Exploring Digital & Global Education   Discovering Work and Learning Strategies for the New Millennium

1. What strategies are possible choices for your department to use in coping with anticipated changes in technology?

2. What strategies are possible choices for your department to use in coping with anticipated changes in student demographics?

3. What strategies are possible choices for your department to use in becoming more nimble to cope with the increasing rate of change?

4. Rank, in priority order, the changes, projects, or goals you feel are critical to your department's future success.

5. What important question has not been asked? Give your answer.?

Make sure the public members of your committee and business and community leaders participate in the drafting and review of this report.

6. This section of the report is for the public member(s) response. Although the public members have participated in drafting the other responses, in this section they can further expand on any of the questions, offer support or dissent, and add their perspective. It is not necessary to respond to each question.

Phase 2.1 a

1. What strategies are possible choices for your department to use in coping with anticipated changes in technology?

* Training and the availability of documentation and resource materials are the highest priority and the only way to successfully deal with changes in technology. * The new Student System will allow us the flexibility to make changes as they occur and provide immediate access to information and reporting. This new technology will not be fully utilized unless the staff is trained. The conversion and implementation should be a group effort with input from those who will use it each day. * Continued replacement of outdated equipment is also needed to be able to use the latest software and to speed processing. * Another strategy which should be used in conjunction with those mentioned above is for campuses to work together to put "best practices" from each campus into place. * Also, improved communications college-wide will keep staff informed about technological changes, opportunities, and events that impact the campus staff, their processes, and our students.

a. Survey the community in which the institution serves. The purpose would be to develop a sense of the needs, related to educational goals, expressed by age groups, sex, working parent(s), stay home parent(s), etc. b. Survey Business and Industry to find out what type product they are looking for as it relates to employment. c. Research and know what is available to meet the needs that were expressed in item #1, above. c. Research costs of anticipated changes and set goals/time.

A. Increase the use of new and evolving technology in the following areas: 1. Recruitment/Outreach a. develop PowerPoint presentations b. expand the SPJC Web sites including "start up" info so students can use the computers when staff are busy c. expand the use of email 2. Testing & Orientation a. upload CPT scores automatically into REGIS/PeopleSoft b. conduct interactive new student orientations via the computer 3. Advisement a. explore, identify and implement procedures relative to confidential student information b. cyberspace advising * expand the services to answer electronically submitted general student inquiries in a reasonable time * develop bulletin boards online to handle Q & A's on specific topics at selected times * schedule counselors and advisors to allow work time to use technology in the delivery of advising services * explore the use of CHAT room services especially for distance learners. * utilize the Web versions of transfer manuals and college catalogs and recommend direct electronic communication links with statewide articulation committees * expand the use of email between counselors/advisors, students and the general public c. continue to emphasize the need for SUS transfer manuals and regular articulation meetings during the transition to electronic-based communications 4. Registration a. build reliability into SPIRIT, as well as refining and enhancing it b. explore Web registration c. install phone banks on all sites so students have SPIRIT access with assistance if problems occur as well as to help the transition to SPIRIT's use d. explore back-up procedures to minimize negative student impact when the system is down (ie. cyber advising) 5. Career Development Centers a. implement 1st Place95! Software and other career development-related software with button links on SPJC/Career Development Centers website b. expand purchases of College Edge and other interactive career exploration software c. explore the use of "See You/See Me" internet technology for "real time" job interviews from campus-based locations d. expand the use of email between the Career Development Center staff, students, employers and the general public 6. Retention a. continue to establish and reinforce a personal connection to be able to use technology effectively b. expand the use of email for problem solving and personal touch c. continue to develop and use PowerPoint presentations on student success and student development topics B. Update the current equipment 1. Computers a. staff on some sites are currently unable to access the Web because of the age of the computers and the limitations of the screens b. laptops are needed for off-site recruiting presentations and Career Development Center presentations and the use of career-related software with PowerPoint c. laptops are needed as well for classroom presentations and new student orientations 2. Printers a. increase the number of laser printers to provide access to hard copies from the Web for counselors/advisors as they shift emphasis to serve the public electronically C. Increase the amount and effectiveness of staff training 1. Provide more time and training opportunities 2. Allow counselors and advisors work time to use technology (ie. answer email, prepare PowerPoint presentations, develop bulletin board topics) and provide more staff as needed 3. Use professional organizations as information resources 4. Develop electronic links (ListServes, etc.) with comparable departments at other community colleges and state or private universities

1. Online and off-site registration for all and work-site registration at major corporations. 2. People soft database of potential students and tracking of existing student progress. 3. Place college catalog, schedule, and brochures online for use by prospective students, existing students, and college staff assisting students with questions. 4. Increase capacity of Enrollment Management call center to assist with information and registration online.

Collegewide and interdepartmental communication to include: · research · presentations or demonstrations of technology changes and advances · determining the technology that will most benefit the department · obtaining and integrating changes in technology in a timely manner · obtaining funding from external college sources

We are redesigning business processes to emulate the PeopleSoft processes to facilitate the transition to the new HR system

A. To take a pro-active stand by: 1. Increasing personnel technological sophistication via: *Training at a reasonable pace to allow comprehension, practice and retention of learned material. *Re-defining, re-thinking of purpose and goals *Cross-training of all personnel. B. Creating and using effective marketing and recruitment techniques.

My Mother Can Only Learn a Few New Tricks a Year! Because the library is offering many more computerized sources of information, including a wide area network, we should hire a Systems Librarian (college wide). A Systems Librarian could help in managing and upgrading our networks, keep our many computers functioning, and help us select and exploit new technologies. The Library Technician position should be upgraded to account for the many new skills needed and to allow us the chance to attract more skilled people. Adequate technical support is critical to our success. We should offer more in-service opportunities for all staff, so that they may stay current with technology. Offer more opportunities for students and staff from other departments to receive library instruction. Conduct in-service training for employees college wide using in-house experts. Rely on cohort training to keep skills sharp. Employees who master new skills and train others should receive extra compensation. If we can fly experts in from North Carolina... Rapid change, increasing competition, and employee job flexibility require us to find better ways to organize and manage the libraries. The old fashioned hierarchy may not be adequate. We must look for ways to maintain morale and increase communication. Participate fully in cooperative library networks, taking opportunities to discover innovations made by others.

In order for the College-wide SPD function to cope with anticipated changes in technology, the following strategies would be helpful and feasible: 1. Knowledge of the College's computer distribution plan so that the SPD function will know where the need for training will be for those converting from Mac to Windows, Windows 95 to NT, etc. 2. Knowledge of the College's updates/changes in technology, especially as it affects instruction, e.g., location of white boards, location of V-Tel receive sites. 3. Collaboration in planning for SPD activities with the site-designated SPD coordinators. 4. Collaboration in planning for SPD activities with the Instructional Computing site representatives. 5. Development and distribution of a college-wide survey of training needs of employees by category. In Fall of 1998, we surveyed Career Staff. Though responses were limited, we used the results to structure the computer-training program. We need to do the same type of survey for instructional and administrative staff at least every two years. 6. Participation of the director of College-wide SPD on the Technology Applications Group. 7. EARLY AND COMPLETE UNDERSTANDING OF PLANNED CHANGES RE: IMPLEMENTATION OF TECHNOLOGY SO SPD CAN BE PROACTIVE INSTEAD OF REACTIVE.

Distance learning is "distributed" learning and requires that all available technologies be utilized, e.g. on-line, phone line, floppy disks, videos, etc. The institution needs to develop support services for these students so that each has essentially the same access to support services that the on-campus student is provided. Again, this presents a manpower requirement that the college needs to support if SPJC is to participate in and promote more distance education through technology. A possible strategy is to develop partnerships with other colleges and universities, not only to share facilities, but also the knowledge of people who are no longer novices in distance learning.

Currently, less than half of our faculty are on-line. One faculty member does not have a computer. Of the three campuses where our courses are taught, only one has on-line access in the classroom building. No classrooms have access to computers or computer projecting systems. The first requirement will be to get all faculty and staff on-line and get access in the classrooms. Training will be the first strategy. No faculty or staff are profeficient in navigating the web, creating material for the web, or installing and maintaining materials on the web. Second, we must make a commitment to improve the depth, breadthm and timeliness of information necessary to cope with change. Patiently waiting for information to come across our desks will not be adequate. We must become seekers of information, on-line and off, if we are to stay current in this rapidly expanding field.

