LACC Meeting Minutes
Friday, October 31, 2014
8:15 a.m. 378 Rod Library
Attendees: Phil Patton, Donna Vinton, Ryan McGeough, Deedee Heistad, Jean Neibauer, Paul Anderson,
Blake Findley, Lori VanHooreweghe, Kim Cline-Baker, Coleen Sullivan, Susan Roberts-Dobie
Heistad opened the meeting at 8:17 a.m.
She asked all to put their attention to the handouts she’d sent out earlier this week.
Heistad then reviewed all the documents and discussed all the proposed models. Discussion followed on
the possibilities.
Consensus was for Heistad to continue working on the proposal and to try and send the next draft to the
committee no later than Monday, November 10, 2014.
Meeting adjourned at 9:35 a.m.
Respectfully submitted,
Sue Jordan
1
GENERAL EDUCATION REQUIREMENT MODELS
FOR STUDENTS PURSUING A BAS DEGREE
MODEL #1 : LAC Articulation on Case by Case Basis
ASSUMPTIONS
 Only students who possess an AAS degree will be able to pursue the BAS
 Students will be able to pursue a BAS entirely on-line, though some face-to-face options
may be available
 BAS students will have had a significant amount of work experience prior to pursuing the
BAS degree
 BAS students will typically be mature working adults pursuing career advancement
ADMISSION REQUIREMENTS
To pursue a BAS degree at UNI students must have:
 At MINIMUM an AAS degree from an accredited community college
 a minimum GPA of 2.0
 at least 2 years of work experience related to the AAS degree
LAC REQUIREMENTS
Case study #1
Student from Hawkeye with an AAS in Police Science would transfer 9 hrs into the LAC: Cat 1B, Cat
1C and Cat 5A
Remaining LAC requirements 35-37 hrs
Case study #2
Student from Indian Hills Community College with an AAS in Criminal Justice would transfer 15 hrs
into the LAC: Cat 1A, Cat 1B, Cat 1C, Cat 5A and Cat 5B (note: this student would also have 2
additional Cat 5B courses)
Remaining LAC requirements 31-33 hrs
Case study #3
Student from Iowa Lakes Community College with an AAS in Criminal Justice would transfer 15 hrs
into the LAC: Cat 1B, Cat 1C, Cat 3B, Cat 5A and Cat 5B
Remaining LAC requirements 31-33 hrs
Case study #4
Student from Iowa Lakes Community College with an AAS in Criminal Justice would transfer 15 hrs
into the LAC: Cat 1A, Cat 1B, Cat 3B, Cat 5A and Cat 5C (note: this student would also have an
additional 1A course and 3 B course
Remaining LAC requirements 31-33 hrs
2
MODEL #2: LAC Block Articulation using current LAC program
ASSUMPTIONS
 Only students who possess an AAS degree will be able to pursue the BAS
 Students will be able to pursue a BAS entirely on-line, though some face-to-face options
may be available
 BAS students will have had a significant amount of work experience prior to pursuing
the BAS degree
 BAS students will typically be mature working adults pursuing career advancement
ADMISSION REQUIREMENTS
To pursue a BAS degree at UNI students must have:
 At MINIMUM an AAS degree from an accredited community college
 a minimum GPA of 2.0
 at least 2 years of work experience related to the AAS degree
 have at least 60 hours of transferable college credit that includes at least one
foundational course in each of the following areas:
o writing*
o oral communication**
o math***
*If you have not satisfied this requirement you are required to take a LAC Cat 1A
course or equivalent (3 hrs) at UNI
**If you have not satisfied this requirement you are required to take a LAC Cat 1B
course or equivalent (3 hrs) at UNI
***If you have not satisfied this requirement you are required to take a LAC Cat 1C
course or equivalent (3 hrs) at UNI
LAC REQUIREMENTS (21-22 hrs)
Professional writing course (3 hrs)
Professional communication course (3 hrs)
Cat 2 (1 course-3 hrs)
Cat 3 (1 course-3 hrs)
Cat 4 (1 course with lab-4 hrs)
Cat 5 (1 course-3 hrs)
Cat 6 (1 course-2-3 hrs)
3
MODEL #3: BAS Core Competencies Model
BAS core competencies (21-30 hrs????as per UCC recommendation)
These core requirements are meant to enhance the general education foundation that BAS
students will have completed within the AAS degree. Students must satisfy each of the
following competencies:
1. Workplace Communication Competencies (oral and written (6 hours)
Written communication courses: Technical or Business Writing
Oral communication courses:
Business & Professional Oral Communication
Organizational Communication
Group Communication
2. Intercultural Knowledge Competency (3 hours)
Intercultural Knowledge and Competence is "a set of cognitive, affective, and
behavioral skills and characteristics that support effective and appropriate
interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative
training: Designing programs for culture learning. In Contemporary leadership
and intercultural competence: Understanding and utilizing cultural diversity to
build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA:
Sage.)
Learning Goals and Outcomes
Upon completion of this course students will be able to:
1. Demonstrate cultural self-awareness within a multicultural framework
a. Recognizes new perspectives about own cultural rules and biases (e.g. not
looking for sameness; comfortable with the complexities that new
perspectives offer.)
b. Demonstrates adequate understanding of the complexity of elements
important to members of another culture in relation to its history, values,
politics, communication styles, economy, or beliefs and practices.
