regional Director, Shane Reeder, and Dean of Education, Helena Hanson. Sharing the project This project utilizes Microsoft PowerPoint, Screen Flow, Second Life, World of Warcraft and Adobe Premiere. The final product will consist of a movie file, which will be posted on my blog and YouTube Goals and Objectives Instructional Goal The goal of this project is to create “Project Foundation� a pilot program that will provide new students with basic keyboarding skills and computer literacy to help them succeed in college Learning Domain Project Foundation will address multiple domains of learning. In the keyboarding section psychomotor skills will be addressed. As students obtain computer literacy they will grow in the cognitive domain. Both areas of skill will provide affective growth by aiding the students to feel more confident in their ability to handle college courses.
Learning Objectives Prior to enrollment Project Foundation participants will demonstrate competency in the following areas. Keyboard skills twenty WPM measured by http://www.freetypinggame.net/default.asp, a free website with typing games, lessons and tests. Upon passing the basic competency a certificate will be issued by the website. The IC3 certification is divided into three sections, each with their own objectives (Certiport, 2009). Computer Hardware, Peripherals and Troubleshooting. “Identify types of computers, how they process information, and the purpose and function of different hardware components Identify how to maintain computer equipment and solve common problems relating to computer hardware Identify how software and hardware work together to perform computing tasks and how software is distributed and upgraded Identify different types of application software and general concepts relating to application software categories Identify what an operating system is and how it works, and solve common problems related to operating systems Use an operating system to manipulate a computer’s desktop, files and disks Identify how to change system settings, install and remove software” Using the Internet and the World Wide Web. “Identify how computers are used in different areas of work, school and home
Identify the risks of using computer hardware and software and how to use computers and the Internet safely, ethically and legally “ Key Applications “Be able to start and exit an application, identify and modify interface elements and utilize sources of online help Perform common file-management functions Perform common editing and formatting functions Perform common printing/outputting functions Be able to format text and documents including the ability to use automatic formatting tools Be able to use word-processing tools to automate processes such as document review, security and collaboration Be able to modify worksheet data, structure and formatting Be able to sort data, manipulate data using formulas and functions and create simple charts Be able to create and format simple presentations “ Presentation The beauty of Project Foundation lies in its’ relevance to the student. A set of tasks will be presented and the students will work through them to attain mastery. Feedback will come from the successful completion of the tasks and passing certification. The teacher will be more a “Guide on the Side” than a “Sage on the Stage.” Instructional Approach Vygotsky (1997) created the constructivist approach to education and articulated
the theory of scaffolding. Project Foundation will provide the students with the ability to gain the proper foundation for their education. Providing the students with a solid skill set will allow them to achieve success. Stolovitch and Keeps (2002) describe the dichotomy between declaratives and procedural knowledge. “What we learn declaratively cannot be readily transmitted into procedural knowledge unless we already posses similar procedural knowledge� (p. 36). Each learning experience in Project Foundation will build on the one immediately prior. Starting with straight keyboard skills allows the student to build a foundation in a skill unchanged in over one hundred years. Keyboarding will lead into computers, and the skills described in the IC3 certification. IC3 skills will be both declarative and procedural. Lesson Structure Each lesson will follow a five-step model. Beginning the lesson with a rationale for the students will establish the relevance of the learning. Clear objectives will be delineated in behavioral terms. The learning activity will first be demonstrated, and then the students will practice the skill. At the close of the practice time the students will complete an evaluation of the skills. Feedback will be given at that point, either confirming or corrective. Evaluation Project Foundation will be evaluated first on the success of the students in achieving certification at twenty WPM and the IC3. The objectives are straightforward and the content of the training will be tailored to meet the needs of each student in attaining the goals. The second evaluation will be compare success percentages of the three modules
prior to the implementation of Project Foundation, with the first three modules of the project. Based on the predicted success of this program, further changes can be made in the curriculum for the Basic Computer Applications class (APP101). The next phase of Project Foundation, will be to map the APP101 course to the standards of the Microsoft速 Office Specialist certifications. I believe that increasing the foundational knowledge of computers and software will reduce the overall drop rate of students at Stevens-Henager College.
References Anonymous. (2009). Retrieved June 14, 2010 from http://www.certiport.com/Portal/desktopdefault.aspx?tabid=229&roleid=102. Certiport Bailey, T., & Jacobs, J.(2009, November). Can community colleges rise to the occasion? The American Prospect, 20(9), A18-A20. Retrieved January 31, 2010, from Social Science Module. (Document ID: 1895865001). Barney, C. (2010). Procedure Directive, 236R. College America Bradley, G. (2008). Part-time appointments linked to dropout rates. Academe, 94(4), 7. Retrieved June 20, 2010, from Education Module. (Document ID: 1538598721). Chan, P., Miller, R., & Monroe, E. (2009). Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges. TechTrends, 53(6), 35-41. Retrieved June 14, 2010, from Sciences Module. (Document ID: 1948691261). Stolovitch, H. D., Keeps, E. J. (2002) Telling ain’t training, Alexandria, VA: ASTD Press Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press