Adequate and timely training will be necessary to cope with the rapid changes in technology and will enable the word processing department to again take the forefront in technological skills. This training should include new system and new software training as well as new features training for existing software. This training will need to be in many formats, i.e., classroom, on-line, using interactive CD-ROM, workshops, workbooks, and personal tutoring. As one existing problem is lack of time for training, it is felt that routinely scheduled, required training be made a part of the office duties. This should encourage those people who just learn enough to do the minimum job increase their skills to better serve the customers. It is also suggested that workshops be held to encourage and develop individual departmental "How to" books so that personnel transitions may be more easily accomplished, with a new staff member having an adequate resource in order to become as knowledgeable and efficient as quickly as possible. It is also proposed that a departmental name change be made. In order for the administration, faculty, staff and students to be more attuned to the wide scope of services provided by the various staff members of the department and also the broad range of technological capabilities, there needs to be a more descriptive name. The term "word processing" was adopted in 1980 and many changes have occurred since that time.

1. Develop a comprehensive plan that includes the objectives of the Institute of Applied ethics with the mission statement of the college. Specifically: "Seek to be a creative leader and partner with students, the community and other educational institutions, to deliver enriched learning experiences and promote economic development." (SPJC Mission Statement 3/2/98) This objective would suggest defining a common goal with collaboration among all departments in order to improve efficiency.

CHALLENGE: Need properly equipped calssrooms for new technology. - set aside some funds for each individual to purchase a specific tool needed, or go together with on or more teachers to purchase a desired item. - lighting systems easily contolled by instructor. - common open lab areas that have all software used totally for student use - leave classroom for instruction only. - designate a person or group to watch and recommend needed improvements as technology changes. - lecture courses in general business programs should have new technology for teacher presentations - not just the computer programs. - teachers should be consulted BEFORE equipment and software and classroom design decisions are made. - limit class enrollment to optimum (designed) classroom capability. - visit other junior colleges to observe equipment, software use, classroom enviroment. - always - one computer per student in computer class. - classrooms should be designed so that they can be re-arranged to accomodate group discussions of 4-6-8-10, etc. - classrooms should be furnished with attractive, comfortable furniture. - a seminar callroom with an oval table and cushy chairs is needed. - computer classrooms should have adjustable tables and chairs - egronomic keyboards and furniture. - non-computer classes should have access to lap tops that would be stored in the room. - instructional classrooms for computer courses should be limited to 20 stations OR teaching assistan should be provided. - small classes could use the classroom with circle of desks. - limit lecture class size to 30. - each classroom should have a bunker with TV/VCR, overhead, slide, movie, and computer projector. CHALLENGE: Need properly equipped faculty for new technologies. - tie pay increases to new or additional certifications instead of just degrees. - provide faculty with time and opportunity to take courses to increase knowledge base. - computer updates for home computers should be paid for by college. - be sure each faculty member has a lap top computer with all the software they teach or need. - faculty should be GIVEN software, etc. for home use. - provide latest technology/equipment and software to faculty offices as it comes available. - be sure each faculty member has complete technical support, i.e, someone wo assist in creating needed media programs, etc. - each faculty member should have easy access to fax and internet. - individuals should be assigned to watch or stay on top of specific technology areas. - attend conferences for latest technology information. - funds should be made available to allow faculty to attend graduate technology classes. - money should be made available for attending training sessions on new software. - high tech office computers for faculty offices. - allow home-to-school internet connection. - designate a faculty member to coordinate and schedule training courses on new equipment and software. - enhancement units should be awarded for attending training workshops. - software and equipment training for faculty by vendors, perhaps.

a. Install multimedia computer "bunkers" in every classroom and lab. Permanent units are preferable but portable units may be necessary in some situations. The units should be standardized so that instructors can easily move from room to room and utilize the equipment. b. Provide every instructor (including adjuncts) with a laptop computer that will plug into the "bunkers." An alternative solution would be to provide zip drives on all office and bunker computers so that instructors could easily transfer large graphic-intense files. c. Implement WebCT so that every instructor (including adjuncts) is trained and can use WebCT for their classes. The training should count towards recertification. d. Provide faculty with technical, artistic, and multimedia course development support. e. Renovate the SPJC facility at Bay Pines and install technology linking it with SPJC's Seminole Campus to conduct distance learning real-time (as well as delayed video) field trips. (See complete discussion of Bay Pines facility development under #5 below).

Changes in Technology - areas in which our department needs to improve include updating and improving present equipment, purchase of new software and equipment and increased technological support for faculty. a. An internet center is needed in the Humanities Building for student research, and a printer in the Fine Arts Building for faculty use. b. All Humanities classrooms should have a computer and screen (or TV screen) for CD ROM and DVD use. c. A CD ROM library should be established for the faculty. d. A wider variety of videos, slides and music CD's is needed, especially for the East/West classes. e. Additional software is needed In music this would include music writing software such as Finale or Sibelius, Cakewalk, Pro Audio, Cubase VST, Sound Forge. f. Better maintenance of technological materials is essential. Pianos, for example, should be tuned and regulated according to manufacturer's specifications, in order to improve the quality of the teaching and lengthen the life of the instrument. g. A listening lab should be established, perhaps in the piano lab area. h. The piano lab and midi lab need to be upgraded. i. Both the band and choral room should become dedicated recording labs, complete with equipment and acoustical treatment. Acoustical treatment of all teaching studios, choir and band room are absolutely essential. j. Several of the applied studios should have a VCR camera and monitors (DVD recording capabilities). One studio for general use of adjuncts should also be established. k. The music library holdings at the Clearwater Campus should be moved to the St. Petersburg/Gibbs library.

2.1 Technology should be included as part of the teaching process. Each classroom needs to be technically equipped to enhance the teaching process, not to replace it. Faculty will need ongoing access to training so that they can remain on the "cutting edge" of technological developments. Classroom research can be used to determine the effectiveness of instructional changes and innovations. Content and quality should be monitored so that courses do not become diluted. On-line courses should be held to the same content quality as on-campus courses. Open-mindedness and flexibility should be "catch-words" for the CHANGE that will be ongoing. Creative thinking and problem solving will be necessary to face the multiple challenges ahead. We have outstanding faculty who are ready to meet the challenges of the future.

Insure, through the industrial advisory committees, that laboratory equipment, including computer hardware and software, are used to reflect the standards and currency of usage that are found in the industrial environments. Seek additional funding through outside sources like the NSF, state incentive funding, and industrial/professional societies. Establish industry partnerships for equipment donations and other capital improvement. Acquire qualified instructors, from industry, that have state of the art experience.

-Increase the number of methods for accessing and presenting information: power point, internet, teleconfererncing; -Expand the types of courses offered:on-line, independent study, self-paced; -Explore additional funding sources to suppport these changes. We need to upgrade equipment and train and retrain faculty and staff to support these changes.

Systems of control will need to be established. Systems need to be established or revised which will assure quality and consistence of all courses. These include monitored written tests at designated locations which will be given two or three times a semester. A system of control is required to deal with the definite need for technical support of faculty at each site including USF / Bayboro and to assure that all site have the same equipment. Projects such as ADEPT should be continued or allowance made for faculty release time to develop new courses and upgrade existing ones. Reducing teaching load to 12 ECH as more faculty time will be needed for course maintenance and development as well as for office hours for contact with students via email and virtual systems. In addition, limiting the number of students in online courses so that quality learning and instruction can be fostered. There is a need for faculty to be trained in the technology which will be installed in the renovated Technical Build. This will allow faculty to be prepared to teach in the Smart classroom and the Information Commons settings when they come online.

Lease equipment to keep up with technological changes 1. On-line credit classes and instructor training may help with some of credentialing issues 2. Must devise a method of compensating instructors for the extra time which technology eats up in class administration 3. Web support may make fresh information available to instructors 4. Travel budget and release time need to take into account the need for currency in technology

o Computer classes specifically relevant to the construction industry. o Class assignments that encourage research opportunities via Internet. o Distance learning.

We need to have and use widely the three T's. We need time, we need training, and we need tenacity. We need time to plan, implement, evaluate, reconfigure, reevaluate, etc. We need the time to be constantly reworking this circle of events. We need training. We need time for training. As our inventory of hardware and software multiplies, we need constant training to stay current with the latest technological advances. Lastly, we need tenacity. We need the desire and the confidence to stick with the program of change. Yes, sticking with change requires effort, concentration, and diligence. The Communications Program on the Clearwater Campus can ride to this occasion.