2. Act in a supportive manner that recognizes the feelings of another cultural group.
a. Recognizes intellectual and emotional dimensions of more than one
worldview and uses more than one worldview in interactions.
b. Recognizes and participates in cultural differences in verbal and nonverbal
communication and negotiates a shared understanding based on those
differences
3. Appreciates cultural diversity
a. Asks deeper questions about other cultures and seeks out answers to these
questions.
b. Initiate and develop interactions with culturally different others. Begins to
suspend judgment in valuing her/his interactions with culturally different
others.
Courses: TBD from new and existing courses
4
3. Ethical Reasoning Competency (3 hours)
“Ethical Reasoning is reasoning about right and wrong human conduct. It
requires students to be able to assess their own ethical values and the social
context of problems, recognize ethical issues in a variety of settings, think about
how different ethical perspectives might be applied to ethical dilemmas, and
consider the ramifications of alternative actions. Students’ ethical self-identity
evolves as they practice ethical decision-making skills and learn how to describe
and analyze positions on ethical issues.” (taken from AAC&U value rubric)
Learning Goals and Outcomes
Upon completion of this course students will be able to:
1. Recognize and evaluate different ethical perspectives/concepts
a. Student can name the major theory or theories she/he uses, can present the
gist of said theory or theories, and attempts to explain the details of the
theory or theories used, but has some inaccuracies.
b. Student states a position and can state the objections to, assumptions and
implications of, and respond to the objections to, assumptions and
implications of different ethical perspectives/concepts, but the student's
response is inadequate
2. Recognize ethical issues concerning self and other
a. Student can recognize ethical issues when issues are presented in a complex,
multilayered (gray) context OR can grasp cross-relationships among the
issues.
b. Student discusses in detail/analyzes both core beliefs and the origins of the
core beliefs.
3. Apply ethical perspectives/concepts/reasoning to problem-solving activities
a. Student can independently (to a new example) apply ethical
perspectives/concepts to an ethical question
Courses: TBD from new and existing courses
4. Problem Solving Competency (3 hours)
“Problem solving is the process of designing, evaluating, and implementing a
strategy to answer an open-ended question or achieve a desired goal.”
Learning Goals & Outcomes
Upon completion of this course students will be able to:
1. Define a problem and identify possible strategies for solving the problem
5
a. Demonstrates the ability to construct a problem statement with
evidence of contextual factors
b. Identifies approaches for solving the problem
2. Propose, evaluate and implement potential solutions
a. Proposes one or more solutions/hypotheses that indicates
comprehension of the problem.
b. Evaluates solutions in consideration of history of problem,
logic/reasoning of solution, feasibility of solution, and impacts of
solution.
3. Implement Solution(s)
a. Implements the solution in a manner that addresses contextual factors
of the problem.
4. Evaluate Outcome(s)
a. Reviews results relative to the problem defined with some
consideration of need for further work.
Courses: TBD from new and existing courses
5. Critical Thinking (3 hours)
“Critical thinking is a habit of mind characterized by the comprehensive
exploration of issues, ideas, artifacts, and events before accepting or formulating
an opinion or conclusion.” (taken from AAC&U value rubric)
Learning Goals & Outcomes
Upon completion of this course students will be able to:
1. Demonstrate an understanding of a complex issue
a. Clearly state and describe issue or problem to be considered
2. Investigate a point of view or issue
a. Take information from sources to develop an analysis or synthesis of the
problem or issue
b. Identify own and others’ assumptions and contexts when examining an issue
3. articulate a point of view or conclusion
a. Clearly articulate one’s own position (perspective, thesis/hypothesis) taking
into consideration the complexities on the issue so that the conclusion (related
outcomes
Courses: TBD from new and existing courses
Other competencies to consider:
Civic Engagement
Civic engagement is "working to make a difference in the civic life of our communities
and developing the combination of knowledge, skills, values, and motivation to make
that difference. It means promoting the quality of life in a community, through both
political and non-political processes." (Excerpted from Civic Responsibility and Higher
6
Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.) In
addition, civic engagement encompasses actions wherein individuals participate in
activities of personal and public concern that are both individually life enriching and
socially beneficial to the community.
Creative Thinking
Creative thinking is both the capacity to combine or synthesize existing ideas, images, or
expertise in original ways and the experience of thinking, reacting, and working in an
imaginative way characterized by a high degree of innovation, divergent thinking, and
risk taking.
Information Literacy
The ability to know when there is a need for information, to be able to identify, locate,
evaluate, and effectively and responsibly use and share that information for the problem at
hand. - The National Forum on Information Literacy
Inquiry and Analysis
Inquiry is a systematic process of exploring issues, objects or works through the
collection and analysis of evidence that results in informed conclusions or judgments.
Analysis is the process of breaking complex topics or issues into parts to gain a better
understanding of them.
Integrative Learning
Integrative learning is an understanding and a disposition that a student builds across
the curriculum and cocurriculum, from making simple connections among ideas and
experiences to synthesizing and transferring learning to new, complex situations within
and beyond the campus.
Foundations and Skills for Lifelong Learning
Lifelong learning is “all purposeful learning activity, undertaken on an ongoing basis with
the aim of improving knowledge, skills and competence.” An endeavor of higher
education is to prepare students to be this type of learner by developing tspecific
dispositions and skills (described in this rubric) while in school. (From The European
Commission. 2000. Commission staff working paper: A memorandum on lifelong
learning. Retrieved September 3, 2003, from www.seeeducoop.net/education_in/pdf/lifelong-oth-enl-t02.pdf.)
Reading
Reading is "the process of simultaneously extracting and constructing meaning through
interaction and involvement with written language" (Snow et al., 2002). (From
www.rand.org/pubs/research_briefs/RB8024/index1.html)
Teamwork
7
Teamwork is behaviors under the control of individual team members (effort they put
into team tasks, their manner of interacting with others on team, and the quantity and
quality of contributions they make to team discussions.)
Hawkeye Community College Police Science A.A.S. Degree Requirements
Course #
CRJ 100
ENG 105
MAT 110 OR
MAT 772
SOC 110, SOC
115, OR SOC
205
SPC 101
CRJ 143
CRJ 234
CRJ 237
CRJ 252
CRJ 285
CRJ 320
EMS 114
CRJ 135
CRJ 151
CRJ 200
CRJ 244
CRJ 254
CRJ 282
CRJ 315
CRJ 141
CRJ 266
CRJ 316
CRJ 322
CRJ 952
Course Title
Units
Intro. to Criminal Justice
Composition I
3
3
Math for Liberal Arts OR Applied Math
3
Intro. to Sociology, Social Problems, OR Diversity
in America
3
Fundamentals of Oral Communication
Police Operations
Traffic Law
Criminal and Constitutional Law
Basic Firearms
Physical Conditioning for Public Services
Criminal Justice Ethics
Emergency Medical Responder
Criminal Evidence
Defensive Tactics
Criminology
Advanced Accident Investigation
Advanced Firearms
Crime Scene Investigation
Crisis Intervention
Criminal Investigation
Report Writing and Testifying
Juvenile Justice
Tactical Police Operations
Internship
3
3
2
3
1
2
3
2
3
2
3
3
1
3
3
3
3
3
2
2
PROGRAM TOTAL: 62
UNI Equivalency
(if applicable)
UNI LAC Category
Satisfied
CRIM 2022
ENGLISH 1000Z
MATH 1100 (MAT
110)
1C (MAT 110)
SOC 1000, SOC 5A (SOC 1000) OR 5C
1060, OR SOC
(SOC 1060 & SOC
1000C
205)
COMM 1000
1B
POL AMER 1000M
CRIM 3314
CRIM 2025
CRIM 2232
CRIM 1000Z
Other Info.
Indian Hills Community College Criminal Justice A.A.S. Degree Requirements
Course #
Course Title
Units
CRJ 100
Intro. to Criminal Justice
CRJ 101
Ethics in Criminal Justice
ENG 105 & 106 Composition I and II
SPC 112
Public Speaking
SOC 147
Foreign and Domestic Terrorism
SOC 242
Introduction to Corrections
SOC 244
Criminal Procedures
CRJ 110
Patrol Procedures
Criminal Investigation
CRJ 141
PSY 111
Introduction to Psychology
Criminal Law
SOC 245
CRJ 252
Basic Firearms
CRJ 254
Advanced Firearms
CSC 105
Computer Essentials
MAT 110
Math for Liberal Arts
Lab/Science Elective
Approved Culture Elective
CRJ 106
Interviewing & Writing Strategies
CRJ 220
Community-Based Corrections
CRJ 242
Applied Criminalistics
PSY 241
Abnormal Psychology
CRJ 210
Law Enforcement Management
POL 111
American National Government
SOC 230
Juvenile Delinquency
SOC 240
Criminology
CRJ 150
Defensive Tactics
CRJ 932
Internship
UNI Equivalency
(if applicable)
3
CRIM 2022
3
3 ea. ENGLISH 1005
3
COMM 2255
3 POL COMP 1000B
3
CRIM 1000Z
3 POL AMER 1000M
3
3
3
PSYCH 1001
3 POL AMER 1000M
1
1
1
XXX 1000Z
3
MATH 1100
3
3
3
3
3
3
PSYCH 1000A
3
3
POL AMER 1014
3
CRIM 2127
3
CRIM 2025
1
7
PROGRAM TOTAL: 80
UNI LAC Category
Satisfied
1A
1B
5C
5B
1C
5B
5B
Other Info.
Iowa Lakes Community College Criminal Justice A.A.S. Degree Requirements
Course #
Course Title
CRJ 100
Intro. to Criminal Justice
CRJ 201
Juvenile Delinquency
CRJ 200
Criminology
PEH 225
Healthy Lifestyles
ENG 105
English Comp. I
CRJ 214
Survival Spanish for CJ
CRJ 218
Field Experience I
CSC 110
Computer/Business (Intro. to Computers)
Math (Math for Liberal Arts)
MAT 110
SPC 122
Interpersonal Communications
PEA Elective (Physical Conditioning I)
PEA 143
CRJ 219
Field Experience II
CRJ 123
Service Learning Project
CRJ 130
Criminal Law
CRJ 207
Drug Use & Abuse
PSY 241
Social Science (Abnormal Psychology)
SOC 110
Social Science (Intro. to Sociology)
PEA 244
PEA Elective (Physical Conditioning II)
CRJ 133
Constitutional Criminal Procedures
CRJ 250
Firearms
CHM 190
Science (Intro. to Forensic Chemistry)
PHI 105
Humanities (Intro. to Ethics)
PEA 292
PEA Elective (Physical Conditioning III)
Select 10 hours from the following CJ Concentration Courses:
CRJ 170
Overview of Cyber Crime
CRJ 141
Criminal Investigations
CRJ 136
Correctional Law
CRJ 208
Introduction to Private Security
CRJ 110
Patrol Procedures
Units
3
3
3
3
3
2
2
3
3
3
1
3
1
3
3
3
3
1
3
1
4
3
1
3
3
3
3
3
UNI Equivalency
(if applicable)
UNI LAC Category
Satisfied
CRIM 2022
CRIM 2127
CRIM 2025
HPE 1000Z
ENGLISH 1000Z
MGMT 2080
MATH 1100
COMM 2344
PEMES 1000P
1C
1B
POL AMER 1000M
PSYCH 1000A
SOC 1000
PEMES 1000P
CHEM 1000Z
PHIL 1520
PEMES 1000P
5B
5A
3B
Other Info.