We must continue to keep abreast of new technologies as well as how technology is affecting our field. Also, the school must afford instructors more opportunities to keep current through hands-on training and seminars.

A number of strategies are proposed: 1. Adequate funding for equipment, software and training and for future needs. 2. Be kept aware of these technological innovations by someone who is capable of keeping abreast of and is knowledgeable of the subject The faculty are to keep abreast of their field. 3. Be provided with continued training and on-campus workshops that are pertinent to said changes in the new technologies-training that is convenient and not an additional burden on the user(faculty) 4. Faculty should have input to decisions in technology that affects us- with recognition that curriculum development takes time and effort on our part and simply "dumping" technology on us does not help. 5. Investigate teaching science courses in different ways to attract and accommodate students who learn in different modalities .

The traditional classroom space must be reconfigured to accomodate the educational technologies necessary to deliver quality education. A clearly-articulated plan for development of faculty proficiencies sufficient to meet the demands of a technology-based academic environment must be developed. Re-orientation in educational philosophy away from the individualized student competitive classroom environment toward a student cooperative/collaborative academic classroom learning environment.

Changes in technology will require the department to diversify its course offerings in terms of format and timelines. The same course can be offered via traditional, mediated learning, on-line, or integrated approaches. Timelines for course offerings should expand from 16 week and 10 week options to multiple possibilities for starting, meeting and completion times. More courses will require few or no actual class meetings. From a personal perspective, faculty will have to update their computer skills to include web page development and use of the internet for academic purposes. PowerPoint presentations and other technological forms of teaching will be required for use in "smart classrooms." Specific needs to support these strategies include a technician for the mathematics department or natural science building; up-to-date computers for faculty and throughout the department; continue to provide the most recent hand-held calculators; on-going training in web site development and internet use at convenient times and locations; more labs for students especially for non-mediated learning mathematics students; smart classrooms with internet capability for the whole class; promote the purchase and use of all forms of media for the purpose of education; establish an internet connection for all faculty; promote cooperative studies between departments with utilization of technology in both the instruction and participation by students. provide an academic setting which provides for use of technology in the classroom. to read and research trends and changes in journals like PC World and Mac Today, etc.

This is a department which welcomes change in technology rather than dears it. We are often the first to own and implement new programs. Not only do we have an instructional assistant for computing, we have other staff who embrace technological advances. We help in the training of faculty, staff and students on application software and we employ student tutors who are capable of supporting students in their work on AutoCAD, Graphics software, course specific software, and other useful office applications. Because of the high level of interest in technology of our employees, training is not as big an issue as it is with some departments. We seek out training opportunities on our own free time, register for computer classes which are offered and probably represent a fairly sophisticated group of self-taught technology users. Since we are a computer leterate group as a whole, faculty sometimes asks us to review software applications for possible classroom adoption. Because we are facmiliar with many programs, we can support faculty and departments by comparing and contrasting features and capabilities of software under consideration of individual disciplines. We will continue to seek out the opportunities to owrk with new hardware and software. In addition, we will continue to willingly share our expertise withh all who seek it. We will continue to be leaders in the implementation of classroom based computer assisted learning, and we will continue to request upgrade software for our learning labs.

- specific opportunities for mini-workshops in instructional technology (with enhancement units) to include adjuncts and percent of load. - support for on campus use of email by students. - vocie mail for all instructors. - list serves for cross-campus interaction (within departments). - fax machines in faculty development center. - free computer literacy short courses (weekend) for the community.

Increase faculty technology training: Methodologies in on-line instruction Release time for faculty to be trained Compensation for faculty with multiple on-line courses Convert to technological approaches even when equal to traditional approach: Powerpoint presentations instead of overheads Laser discs instead of slides Light-pro presentation instead of whiteboard Incrementally adapt technology into classroom Increase access of quipment to each department Increase financial support of high-tech materials

Elderhostel and College For Kids I Strategies, Goals and Priorities: Coping with anticipated changes in technology Goal: to take advantage of the anticipated changes in technology for the benefit of our Elderhostel and College For Kids participants. A. Elderhostel 1. Work with Elderhostel headquarters to coordinate on-line services and programs for our participants. 2. Work with SPJC Technology specialists in the design of on-line services and programs. B. College For Kids 1. Work with SPJC Technology specialists in the design of on-line services and programs. Avocational Programs/Children and Divorce/Driver Improvement/Legal Guardianship/Recreational Programs/Youth Camps 1. (1) Specific training for state computer programs before changing over equipment. (2) Changing over equipment during down time (weekends, evenings, holidays) as as not to interrupt necessary information gathering time. (3) Employee training on on-site equipment either through a tutorial or a mentor.

We need to be flexible in delivery of our courses. Crime scene technology program should be looked at for delivery on Internet. We need to disseminate required information; provide gender specific training for officers in high liability areas; find financial resources to provide videoconferencing technology. We need to utilize grants whenever possible. We must be cognizant of different levels of technical multiple delivery. Need to increase marketing, use TV Criminal Justice Programs for marketing; obtain up-to-date hardware and software to implement changes. We need to provide training for staff to implement changes and to use multiple delivery courses.

Corporate Training Services has been actively researching uses of new educational technology to enhance course offerings, and to provide a more flexible course delivery system. Our main focus is on using a combination of independent learning courseware supported by an instructor acting as a mentor. This approach will allow us to begin the transition from instructor lead classes to the implementation of independent learning labs and computer based or Web based courseware. Additional capabilities to foster student interaction and support distance learning will also be incorporated into our final plan.

We first need to learn what is available in computer software and hardware for the educational institution relative to dental hygiene. One possibility is to locate dental consultants who are familiar with the academia to educate faculty on what is available to us as dental hygiene educators. We need to become proficient in the use of "Computer Age Dentistry", a software program recently requisitioned for our department for both classroom support and clinical applications. Finally to explore the possibilities of developing a distance program for dental hygiene.

We have already integrated the use of the Human Patient Simulator in our credit and non-credit programs. Due to decreased opportunities in the clinical setting, and the fact that certain conditions may not always be available when the student is studying them, the HPS has been a tremendous help. We also use the HPS for end-of-program evaluation of our students. Two of our faculty members are also working on developing an on-line Pharmacology course. Most of our faculty now use Power-Point presentations in class, and offer the notes to the students as additional resource material. We work with NIPs to allow graduating students access to both EMT and Paramedic certification exam reviews on the computer. Our lead Paramedic instructor has also developed additional resource material on line - half of the Paramedic I students signed on, and found it very helpful.

As funding becomes available to provide trainig and release time for faculty. In small programs release time to become familiar with and to implement technology into the curriculum is a important facotor.

The Health Information Mangagement model curriculum encourages programs to include a specific course in Health Information Technology. Each year we strive to improve the course by offering a new technique for students to learn. This year we will be including bar coding techniques. The applications will be used in their Clinical I lab experience and in the Health Information Technology course. Today, barcoding is used in the profession for chart tracking and inventory control. Also, this year we purchased a new digital camera, so photos will be added to student's powerpoint presentation assignments. Next year we hope to incorporate some basic biometric techniques. The technology is expensive so we must "phase-in" new techniques each year.

Expose students to and experiences with (e.g) Electronic charting Treatment planning from computer menus Tying clinical charting to process and outcome measures Searching/analyzing critiqueing internet information

Continuing education in the use of technology must be provided to adjuncts, as well as full-time instructors, if our department is to break out of the traditional mold. All of our instructors, with the exception of the instructor-in charge, are adjuncts. Faculty can subscribe to a list-serv for clinical laboratory educators, attend education conferences, and read professional journals and newsletters to keep abreast of trends in clinical laboratory education. Changes in technology are affecting the clinical laboratory as well. Faculty must attend national and state meetings to keep abreast of changes in practice and must continually strive to update the curriculum. Point-of-care testing was identified by one of our public members as an example of recent changes in technology in the workplace. Students must be taught and encouraged to use technology, both in preparation for work in a clinical laboratory and for further educational pursuits. Instructors should attempt to have at least a portion of each course require the use of technology, for example, researching a topic on the Internet, writing a report using a word processor, using a computer tutorial or interactive CD ROM program. Students need the tools to enable them to survive in an ever-changing world of technology. It is not enough to prepare them to use today's technology. They must be taught how to be self-directed learners, capable of updating their skills and knowledge throughout their lives.