Course #
CRJ 120
CRJ 220
CRJ 990
CRJ 901
JOU 171
Course Title
Units
Introduction to Corrections
Community Based Corrections
Criminal Justice with the Expert
Criminal Justice in the Big City
Introduction to Photography
3
3
1
1
3
PROGRAM TOTAL: 68
UNI Equivalency
(if applicable)
CRIM 1000Z
TECH 3169
UNI LAC Category
Satisfied
Other Info.
Kirkwood Community College Criminal Justice A.A.S. Degree Requirements
Course #
Course Title
Intro. to Criminal Justice
Intro. to Sociology
College Writing
OR
ENG 105 & 106 Composition I and Composition II
OR
ENG 108
Composition II: Technical Writing
SPC 101
Fundamentals of Oral Communication
CRJ 101
Ethics in Criminal Justice
CRJ 130
Criminal Law
SCI 120
Forensic Science
PHI 105
Introduction to Ethics
Humanities or History/Cultures Elective
CRJ 120
Introduction to Corrections
CRJ 133
Constitutional Criminal Procedure
CRJ 200
Criminology
PHI 111
Basic Reasoning
Science Elective
CRJ 141
Criminal Investigation
CRJ 201
Juvenile Delinquency
CRJ 202
Cultural Awareness for Criminal Justice
CRJ 220
Community-Based Corrections
CRJ 232
Community-Oriented Policing & Problem Solving
Units
UNI Equivalency
(if applicable)
UNI LAC Category
Satisfied
3
3
5
CRIM 2022
SOC 1000
ENGLISH 1005
5A
1A
3 ea.
ENGLISH 1005
1A
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
ENGLISH 1000Z
COMM 1000
CRIM 3314
POL AMER 1000M
BIOL 1000Z
PHIL 1520
CRJ 100
SOC 110
ENG 120
PROGRAM TOTAL: 62
CRIM 1000Z
POL AMER 1000M
CRIM 2025
PHIL 1000C
CRIM 2127
SOC 1000C
CRIM 1000Z
XXX 1000Z
1B
3B
3B
5C
Other Info.
Report of the B.A.S. Degree Task Force
April 30, 2014
Introduction
The Bachelor of Applied Science (BAS) degree is often designed to attract “older working professionals
who seek career advancement within their…industry.”1 Students will have earned an Associate of Applied
Science (AAS) degree at a community college before starting, or early in, their careers. As a result, many
of their credits earned in their first two years of college do not easily transfer to 4-year universities (the
typical transfer model is an Associate of Arts degree to a Bachelor of Arts or Bachelor of Science).
Given the potential to serve a new population of students, and the potential to ease the transfer of many
community college students and their community college credits to UNI, the B.A.S. Degree Task Force
(from here on referred to the Task Force) was charged by Executive Vice President and Provost Gloria
Gibson on 12/18/13 to explore the feasibility of establishing programs at the University of Northern Iowa
(UNI) leading to a BAS degree.
The Task Force consisted of the following members:
•
•
•
•
•
•
•
Brenda Bass, Dean of the College of Social and Behavioral Sciences
Mohammed Fahmy, Head of the Department of Technology
John Fritch, Associate Dean in the College of Humanities, Arts, and Sciences
Deedee Heistad, Director of the Liberal Arts Core
Kent Johnson, Dean of the Division of Continuing Education and Special Programs
Mike Licari, Associate Provost for Academic Affairs and Dean of the Graduate College*
Jerry Smith, Chair of the Faculty Senate
* Chair of Task Force
The Task Force met weekly throughout most of the spring 2014 semester. The Task Force also solicited
input from interested faculty through an open forum, as well as through personal communication. The Task
Force also invited Bob Frederick, Director of the Office of Career Services, to attend a meeting and provide
information about establishing cooperative relationships with community colleges on this issue. Thus, this
report is the result a semester’s worth of investigation and discussion on the issues surrounding the
feasibility of establishing programs at UNI leading to a BAS degree.
Findings
The Task Force finds that it is feasible to establish a number of programs at UNI that would lead to a BAS
degree. The Task Force did identify a number of considerations and challenges that will need to be
addressed in order to successfully establish those BAS programs.
Considerations and Challenges
1
“Bachelors of Applied Sciences Degrees: Program Overview, Curricula, and Demand” Custom Research Brief from the
Education Advisory Board, 2013 pg. 4 (EAB 2013)
The Task Force identified a number of issues that need to be addressed by campus in order for UNI to
successfully launch BAS programs. None of these are insurmountable. In no particular order:
Liberal Arts Core (LAC) A number of different alternatives are available to address the challenge of
mapping students’ AAS degrees onto the LAC at UNI. These might include: a transfer of a block of credits
which would meet a variety of category requirements; articulation on a case-by-case basis, varying by
student and by community college curriculum; counting professional courses as equivalent to LAC courses;
establishing a different LAC for BAS students; or waiving (via demonstration of competency) certain
requirements given professional experience.
Likely Program Areas Interest at UNI was expressed by the Computer Science department, the Department
of Technology, some Criminology faculty, the Social Work department, some in the College of Business
Administration, and the School of Applied Human Sciences. Not all of these units may develop BAS
programs, and programs may be developed by others not listed.
Curriculum Development As BAS programs at UNI are developed, the nature of the AAS curricula at the
various community colleges will need to be considered in order to ensure our programs add value beyond
the AAS. Our BAS programs will need to be a blend of liberal arts courses as well as courses that add
professional expertise. The Task Force recommends some funding be available for faculty to visit
universities with successful BAS programs.
Admission Criteria As a result, it is important to consider eligibility for admission to a BAS program. If
our programs are to be closely articulated with particular AAS programs, and if certain experiences within
the AAS programs will map into our LAC, then these considerations may require carefully-constructed
admissions criteria. Alignment of fields of study and professional experience will be important. In other
words, graduates of certain AAS programs may not be eligible for admission into all BAS programs.
Accreditations Certain program and college accreditations held by UNI may influence the ability to
establish BAS programs. The most obvious issue is the AACSB accreditation held by the College of
Business Administration. Other universities, with AACSB-accredited business schools, have successfully
established management-oriented BAS programs, but they reside outside the colleges of business.2
Delivery Methods The Task Force recognizes the fact that BAS programs at UNI are likely to be delivered
online. This method has the benefit of reaching place-bound students, which is important given the target
audience mentioned in the introduction. Further, the community around UNI is not especially large and
viable BAS programs will likely need to draw students from further away. There may be some BAS
programs that are able to attract sufficient demand via face-to-face delivery3, so the Task Force will not
make a firm recommendation.
Marketing and Enrollment Promoting BAS programs will require reaching different audiences than
reached by typical undergraduate recruiting. Students who enroll in BAS programs are generally in their
30s who hold low to mid-level positions in their field, and who are looking for opportunities to advance
into leadership roles.4 As a result, more targeted messaging will be needed. Coordination with community
colleges will help as well. Bob Frederick, in his discussion with the Task Force, is convinced that
community colleges will help promote BAS programs at UNI. For programs offered at a distance, the
Division of Continuing Education and Special Programs can assist in marketing.
2
EAB 2013 pg. 4
EAB 2013 pg. 5
4
EAB 2013 pg. 4
3
Administrative Flexibility When developing BAS programs, UNI should consider opportunities to shift our
administrative processes so that they fit the needs of the targeted students. This may include, for example,
a shift away from semester-based offerings which could shorten the number of months required to complete
the degree. The Master of Business Administration at UNI is already offered at a pace of three “modules”
per year, rather than two semesters, so there is some precedent on campus. Other processes, such as
orientation for transfer students, will have to be modified to fit the particular audience.
Foreign Language Requirement The foreign language graduation requirement could be a barrier to
attracting students. The new program in Technology Management leaves the issue open-ended, simply
indicating that if the requirement has not been completed prior to joining the program, the student should
consult with a UNI advisor. Some global solution is needed in order for a set of BAS programs to be
successful.
Higher Learning Commission (HLC) Should there be interest among the faculty in developing BAS
programs, UNI will need to seek permission to offer the degree from the HLC.
Conclusion
The Task Force finds that BAS programs would fit the mission of the university very well. Although there
are a number of issues to be addressed, the Task Force feels that none of them are insurmountable. Given
these assessments, the Task Force encourages the university community to develop programs leading to a
BAS degree. Indeed, UNI has just launched a program (Bachelor of Arts in Technology Management) that
is essentially a BAS degree program, so we have a model to follow.
COE Forum
Bachelor’s of Applied
Science Degrees
Program Overview, Curricula, and Demand
Custom Research Brief
eab.com
COE Forum
LEGAL CAVEAT
The Advisory Board Company has made efforts to verify
the accuracy of the information it provides to members.
This report relies on data obtained from many sources,
however, and The Advisory Board Company cannot
guarantee the accuracy of the information provided or any
analysis based thereon. In addition, The Advisory Board
Company is not in the business of giving legal, medical,
accounting, or other professional advice, and its reports
should not be construed as professional advice. In
particular, members should not rely on any legal
commentary in this report as a basis for action, or assume
that any tactics described herein would be permitted by
applicable law or appropriate for a given member’s
situation. Members are advised to consult with appropriate
professionals concerning legal, medical, tax, or accounting
issues, before implementing any of these tactics. Neither
The Advisory Board Company nor its officers, directors,
trustees, employees and agents shall be liable for any
claims, liabilities, or expenses relating to (a) any errors or
omissions in this report, whether caused by The Advisory
Board Company or any of its employees or agents, or
sources or other third parties, (b) any recommendation or
graded ranking by The Advisory Board Company, or (c)
failure of member and its employees and agents to abide
by the terms set forth herein.
James Hurley
Research Associate
202-266-6751
JHurley@eab.com
John Tannous
Research Manager
202-568-7872
JTannous@eab.com
The Advisory Board is a registered trademark of The
Advisory Board Company in the United States and other
countries. Members are not permitted to use this
trademark, or any other Advisory Board trademark,
product name, service name, trade name, and logo,
without the prior written consent of The Advisory Board
Company. All other trademarks, product names, service
names, trade names, and logos used within these pages
are the property of their respective holders. Use of other
company trademarks, product names, service names,
trade names and logos or images of the same does not
necessarily constitute (a) an endorsement by such
company of The Advisory Board Company and its
products and services, or (b) an endorsement of the
company or its products or services by The Advisory
Board Company. The Advisory Board Company is not
affiliated with any such company.
IMPORTANT: Please read the following.
The Advisory Board Company has prepared this report
for the exclusive use of its members. Each member
acknowledges and agrees that this report and the
information contained herein (collectively, the “Report”)
are confidential and proprietary to The Advisory Board
Company. By accepting delivery of this Report, each
member agrees to abide by the terms as stated herein,
including the following:
1. The Advisory Board Company owns all right, title and
interest in and to this Report. Except as stated herein,
no right, license, permission or interest of any kind in
this Report is intended to be given, transferred to or
acquired by a member. Each member is authorized
to use this Report only to the extent expressly
authorized herein.