1. Computer testing & test bank (1) Bring consultant from Miami-Dade C.C. in regards to a test bank for the nursing program. (2) Teach someone in nursing department how to set up the test bank who would then become the consultant to the nursing faculty. (3) Teach faculty how to use the test bank. (4) Swap test banks with Miami-Dade C.C. (5) Students could develop own test for studying from a test bank set up for them.

1. Telecommunications As technology becomes available within Colleges to facilitate interactive video between them, we anticipate that PTA classes (lectures) currently being delivered by faculty on-site at SPJC and PHCC will be combined. Participation would be "real-time", having one instructor interacting with students on both campuses simultaneously. An instructor might be physically located at either SPJC or PHCC while delivering a course. Additionally, web pages and chat rooms need to be established to further link students and faculty located at distant sites. The department will need considerable technology education and support over the next couple of years to effect the above.

a. Create a Radiography Program web page that would include such information as instructor e-mail access, class and clinic syllabi, and information from specific classes such as PowerPoint presentations. b. Encourage faculty to acquire the training necessary to create web pages, operate computer hardware, and develop computer assisted instructional activities and/or tutorials.

A. Promote communication with our students via email. B. Promote the utilization of software programs. C. Utilize the new teaching technologies in the classroom. D. Provide a Web Page with links to the didactic portion of the curriculum.

The Interpreter Training Program is willing to explore distance learning for specific courses; however we would need to think seriously about the contingencies of this option in teaching a visual/gestural language; i.e., class size, interactive capabilities, difficulty in providing constructive feedback. Contact other ITP's to survey their experiences, if any, with distance learning, such as which courses were offered and what were the special needs. Change current videotaped materials to CD-ROM to preserve these valuable resources. Explore techniques to create new materials on CD-ROM. Investigate procedures to provide up-link opportunities for more teleconferences to supplement course content and expose students to outstanding leaders in the field with topics of current issues and interest. Incorporate the use of laptop computers in instructional delivery. Develop peripheral educational materials for classroom activity. Link students and instructors via Internet for homework assignments. Explore the use of computers (email, Internet) for testing and assessment.

The college should notify people of anticipated changes and educate them about why change is occurring (reactive) as well as planning for new/changing technology (proactive). Instutional Advancement can help make this happen in the Blue and White. The college should continue to budget for whatever is needed to support the technology changes. The college should continue to have short-term and long-term plans for the new/changing technology.

Phase II 2a

What strategies are possible choices for your department to use in coping with anticipated changes in student demographics?

* Flexibility and more options in the way we accept information and make information available to students will be needed. This strategy can be accomplished by improved technology including the implementation of the new student system. This also will take staff time to make more information accessible via the internet. This will become especially essential with the increase of distance learning classes. The use of email and FAX equipment will also increase. * Agreements with schools for dual enrollment of high school students should be reviewed and made consistent across Pinellas County. * Consortium agreements with other colleges need review for uniformity also. Essential classes and services need to be available equally to all students.

As demographics change, all over the world, updated technology is needed to greater serve the students. As people enter the educational arena either to seek degrees, develop or update skills or to re-enter the work force, new technology will play an important role in meeting the students' needs and enabling SPJC to remain a competitive institution.

A. Use technology effectively (see Question 1) B. Continue training adjunct counselors to help meet the increased head count needs as more students attend SPJC C. Build on diversity and cultural awareness programs provided for and provided by the counseling and the Career Development Center staff D. Continue proactive, as opposed to reactive, program planning E. Expand liaison assignments to target additional demographic groups F. Continue college-wide departmental collaboration G. Establish regular meetings with the Career Development Center staff, the Vice President for Workforce Development, the Business and Industry Coordinator and the School-to-Work staff to collaborate on placement issues H. Realize that electronics have fashioned two student populations: * one, the students who will continue to come to campus as has been historically true * two, the whole new market of student that will get their education by distance * acknowledge that some students from group one will move to group two and vice versa * learn to use electronic technology effectively to serve the 'campus group' more efficiently * design service programs targeted to the group two distance learning populations in order to participate in that market I. Recommend the use of intrusive and prescriptive strategies to enhance student success J. Increase institutional commitment to meet the demands of the new electronic population and to maintain the present quality of service as head counts rise K. Ensure that our programs are multi-national and multi-cultural since the distance learner is not confined to Pinellas County and must be addressed from a global perspective integrated into the SPJC philosophy and service

1. Online and off-site registration for all and work-site registration at major corporations. 2. Collect phone numbers students and prospects at work for follow-up. 3. Collect email addresses of students and prospects for follow-up.

· research and communication · ongoing review of what technology is working in the classrooms/labs and what is not · what students and faculty are requesting

N/A

In addition to the already stated strategies presented in Phase I, the group believes that current surveys of the community, students and businesses are necessary for setting clear goals and objectives.

Someone suggested bi-lingual librarians. OK, but what language!? Library instruction will be more important. Increased resources will have to be found if we must respond to many different kinds of students. There will also be many new kinds of degrees and certificates that we will need to address. We need to come up with ways to orient students using distance learning technology.

This department is not directly affected by changes in student demographics. Patterns resulting from such changes, however, should be shared with the director so that appropriate SPD activities can be planned. For example, recently we downlinked a national teleconference on dealing with difficult students in the classroom. The attendance was surprisingly large and representative of all College sites - 18 from five sites this time vs. the usual half dozen from only the receive-site. This indicates a strong need for discussion of the topic. It was through casual conversation that this topic was identified as an area of need. Hence, a web-site for SPD needs to be developed and use of it as a way to identify SPD needs college-wide and by function needs to be encouraged by the administration.

Specific, niche markets need to be identified, thoroughly researched and analyzed. The results need to be communicated to the entire faculty and their support acquired as all are working toward common goals.

We suggested in Phase I that we believe the student population will become more proactive in their pursuit of physical fitness, wellness, health and lifetime physical activities. To accomodate this fundemental change we must: First, reconstruct our course; Second, off more up-to-date activity courses; Third, promote our program more actively (e.g., on the SPJC web site); and finally broaden the new certification program to include niches in the market which are rapidly growing (e.g., the elderly and the sub-teens). There are at least four aspects of the courses which could be varied to better accomodate the student population: course duration, course starting date, intended audience and availability of those courses and those parts of courses which can be put in digital format. Like most departments and colleges we have limited our courses to the traditional duration and starting dates. Most of the courses taught in this department (e.g., Personal Wellness, various activity courses) would seem to be easily modified to other traditional lengths and starting dates while still meeting the legal requirements for credit courses. For example, we already offer "mod-mester" lengths during Terma I and II and compressed versions of the course during Terms IIIA and IIIB and over the holidays. Historically, demographic data and experience have suggested that our customary student was not a regular paractioner of a healthy lifestyle behaviors, nor did this student have much wider range of experience and knowledge. To acknoledge these changes, our courses, especially Personal Wellness, should be presented in multiple equvelant versions to address students in different stages of readiness. Further, at least parts of all of our courses could take advantage of the benefits whcih result from being put in an electronic form. Another possible strategy is to expand the range of activity of courses, especially "fitness" activities. Enterprising individuals are constantly developing new variations of aerobic, strengthm and flexibility exercises and weight loss programs. The current student population is made very aware of there programs and many oractice them on their own inntiative. Including some of these exercise programs in the department would keep us more current and broaden the educational experience for the student. Thirdly, while the college as a whole promotes itself quite vigorously, this department does nothing outside the college and very little inside the college. Historically, there has been little reason to do this. In this age, there are many opportunities to market our programs to both internal and external customers. It becomes apparent that the relative size of age groups is changing dramatically in this country and the world. Our current certification programs are not targeted to any particular age groups. (There are very few certifications intended for specific are groupd currently available.) We expect that there will be a considerable market for fitness instruction geared for elderly as the nation ages. And, there is growing concern that the very young are much sedentary than generations past. Fitness training targeted to that group should be a possibility. A final possibilty will be to establish liaisons with large local employers to see what sort of health/wellness issues they are facing with their employees. These relationships should allow us to make sure our courses are addressing needs in the larger world and to identify areas of need where the department mught supply instruction.

The one demographic that will impact word processing, is that the student is more and more computer knowledgeable, and able to get information this way. Also, we are serving more students through the internet. We will have to consider developing materials that will serve these students. This could be in presentation materials, materials for the computer or the internet. Some could be outsourced, but there is still the requirement for personalized service requirement by word processing customers. As the skills of our customer base increases the use of technology, word processing should expand the services they offer to meet customer needs.