2. Each member shall not sell, license, or republish this
Report. Each member shall not disseminate or permit
the use of, and shall take reasonable precautions to
prevent such dissemination or use of, this Report by
(a) any of its employees and agents (except as stated
below), or (b) any third party.
3. Each member may make this Report available solely to
those of its employees and agents who (a) are
registered for the workshop or membership program of
which this Report is a part, (b) require access to this
Report in order to learn from the information described
herein, and (c) agree not to disclose this Report to
other employees or agents or any third party. Each
member shall use, and shall ensure that its employees
and agents use, this Report for its internal use only.
Each member may make a limited number of copies,
solely as adequate for use by its employees and
agents in accordance with the terms herein.
4. Each member shall not remove from this Report any
confidential markings, copyright notices, and other
similar indicia herein.
5. Each member is responsible for any breach of its
obligations as stated herein by any of its employees
or agents.
6. If a member is unwilling to abide by any of the
foregoing obligations, then such member shall
promptly return this Report and all copies thereof to
The Advisory Board Company.
© 2013 The Advisory Board Company
2
eab.com
Table of Contents
1) Executive Overview................................................................................................ 4 Key Observations ................................................................................................... 4 2) Bachelors of Applied Science Program Overview .............................................. 5 Offerings ................................................................................................................. 5 Operations .............................................................................................................. 6 Admission Policies .................................................................................................. 8 3) Program Curriculum and Accreditation ............................................................... 9 Curriculum .............................................................................................................. 9 Accreditation ......................................................................................................... 11 4) Student and Employer Demand .......................................................................... 11 Student Demand ................................................................................................... 11 Employer Demand ................................................................................................ 12 5) Research Methodology ........................................................................................ 13 Project Challenge ................................................................................................. 13 Project Sources .................................................................................................... 13 Research Parameters ........................................................................................... 14 © 2013 The Advisory Board Company
3
eab.com
1) Executive Overview
Key
Observations
Students who obtain associate’s of applied science degrees (AAS) seek opportunities
for baccalaureate degree completion in their early 30s; institutions develop online
bachelor’s of applied science (BAS) degrees to meet this demand. BAS curricula focus
on theory-related courses in communication, mathematics, and literature. Students who enroll
in BAS programs maintain strong technical skills in a variety of disciplines (e.g., automotive
sciences, horticulture, welding, etc.) before registering for BAS degree programs; BAS
programs provide students a broad-based education to supplement their vocational and
technical skills.
Institutions offer online BAS degrees across many different disciplines but typically
house the program in the college of arts and science or the college of agriculture.
Institutions offer BAS degrees in business-related disciplines (e.g., management, leadership,
organizational leadership, etc.) outside the formal business school to avoid stringent
accreditation requirements. Institutions maintain regional accreditations for their BAS
programs within the school of arts and science or the school of agriculture.
Program administrators offer BAS students support services from the application
process through degree completion to ensure students graduate on time. Program
administrators inform AAS students about BAS degree completion options on regular visits to
area community colleges. Institutions require BAS students to meet with their academic
advisor before each course registration period begins to ensure on-time graduation. Contacts
emphasize that this support service is vital to BAS student success because BAS students
require additional academic support compared to traditional students.
BAS programs attract older working professionals who seek career advancement
within their existing industry. Contacts indicate that students who enroll in BAS degree
programs are typically in their early 30s, hold entry-level to mid-level positions, and seek
additional formal education to transition to managerial roles within their organization.
Institutions offer BAS programs online to attract working professionals who balance
professional and familial commitments with their education.
Labor market demand for the top BAS concentration-related skills (i.e., organizational
leadership, management, information technology) remained steady over time. Job
postings that require an undergraduate degree and BAS-related skills in Oregon indicate a
steady demand for skills common to BAS concentrations. This demand is based on overall
undergraduate degree coursework and does not distinguish BAS degrees from BS or BA
degrees. However, students who enroll in BAS degree programs do not typically seek new
employment after degree completion; they seek promotions in their current field based on
technical skills they obtained in their AAS coursework in conjunction with their BAS degree.
© 2013 The Advisory Board Company
4
eab.com
2) Bachelors of Applied Science Program Overview
Offerings
Local Student and Employer Demand Determine BAS Degree
Completion Subject Areas
Institutions offer BAS degrees to supplement prior AAS coursework and allow students to
obtain an undergraduate degree. BAS degrees focus on general education areas (e.g.,
English, mathematics, social sciences, etc.) rather than niche subject areas because
students already possess niche skill sets based on their AAS degree. Institutions offer BAS
degrees via online education to meet the needs of working professional students.
BAS Offerings and Modality Across Institutions
The most
popular BAS
concentrations
are business
management,
information
technology, and
leadershiprelated majors.
Institution
BAS Concentration
Arizona State University
Applied Science
Health Science
Bellevue College
University A
University B
Clarion University
East Tennessee State
University
Northern Arizona University
ü
Technology Leadership
Applied Science
University C
ü
ü
University of Central Florida
ü
Applied Science
Supervision and Administration
Information Technology
Applied Science
ü
ü
Community Interpreting
Management
Homeland Security
University of Michigan-Flint
Management
ü
ü
Administration
ü
ü
Regis University
University D
© 2013 The Advisory Board Company
Applied Conflict Analysis and
Resolution
Human Development
George Mason University
University of Maine-Augusta
ü
Innovation and Technology
University of Arkansas-Fort
Smith
Applied Science
Supervision and Management
ü
Business Management
Radiation and Imaging Science
Administrative Management
Daytona State College
Centralia College
Face-to-face Online
ü
ü
ü
ü
ü
ü
Applied Science
ü
Organizational Leadership
ü
5
eab.com
Operations
Degree Launch
Timeframe
6 years
The BAS program
at University D
took six years to
develop and gain
institution approval.