Ethics is involved in all aspect of student demographics. The most significant issue is to promote the development and understanding of identification of moral issues. The Applied Ethics Institute has an opportunity to tailor instructional workshops, CEU's. In the near future more "mini courses" in ethics should be developed for those "customers" in the business and professional world that have never had formal ethics training.

CHALLENGE: Need to reach wider/more diverse customer base for lecture courses. - prepare a strong series of one-credit business topics courses, i.e., business etiquette, professional development, etc. - offer classes in community centers. - train ourselves in ways to reach international business students. - market ourselves -- don't wait for institutional advancement -- maybe a department newsletter. - offer classes at industry locations. - closer articulation with high schools. - alternate faculty speakers to professional associations in area. - offer courses for no credit and no grade but information only. - determine areas of training neede but not avaible. - approach business to determine courses they would like taught at their facilities. - ask various groups, i.e., health care, insurance, secretarial -- what they need. - expand co-op programs. - train faculty in how to teach blind, deaf, and other individuals with disabilities. - approach human resource managers of large facilities to teach courses inside their plants. - use in-service day in October for "meeting businesspeople" -- visit office sites. - faculty should develop rapport with high school business teachers -- regular meetings on in-service days? - designate an individual to maintain a file on business contracts -- will aid us in surveys, shadowing, and internship programs. - released time need for instructor to make business contacts. - need brochures, materials to distribute. - train ourselves to deliver the powerful, up-to-date one-credit courses on current business topics. CHALLENGE: Need to redesign our delivery system to appeal to today's customers. - try to find experts in the field to show how they use vasious delivery systems. - intergrate PowerPoint presentation with student real time internet searches and activities. - put lectures on multi-media presentation, then provide students with copies as study aids. - design individualized courses with students which could complete at their own pace. - JC should "partner" with businesses to offer off-campus interactive video classes. - released time needed for faculty develop individualized course offerings. - faculty needs relaease time to develop on-line courses. - update faculty on good teaching METHODS and professional behaviors. - split three credits - offer classes on the net. - have student-designed courses. - more express session classes. - supply materials and training for faculty to use color on transparencies and handouts. - give faculty current technology in class and office with connectivity to take advantage of worldwide web, etc. - use a variety of media in classroom. - train all faculty on use of PowerPoint, etc., and have each of us actually design a presentation. - tape all classroom lectures and view them to find areas for improvement.

a. Develop online options for lecture courses. We anticipate about 10% of our students would choose online courses. b. Implement WebCT so that every course would be computer-facilitated with a web site for information, chat rooms, online quizzes, etc. c. Develop online alternatives for lab courses. d. Use the renovated Bay Pines facility for distance learning field trips. e. Market courses for certifications and license renewals, especially targeting secondary and middle school teachers. f. Divide some courses into incremental units where partial credit could be awarded at the completion of each block. g. Market courses or segments of courses to life-long learners interested in the environment or the world around them.

Changing Student Demographics: a Develop certificate programs using (state and national professional organization's guidelines) in piano pedagogy, church music, instrument repair, piano tuning, music technology, music recording technician, music/business (to coordinate with Jacksonville's program). b. Raise and clarify standards for applied music, non-majors. c. Develop an Introduction to World Music course, as a companion to the Western oriented, Introduction to Music (to include music of the non-Western cultures). d. Courses in sound reinforcement, music business and the addition of an ensembles dedicated to popular music cultures such as rock and gospel. e. Develop multi-media courses, including internet, studio technology, and audiomedia.

2.2 On our campus the student demographics already reflect the demographics which have been projected for the next five to ten years. We enjoy the international and multi-ethnic qualities of our campus and have been meeting the needs of students from all kinds of backgrounds. Technology will further assist us in these efforts.

Offer flexible schedules for industry on-site courses and programs. Provide a fast response to industry demands for technical training. Bring returning students up-to-speed with start up or refresher courses. Provide additional programs and options to keep students current in the technology offerings. Integrate our technology offerings with the high schools that have advanced technology programs.

-We anticipate an increase in certification programs; _Access to jobs that do not require degrees--particularly in technology areas; _More students who are interested in securing job skills rather than academic programs. To address these changes we will consider: -New approaches to marketing our traditional courses; teaching and marketing to business and industries located off campus in various community sites.

There is a need for schedule flexibility to keep up with the demographic changes which will require alternative scheduling to meet student needs. Incentive should be provided to encourage and compensate faculty who teach in non-traditional hours, using non-traditional technology or at several sites. It is anticipated that demographic changes will shift the department to offer the majority of classes in non-traditional and evening hours instead of the 8 AM to 2 PM time frame and may require faculty to teach at several sites instead of a single site. Specific strategies are needed for both online and classroom instruction. For on line courses, the funds, supportive resources and release time necessary for developing these courses should be made available to faculty. In addition, the difficulty level of a course should dictate a low cap on enrollment when considerable personal interaction is involved from instructor to student and from student to student. These types of classes would include the use of collaborative learning, online discussion group or chat rooms. For classroom instruction, Smart Boards are needed to enhance learning and provide students at a distance the opportunity to gain access to lecture notes. Furthermore, funds and time for videotaping lectures are needed for distance learning and to enhance learning. This will give students who need flexibility and access to classes that might be offered at limited times. Technical support and smart classroom are a requirement to meet anticipated demographic changes.

1. More web support for the college generally will keep information fresh. 2. Communication coordination with counselors becomes more important 3. Web site with lots of counseling information 4. More web support for individual classes will allow students to access materials from home 5. Create a FAQ for each course; this might include an on-line readiness pretest to help the student access for himself his preparedness for a particular class.

This is a tough one; how does one meet the needs of the ever-changing student demographics? To begin with, one has to be aware of the society that is producing the demographics. Too many times, we are dealing with students who are not well enough prepared to deal with school, work, life, etc. Sometimes the students themselves do not realize that they are not prepared. The bright side is that our Building Arts students all have some degree of motivation that makes them want to be here. o Standards must not be lowered. But, instructors need to be flexible in dealing with the "rules". o The continued development of short-term classes and flexible schedules should address many of the issues brought up by changing student demographics. o Instructors must recognize the demographics of every student. This can be done in informal office meetings, class sessions, or in a first-class introduction section. Instructor awareness of a student's particular "situation" is very important. o Instructors must identify talent and potential talent, leaders and followers, doers, talkers and non-performers, and the above-average, average, below-average capabilities of each student. o Instructors need to be fully aware of the support services that SPJC provides for its students. Counseling, Financial Aid office, the Learning Support Center, Women on the Way, Project Success, etc. are all valid services that may help deal with situations that students may find themselves in. o Words such as nurturing, counselor, advisor, mentor, etc. were also mentioned, but for the most part, the consensus was that the student needs to take responsibility. Conclusion Because the Building Arts staff is primarily Adjunct (part-time) Faculty, it is very important that the "Instructor in Charge" set the tone for the expectation of faculty performance in dealing with issues of student demographics.

Out students come to us more technology savvy each semester. Ignoring this would be foolish. As our students come with skill and familiarity, we must offer lessons which build on this knowledge. Implementing computer assisted instructiona and taking advantage of computer managed instruction will aid the instructors as well as the students. In our discipline, word processing promotes editing and rewriting -- both proven and valued benefits of the implementation of technology. At the other end of the spectrum we see some returning students who are unfamiliar with technology. With our support they become skilled users of such applications as word processing, spread sheets, and powerpoint. They learn to produce professional looking papaers and presentations. We take them from fear if technology to a level of comfort which carries them through their educational program. As the demographics change, we simply adjust our approach, support the students as needed, and reward their efforts to adjust to our increased use of technology.

We must continue to be flexible in our class offerings. We currently offer Early Bird classes at 6:45am, Saturday classes, and weekend college.

1. To offer more courses in more formats-express, summer, television, on-line,(distant learning or Internet), at corporate locations, etc. but recognize that on-campus lectures and faculty continue to have value. There are those students who do not like the impersonal nature of some of the new technology. 2. Since the concept of the "traditional" student has changed in the last few decades, faculty should be aware of those changes and maintain a flexible, open-minded attitude towards all students, keeping in mind that each one has a reason for being here. 3. Within our department, offer Interdisciplinary science courses. 4. To emphasize our transfer program more- a recent article in the St. Petersburg Times(9/22/98) emphasizes that our transfer students do quite well at the university, yet we continue to put our advertising primarily in certificate and 2 year degrees. 5. Get in touch with local high schools counselors and indicate the quality of our programs-the academic achievement, small classes, concerned faculty, etc.

In response to changing student demographics, more diversification will be necessary in the variety of course offerings, scheduling alternatives, and modes of instruction. Further, faculty and staff should be provided with training to cope with the anticipated changes in student diversity.

Expanding the use of technology and course formats are strategies for anticipated changes in student demographics. The major trend in student demographics is diversity. As the student population becomes more diverse, more diverse methods of teaching and learning are required to meet their academic needs. On-line courses would allow students with children or transportation limitations to take courses with minimum time on campus. Students with non-traditional learning styles would benefit from mediated learning classes or classes in which traditional and technological components are integrated. Working students would benefit from changes in course formats. Short intensive courses may work best for those who need to expedite the completion of their coursework. Weekend courses are a viable option for those employed full-time. Specific needs to support these strategies are more full-time mathematics instructors to provide availability to students outside of class; faculty who are proficient with technology so that they can interact with and respond to students who are adept at the use of technology; equipment (computers, etc.) for students to take out on loan or lease; expand server capacity to handle large loads; maintain partnerships throughout the community to join the flow of change.

We have always been a division of the college which is familiar with the diversified group of students. We see the returning students who need us build up their confidence by assuring them that their work is adequate. We see the returning students who need our help in remediating skills they once had. We see students of all ages who, for many reasons, have gaps in their reading, writing, and math skills in their previous educational experiences. We help them to learn skills which adequately prepare them for college level work. Relative to technology, we see students who don't know how to turn on a computer and also students who can give us pointer when glitches accur. We see students who want hlp only with specific course related software and students who, once they see our array of hardware and software, want to learn it all! We see students noth in classes (PE) and individually. We see students who come to surf the net for pleasure, check email and visit chat rooms. We see students who complete web-based assignments and attend Internet courses from their computer stations in the LSC. We serve students who are new to this country and to the English language. We serve students who require tutoring at all levels of math from remedial to differential equations. With a cadre of student tutors, volunteer and instructional assistants, we serve students who are resgistered in any and all classes offered on our campus. We have always served a very diversified population and if experience is borne out, we will continue to do so. We are well prepared to serve the changing population.

- meeting transportation needs to help minority and/or lower income students access to open campus technology. - making attendance sheets available on computer. - selecting text books that have a strong technology component or emphasis. - improving on-line communication with secondary teachers. - monitoring effectiveness of "alternate delivery" courses (telecourse, on-line courses, Acedemic Learning Systems, etc.) (student success). - following progress of students in "alternate delivery" courses in subsequent traditional courses. - seeing all "alternate delivery" courses through Curriculum and Instruction Committee for review and approval.

More scheduling options for faculty Additional training for faculty in certificate programs Availibility of reliable information about changing student demographics More communication with industries concerning expectations of college graduates

II Strategies, Goals and Priorities: coping with anticipated changes in student demographics Goal: To expand the diversity of Elderhostel instructors and participants through Quality, ethnically relevant and age appropriate programs. Goal: To develop quality summer programs for both Pre-K-5th and Middle School students. A. Elderhostel 1. Network with Florida/Georgia Administrative Coordinators 2. Work with Associate Directors of Florida/Georgia Elderhostel To develop program structures that will appeal to the changing Demographics of our Elderhostel participants. B. College For Kids 1. Work with the Pinellas County Schools to identify countywide Locations that include areas where we can achieve more diversity In students. 2. Develop a committee composed of diverse teachers at the middle School level to plan the new middle school program. 3. Increase the ethnically diverse courses available at each site.

The videoconference meeting capability would certainly help in this area. Meetings could be called on a moment's notice instead of having to wait for people to travel to met. We are also using speaker phone to have phone conferences that have proven to be beneficial and cost effective. We need also to follow recommendations of advisory group (chiefs of the local law enforcement agencies) as to their particular needs. We need to use computer based technology whenever appropriate; developed resources and use partners.

Changes in student demographics will require that Corporate Training Services improve it's ability to analyze new demographics, and develop an annual plan that integrates the use of distance learning with new course offerings to address changes in student demographics. This combination of analysis, annual planning, and new course offerings will allow for an increased use of technology to support the department's growth.

The residence program must maintain some flexibility when deveoping a distance program to support both missions. Students needs at clinical sites must be assessed and patient populations examined. Students must be computer literate. All faculty (on campus and off campus) must be current in infection control, microbiology and periodontal diseases.

We work very closely with our employer group, and through our EMS Advisory Council, we survey the needs of the community. The staff and students of the department are actively involved in high school and SPJC career days, EMS exhibits in shopping malls, and working with high school Explorer students. Our Program has also been featured on local television, and in local newspapers. We are also actively recruiting new instructors, looking for diversity in our staff.

The program will continue serve a diversified student population.

Distance classes are going to be essential. Also, alternative styles for current course delivery must be looked at seriously. Weekend classes, 2 week accelerated courses, etc. are some of the alternatives being considered. We are currently a night program, but may want to consider a few day classes as well. Another option we are considering is to link with local health care facilities and utilize their space and technology. This delivery would be done in coordination with the facility requesting our tailored educational services.

Prepare to screen for suitability of people wishing to enter the profession with regard to their motivations, personal adjustment/stability, knowledge base and skills since many more individuals are motivated to enter the field due to their own recovery, experiences with extreme adversity ad psychiatric disorders.

Flexible scheduling would be a benefit to working students and parents. Under our present structure, the small size of our program precludes more than one section of a course per year. Independent study modules or distance learning could provide more flexibility for the didactic portion of the program. In theory, flexibility in the laboratory component of the program could be achieved by eliminating student laboratories on campus and replacing them with structured experiences at affiliated hospital laboratories. In reality, limitation on staff and resources at affiliates might make this option impractical. Under our current staffing model of one full-time position, it is unlikely that we could develop a complete distance program. There are 5 other MLT programs in Florida. All of them are also small. If politics and turf issues could be put aside, perhaps a consortium could be formed, with each program responsible for the development of one online course. Students throughout the state could take the didactic courses at their own pace. Upon satisfactory achievement of course objectives, students could be assigned by a local coordinator to a clinical affiliate for a practicum in that discipline

2. A. Satellite (1) Satellite hookup with Morton Plant Hospital to broadcast programs. Satellite could be used with nursing students so they could tape a program when it broadcast & review as many times as they want. They could practice in the lab as many times as they would need & then meet with an instructor for they skills to be successfully pasted. (2) On-line instruction. Student could work with a clinical associate (preceptor) & see nursing instructor for their clinical evaluation. Fl State Board of Nursing states that a student has to be evaluated as clinically safe by an instructor not a preceptor. (3) Breaking a course into pieces. Could make available sections of a course for a student to take if he did not want to take the entire course. Example: Physical Assessment course - student could take one section at a time instead of the entire course, such as cardiac B. Lease a computer - Gateway leases computers. Financial aid would pay for a computer as long as it is in catalogue as a requirement. C. Evening Program available to students who work & have to drive long distances. D. Part time program in process of developing. E. Child care/Sick child care - could partner (contract) with local agencies. Offer resources - comply list.

2. Labor Market/Student Demographics The number of qualified applicants may decline over the next several years as physical therapy program proliferation and managed care and Medicare/Medicaid reimbursement changes impact the health care marketplace. Student demographic profiles, as detailed in the Phase I Report, will probably not change markedly in the next 5 years. In order to cope with a decline in the number of program candidates, there are a number of strategies which need to be considered. Among them are: --Better inform the public (our possible customers) of our history as one of the oldest, most respected programs in the U.S. via re-development of the program brochure/information sheet, posting on the Internet, newspaper advertising. --Become more involved with local high school career days. --Increase involvement (on the part of faculty and current students) in PT community activities-as an "advertisement" to both the public and physical therapy employers. --Continue efforts to be aware of marketplace changes through newspaper articles and advertisements, magazines, professional journals, the APTA web site and consultation with physical therapy employers/personnel during clinical coordination visits. --Initiating physical therapy clinics at the HEC and at the partnership site, Pasco- Hernando Community College's West Campus. These clinics would not compete with local physical therapy services, but provide needed services to patients after their insurance coverage for physical therapy treatments has expired. Also, college athletes', physical therapy needs might be served by these clinics. These teaching clinics would be beneficial to currently enrolled PTA students and would be an "advertisement" of the PTA programs to the communities.

a. One strategy that can be employed to anticipate changes in demographics is to stay current with trends in radiography by monitoring national, state, and local organizations such as the American Society of Radiologic Technologist, the Florida Association of Radiologic Science Professionals, and the West Coast Educators Council. b. Another obvious strategy would be to consult the radiography community at large via the Radiography Program Advisory Committee.