Institutions Established BAS Degrees to Provide Opportunities for
Degree Completion to AAS Students
Students with AAS degrees seek opportunities to earn an undergraduate degree in their early
30s, but learn that their AAS degree credits do not transfer to many degree completion
programs. AAS degrees in technical fields (e.g., welding or horticulture) do not allow students
to transfer coursework to earn a bachelor’s of science (BS) or bachelor’s of arts (BA) degree
due to the technical nature of their AAS degree. Returning students earn an undergraduate
degree in as little as two years under the BAS program
Contacts at University C and University D indicate that BAS programs provide the general
education skills (e.g., communication and writing), and attract students who wish to apply
their AAS coursework to a degree completion program.
BAS Degree Offerings Seek Faculty Senate and Provost Approval Prior
to Launch
Institutions created BAS degree completion programs within the last five to ten years at the
direction of institution leaders and in connection with local community college leaders. The
programs at University A and University C grew out of conversations with academic
advisers at area community colleges that suggested the need for a state-wide degree
completion program and solidified in faculty senate discussions at both institutions.
BAS Program Creation Process at University D
Community College
Commission seeks
guidance from
University D’s office
of academic affairs
and provost
Wyoming
Community
College
Commission
observes degree
completion need
for AAS students
The college of
agriculture works with
the school of
professional studies to
develop coursework,
curricula, and recruit
professors for the
program
© 2013 The Advisory Board Company
6
Provost meets with
college deans and the
office of academic
outreach to discuss
program viability, needs,
and offerings; deans
consult their faculty
The college of
agriculture agrees
to house the
program after
approval from the
office of academic
affairs
eab.com
BAS Programs Recruit Existing Faculty Across Academic Disciplines to
Reduce Program Costs
BAS programs maintain a part-time director and academic advisor to support program
operations. Institutions do not maintain independent faculty for BAS program students, rather
faculty from across a wide range of disciplines (e.g., literature, mathematics, science,
communications, etc.) teach in the BAS program as part of their established workload. The
BAS academic advisor teaches in the BAS program as a professor, but serves as academic
advisor to non-BAS students as well; about 50 percent of the advisor’s time at University D
time is dedicated to BAS student needs. The director spends the remaining time teaching
courses, traveling to area community colleges to recruit for the program, and conducing
independent research.
The director is often a full-time faculty member with their own research, teaching, and service
commitments to the institution. The directorship often serves as part of faculty service
requirements; institutions provide the director with one course remission per year or an
additional stipend for directing the BAS program.
Train Academic Advisors in the Nuances and Demands of BAS Students
to Encourage On-time Graduation
Program directors at all contact institutions indicate that high-quality student advising
represents the most important factor for BAS program success. BAS degree requirements
differ from traditional BS or BA requirements (see curriculum section on page nine) and
require advising that reflects different course requirements. As students enter the BAS
degree with 60 credits of AAS degree coursework completed, ensuring that students enroll in
courses that meet BAS requirements and leverage their previous coursework is a difficult
task and requires supervision from an academic advisor. Contacts at University C and
University D indicate that there is one dedicated BAS advisor in the advising office trained to
advise BAS students.
The program directors at University A and University D also indicate that BAS students are
not traditional undergraduate students as they have not been enrolled in school for at least
seven years and often lack confidence in their academic pursuits. Programs require students
meet with their advisor before each enrollment period to help ensure students graduate ontime.
Develop BAS Management Teams to Meet Monthly to Discuss Program
Needs
Many different academic units and campus
departments (e.g., advising, online
BAS Management Team Members
education, individual academic
§ BAS Program Director
departments) support BAS programs.
§ Associate Dean of College where BAS
Program directors develop BAS
is housed
management teams that meet monthly to
§ BAS Academic Advisor
address BAS-related concerns and to
§ 2-3 BAS Program Faculty
information-share across departments. The
management team also solicits student
feedback via email survey at the end of the
academic year to suggest program additions and alterations.
© 2013 The Advisory Board Company
7
eab.com
Admission
Policies
Institutions Require AAS Degree for BAS Admission to Ensure Applied
Science Skills Contribute to BAS Degree Requirements
All contact institutions requires BAS program applicants to hold an AAS degree. Associate’s
of arts (AA) and associate’s of science (AS) degrees do not count towards this requirement
because the focus of AA and AS degrees varies from the focus of the applied science
degree. Institutions offer the BAS degree exclusively as a way to engage former AAS
students who originally considered their AAS degree as their terminal degree. The BAS
coursework focuses on general education (i.e., English, communications, mathematics) as
students already have the applied skills required for degree conferral.
BAS Programs Require Two Years of Work Experience for Program
Acceptance
Entrance GPA
2.5
Students must
have at least a 2.5
GPA in their AAS
degree coursework
to enroll in the BAS
program at contact
institutions.
The BAS programs at University B, University C, and University D require students to
possess at least two years of work experience to apply for the BAS program. This
requirement seeks to attract mature students to ensure students complete their online work
independently and without supervision. However, contacts observe that most applicants have
between seven and nine years of experience.