A. Stay abreast of what is occurring in our field at a national and state level. B. Consult with our Advisory Committee with respect to changes in employment and job descriptions at their facility. C. Consult with local Respiratory Therapists with respect to changes in the job market. D. Utilize related professional journals, magazines, and newspaper articles to keep informed of changes that may impact the profession.

First, conduct a formal survey of students regarding course offerings for both American Sign Language and Interpreter Training courses. Develop a schedule of course offerings which accommodate the needs of current students. Explore team teaching opportunities, how this may affect ECH. Investigate dual enrollment: High School/SPJC. Market the ITP to the local high schools through various community projects. Consider flexible schedules in offering courses and curriculum adaptations to provide quality changes and meet student needs.

Regarding recruitment, we need access to more accurate, timely and detailed demographic data on students. Improvements are underway in Administrative Information Systems. This should be considered an ongoing process. Access to better data means the ability to identify, react to and anticipate enrollment trends. With more detailed demographic data, we could, for instance, target specific age brackets with specific needs. For instance, the committee discussed the fears of non-traditional students. Sub-campaigns could be funded and targeted to such a cohort. Demographic data also could enhance media relations. With it, we could develop news stories that we think will be interesting to readers who are potential students based on identified demographic trends.

Phase 2.3a
3. What strategies are possible choices for your department to use in becoming more nimble to cope with the increasing rate of change?
The combined use of independent learning labs and distance learning will allow Corporate Training to offer a more "nimble" approach. This new approach will enable us to integrate technological changes more rapidly into the instructional environment.
III. Strategies, Goals and Priorities for becoming more nimble to cope with the increasing rate of change Goal: To keep abreast of the increasing changes in elementary-middle school And Elderhostel populations for implications in program development and marketing. A. Elderhostel and College For Kids 1. Develop a plan for short and long-range response to changes 2. Analyze recent changes to identify further implications for the future.
Videoconferencing capabilities would help; using computer-based technology when appropriate to augment, not necessarily replace courses. Adjust to training needs of various agencies. Continue to use grant runds to develop criminal justice related technology for education.
* Empowerment of front line staff to deal with issues that arise with students. * Reducing the time needed to effect change is critical. Streamlined operations and replacing paper forms with electronic ones which can be approved electronically will speed operations. Implementing work flow components in the new PeopleSoft systems will accomplish much of this. * More time for training, planning, and team building is needed. * New employees need updated documentation, training and reference materials. Much time is wasted gathering information from many sources.
Use Institutional Advancement as a starting point for getting college-wide buy-in for change. The Blue & White can be used for stories that encourage continuing education in fields/technologies undergoing rapid change. The Blue & White could be used to present change in a less threatening manner. Through this SACS self-study period this already is occurring, with the addition of a special page on expanded training opportunities (many of them re-technology). The college could offer management training, to help managers help employees through change. THe college could offer motivational incentives to employees, because change is stressful and many already are feeling stress even before the change (good as the change might be).
A. Make all staff part of the decision-making process as changes are discussed and implemented B. Assure that staff have up-to-date equipment to use the evolving technology C. Provide staff with varied training and articulation opportunities so they are comfortable with and able to effectively use new technology D. Redefine the daily responsibilities of all departmental members to ensure a balance between serving students via technology and direct personal contact thus maintaining the commitment of excellence to all students as well as good office morale
Having information available in a variety of formats that reflect the differing needs of library users. We should keep the low-tech, low cost options available. We will continue to seek increased library cooperation. Employees should be cross-trained, and oriented to work at more than one site. We will continue to work for uniformity in rules and procedures throughout the college. Continuing education and staff development are important. Programs that enhance wellness should also be implemented.
We believe we will have training, equipment, and incentive. One component of the necessary training will be to help us change our attitude andout change itself.
Historically we have been flexible in moving through the various and different technology systems. However at all times, we have made a top priority of customer satisfaction and meeting the established deadlines within the limits of our services. A survey of customers on their expectations as well as their desires for support, would be of value in determining the speed with which changes should be made. A survey of customers would also be of value in helping us define our goals of expanded services. This would give us a clearer direction to pursue if we considered the priorities of the customers. Another step would be to actively partner with other offices at the College to develop projects together, i.e., curriculum designing, powerpoint presentations promoting programs and the College, design and layout of materials, web designing, etc
o Delegation of responsibilities; that is, make more use of SPJC's resources (instructional support, help desk, technical support personnel, grant writers, etc.) to free up more time. o Schedule time each week (or day!) to keep up to date with current trends in technology. This scheduled time must be treated as sacred; just like a class. o Schedule time each semester with faculty in other disciplines, to ascertain how other departments are coping with the rate of change.
We clearly need a plan which is proactive, not reactive. We must face change from a proactive stance, confident that we can rise to the challenges which transition presents. We have the knowledge to access the possibilities and evaluate potential. We must foster, welcome and embrace change rather than ignore or battle it. This is a proactive stance. Should we wait and thus be forced only time to react, we face constraints, equipment constraints, money constrictions, etc. Our ability to investigate alternatives is thue thwarted. Being proactive requires giving and taking time. Proper training, as needed for facing future challenges, requires time and finding time to deal with the transition require priority setting. Priority setting demands give and take. Most faculty have little free time to give. The time necessary for training and then implementing must come from somewhere. The institution must cooperate with the awarding of time for the investigation of change. The institution must actively support the faculty in their schedule rearrangements as them move toward implementation of change. This support must come in the form of release time rather than extra pay opportunities. Release time insures that projects which support the investigation and implementation of change will have high priority in faculty schedules. Extra pay opportunities often become projects to be tackled when all other faculty priorities have been met. WIth the incredible opportunities for clarification, modification and alteration of teaching and learning strategies, there is room only for a proactive approach to change. Being proactive and setting priorities will be important toward fostering and then coping with change.
To keep up with the changes in this information age where accessibility and flexibility are of utmost importance, students must be given the opportunity to contact their instructors at odd hours. Under the old system, we are required to be on campus and in an office for several posted hours. Under a new and more flexible system we would be required to be in our offices less; however, we would be more accessible to our students by being available through "virtual office hours" on-line and/or a beeper service. For example, the instructor would be on campus for, let us say, twenty hours and the remaining hours would have a beeper turned on or be on-line in a chat forum.
At the risk of seeming overly confident, we are a group who will continue to adapt to change. Because we support the implemenation of technology in the classroom, we will willingly encourage and support its employment. Perhaps more than other departments, we have adapted to the changes which have occured on this campus. We chould continue to request additional training for updated software applications. We should continue to participate actively in all phases of developmental education. We should continue open dialogue with faculty in order to support their classroom instruction. We should seek out new computer-assisted educational software and make recommendations to appropriate faculty and program directors.
To cope with the increasing rate of change, faculty must have a mindset that is open and easily adaptable to change. This process can be enhanced through faculty development efforts, workshops, seminars, individual course work, and continual articulation of the need for flexibility at all levels of the institution. In order for faculty to remain current, this requires an increase in communication among the parts of the college, more funding for conferences, especially technology related activities, and continual upgrading of equipment. Release time is needed to learn, develop and implement the changes. At the same time, faculty must determine the most effective tools that retain and motivate students.
1. Continued training in the new advances in technology and release time to pursue that training. The training should be specific to science when possible. 2. Periodic updates by those actually using the technology, not only those who try to get us to dream about the possibilities. 3. We are a remarkably flexible group that stays abreast of our own disciplines as well as change in pedagogy. Release time can be set aside so that the department can devote that time to the pursuit and development of new and current approaches in the instructional market. 4. Form subcommittee within the department to monitor changes in science disciplines. 5. Send representatives to regional/national discipline meetings, i.e. American Chemical Society, American Institute of Biological Sciences, American Association of Physics Teachers, etc. to be kept aware of not only discipline content but also changes in teaching pedagogy.
a. Tuning in to what is going on in the world of technology b. Being flexible and willing to make changes c. Good planning and the execution of the plan in a timely way
a. One method, which could be employed to enable the Radiography Program to be able to cope with change, would be to create a more streamlined process for the implementation of curriculum changes. From our experience as a highly specialized program, it can take up to a full year from initial development to implementation for curriculum changes to be incorporated into the college catalog and then, finally, into the classroom. b. Another strategy is to explicitly inspirit a philosophy whereby administrators, faculty, staff, and students are encouraged and rewarded by being innovative, flexible, and receptive to change.
Have a collegewide technology plan in place for: · identifying technology purchases and sources of revenue · determining how, where, and when these purchases should be implemented (including furniture and electrical issues and any existing physical space limitations) · communication and widespread distribution of the plan · constant review and update of the plan
We want to be a leader in the changes to Dental Hygiene Education in the state of Florida. To do this we must be actively involved in planning now for future programs. In addition, we must continue in our professional development to keep abreast in the changes the affect the dental and dental hygiene profession.The changes will include the clinical technology with relation to patient care services as well as technology changes with relation to dental hygiene education.
By cutting red tape and allowing decision making to be at the program level. Autonomy for program to make decision for funeral service issues.
I think the increasing use of adjunct faculty keeps us more aware of advancements that are occuring in the profession. They are actively involved in the changes that our students only read and hear about. They are the experts who allow students to glean from their knowledge and expertise. Technological skills are so essential for the Health Information Management professional of today. Our students are gaining those needed skills and mindset. But, often times, they leave our faculty members far behind. We as departments need to prepare ourselves for the future and become more than just computer literate. Faculty need to have a broad-based knowledge of the techniques and varied delivery options that are available.
A team of faculty, graduates, students and practioners/providers could meet quarterly to review, discuss, and make predictions regarding trends, emerging issues, new research implications with an eye towards introducing new elements to the curriculum, introducing new teaching strategies, etc.
Streamlining of college procedures so that curriculum changes can be made more quickly in response to local needs and state and national mandates. Taking advantage of technology continuing education offered by the college. Keeping abreast of changes through meetings with advisory committee, networking, attendance at national and state meetings, reading professional and education journals and newsletters.
. Send faculty to classes to increase their knowledge about technology. Need to offer financial incentives to participate in the changes in technology. Faculty need time to learn & adjust. Offer respite for faculty of aging parents so feel able to participate in learning. Offer early retirement for faculty who do not want to change. To decrease stress: offer masseur. Take advantage of health clubs - need reduced rates to encourage faculty to join. Contract & assist with payment of activities that help reduce stress - wellness activities. Financial help. Need funding to assist faculty with their expenses in learning technology. Need release time to learn & upgrade skills. Assist faculty to become bilingual. Faculty willingness to change with future is more effective if faculty feel they have an invested interest in the change. Must have adequate computer/technological support to be able to implement changes.
3. Strategies for copying with the increasing rate of change --Possibly entering into a partnership with Hillsborough Community College to offer a more convenient location for Hillsborough students. --Increasing the technological competency of the faculty to a level where the utilization of Powerpoint, Internet, interactive video instructing and the use of on-line chat rooms, is much more commonplace. --Networking with other community college PTA programs to offer interactive video courses.
A. Hire an employee who is a "department-dedicate" technical specialist
Course content must be constantly reviewed and upgraded. Students enrolling in distance education courses should be required to have a computer or the college must provide access to one. A free flowing communication must be established between the various administrative levels of the institution and between administration and the teaching faculty. Given all that has been summarized above, it must not be forgotten that distance learning students and faculty will be on an information overload, as all must learn to filter data with a measure of discrimination.
CHALLENGE: Need for more relevant and accessible degree programs/ - advisory committee members can help us determine the relevance of our course offerings - on an on-going basis. - to maintain relevance in a program, employers should be contacted to identify what job skills are needed. - there should be a "work companent" to every program - shadowing, internships. - talk to large companies about offering on-site courses and degree programs. - offer classes at plant locations. - combine course offerings with other college departments. - need to improve process for determining customer needs and create curriculum based on that data. - create an on-going data base of training needs, styles, and technology expectations to determine our customer needs and match interns with requests. - re-evaluate the traditional components of degrees. - offer alternative ways to get a degree - classes, internet, internship, etc. - discuss current business news/articles in faculty forums. - ASK the community what kinds of vocational training is needed. - more one-credit segment courses. - better articulation with USF. - more certificate programs. - reduce number of programs so we don't have problems filling classes. - begin offering TERRIFIC courses via the internet. - we need an "industrial liaison" - JC faculty to meet with community employers. - consider developing end-of-certificate comprehensive test or productuction project to show proficiency. - have specialist in the business field review preliminary certificate programs to see if they are useful, viable, worth the effort. - target select industries, approach them to see what skills are needed for upward mobility - look at campus or on-site certificate programs to meet these needs. CHALLENGE: Need to train students to be TOPS in their fields. - skills in dealing with a culturally diverse marketplace. - skills needed to be successful in competitive marketplace. - instill a "team attitude" in our students - loyalty, quality teams. - provide seminars on "career decisions" - how does a student choose among several careers. - motivate students to join professional organizations in college and when working. - offer training at job sites. - determine what top companies want in their employees. - encourage students to go a step further than necessary. - be a role model - set an example. - insist on attention to detail and following instructions. - programs with full-time requirements to gain maximum student/instructor commitment to field. - establish links with top local companies. - like the MArines, demand and expect the best. - for students to be motivated to do the best, the instructors need to be excited, motivated, and challenging in what they teach. - enter the retraining market. - provide stimulating seminars by outstanding local business people. - reward and publicize good work and creative work. - insist on professional appearance of reports, homework papers, etc. - establish a one-credit course in Business Topics - just speakers from business - to inspire. CHALLENGE: Need stronger link with educational institutions. - removal of red tape and posturing meetings - replace with common curriculum design and leveling. - state law requiring up/down articulation for common knowledge base career programs. - establish liaison with private colleges in the area. - explore 2 + 2 program ideas with Florida universities, such as we had with West Clorida in Fashion Merchandising. - designate each semester for specific contacts, i.e., Fall - meet with USF, etc. Spring - meet with high school teachers. - encourage student-to-student partnerships - JC student to high school, JC student to USF St. Pete - perhaps through club activities. - use in-service day for "partnership activities". - give realeased time to coordinate "partneships" to other JCs, universities, high school business program. - designate a faculty member as liaison to USF St. Pete, St Leo's, Univ. of Tampa, Eckerd College. - invite high school students for special day in our department. - more interaction with College of Business at FSU and USF and UF. - closer ties with area high schools. - visit other colleges and junior colleges to see how they are doing things. - college instructors going around to local high schools to talk on the value of education and all the different ways individuals can continue their education. - relax the required districting of community colleges to combine efforts in metro areas. - send newsletters on our students, department, etc., to high school departments and USF. - have released time for faculty to work on articulation. - establish once a year lunches with university related professor, like Accounting has done with USF. - encourage each faculty member to seek spot on high school advisory councils. CHALLENGE: Need to balance high tech with high touch. - be sure to emphasize HOW technical knowledge is used and WHY students are learning a particular skill. - evaluate teacher visibilty to the student. - instructors should talk to one another on how to "reach" and "touch" their students - share ideas. - engineers and many scienced majors do not know how to write - re-emphasize a general core curriculum for everyone. - TV courses should have lab time to ask questions and interact. - insist on politeness and respect in classroom. - continue adding technology and training opportunities for faculty. - do not exagerate productivity expectation. - "active learning" (teams) can be used in classes and then an assessment done to evaluate student learning. - TQM, JIT, teams - can be discussed in ALL classes. - make learning more user friendly. - provide for new lifestyles - students today ARE differnet. - offer a course on Professional Development for business majors. - teach skills of working with teams - Project Management - quality groups. - discuss importance of PEOPLE in business - not just MACHINES. CHALLENGE: Need to forge and encourage industry partnerships. - need time to do it - administrative and financial commitment from adminstration and faculty alike. - share equipment and facilities for work and/or training. - when asking advice or help from business we should act on it and get back to them. - open house for area employers to meet us and see our facility. - designate a faculty member to maintain a "contact lsit" - employers in community - shadowing opportunities, facility. - faculty should EACH cultivate an industry mentor to speak and give advice in courses/program. - more rank and file employees need to be involved. - department could award more certificates and give recognitionto speakers. - at begining of semester, assign instructor companies to contact and establish a relationship, future point of contact, and provide an overview of SPJC resources and opportunities. - faculty could be active on our own Advisory Council. - department could cultivate one or two major employers and design a certificate aroun