The program director at University A indicates that the program does not maintain a work
experience requirement because most AAS students are working while seeking their AAS
degree; the program director at University A has observed the BAS program enroll a younger
demographic each year for the last five years. However, the program at University A is faceto-face and does not require independent completion of online coursework.
Program Administrators Travel to Community Colleges to Present on
the BAS Degree and Recruit Potential Students
BAS program directors at University A and University C travel to each area community
college at least four times every semester to engage students and inform them about BAS
degree completion opportunities. In addition to formal travel, the directors at University B
and University D coordinate with academic outreach officers at each of the state’s
community colleges to ensure students receive accurate information about degree
completion programs, including the BAS degree program.
© 2013 The Advisory Board Company
8
eab.com
3) Program Curriculum and Accreditation
Curriculum
Students Build on Strong Work Experience with Theory-based
Education
Students enroll in BAS degree programs to
supplement technical and applied skills gained
An “Upside-down” Degree
through AAS coursework and work experience
with theory-based general education to obtain
“The BAS degree is in many ways an
an undergraduate degree. BAS coursework
upside-down degree; technical
reflects much of an institution’s liberal arts
experience comes first, followed by
general education second.”
core curriculum as well as communications
and writing courses specific to the applied
BAS Program Director
sciences. In addition, BAS programs offer
concentrations in niche areas of study such as
business, health care, or information technology. The courses that compose concentrations
are not designed to provide students with skills in these fields; students typically are already
working in these fields and have these skills. Rather, they confer managerial, writing, and
communication skills most relevant to the corresponding field.
Common BAS Curriculum Separation
§ Horticulture
§ Welding
§ Automotive Technology
Associate’s of Applied
Science Degree
§ Land Survey
(~40 credit hours earned at
community college)
§ Diesel Power Drafting
§ Paralegal
§ Water Power Management
§ College Writing (3 cr.)
§ College English (3)
§ Communications (3)
§ Intellectual Foundations (3)
§ Civic and Ethical Foundations (3)
§ Transitional Foundations (3)
§ Capstone in Applied Science (3)
Bachelor’s of Applied
Science Degree
§ Mathematics (4)
(~80 credit hours earned at
University)
§ Natural Sciences (8)
§ Visual and Performing Arts (3)
§ Literature and Humanities (3)
§ Social Sciences (6)
§ Area of Emphasis (15 credits)
§ Electives (16-19 credits)
Conferral of BAS Degree (120 credit hours)
© 2013 The Advisory Board Company
9
eab.com
Focus Curricula on Business Process, Management, and Analysis to
Meet Business-focused Labor Market Needs
Job postings in Oregon for positions that require an undergraduate degree and business
management-related (the most popular BAS degree concentration) skills have increased over
20 percent in the last three years. Programs that develop business management
concentrations should include coursework that includes business process, management, and
accounting as they are the top in-demand skills and are not the focus of course curricula at
many institutions. The labor-market data reflects job postings, and does not adequately
capture any promotions that BAS students gain as an outcome of completing their
undergraduate degree. Further, this data reflects all undergraduate degrees (BA, BS, and
BAS) in its analysis; there is no statistical method to explore the BAS-specific labor market.
Contacts at University A and University D indicate that employers recognize the BS and BA
differently from the BAS; BAS students typically do not seek new employment, but rater
promotions to managerial roles within their current job. (For additional Labor market data, see
Appendix B).
Number of Job Postings in Oregon Requiring Business Management-related
Skills and an Undergraduate Degree
January 2010-June 2013
1600
1400
1200
1000
800
600
400
200 0 H1 2010
H2 2010
H1 2011
H2 2011
H1 2012
H2 2012
H1 2013
Source: Burning Glass Labor/Insight™
Top Five Skills in Oregon-based Job Postings Requiring Business
Management-related Skills and an Undergraduate Degree
August 2012-July 2013
Business Process
771
Business Administration
621
Business Planning
494
Training Programs
377
Accounting
370
n = 2,762 job postings with 3 unspecified
Source: Burning Glass Labor/Insight™
© 2013 The Advisory Board Company
10
eab.com
Accreditation
BAS Degrees Receive Accreditation from Regional Accrediting Bodies
BAS programs are fully accredited undergraduate degrees. The accrediting body varies from
institution to institution, but is typically conferred by a local or regional accrediting body. For
example, the BAS program at University D maintains accreditation from a regional body.
Business-related BAS Degrees Do Not Maintain AACSB Accreditation or
Reside in Business Schools
BAS programs in business-related fields do not reside in schools of business. The BAS with a
focus on organizational leadership at University D resides in the college of agriculture and
natural resources. Most other BAS programs exist in the college or school of professional
studies, continuing education, or in the school of arts and science because these schools
build on students’ technical expertise and do not maintain strict AACSB accreditation
requirements. There are no BAS programs that are offered in business, only business-related
areas (e.g., management or administration), to avoid the need to gain AACSB accreditation
for the BAS program. The BAS program in management at University C was established in
2009 and did not interfere with the AACSB accreditation the University’s business school
received in 2010.
4) Student and Employer Demand
Student Demand
Entry-level to Mid-Level Employees Seek BAS Degrees for Career
Advancement
Students enroll in BAS degree completion programs as working adults who possess seven to
ten years work experience. The BAS program director at University D notes an average
student age of 34 in the program; the oldest student in 2012 was 61 and the youngest was
20. Because AAS coursework does not count towards BA or BS requirements, the BAS
program is the most time- and cost-effective way for students to obtain a bachelor’s degree.
Students Seek Online Course Offerings to Manage Professional,
Familial, and Academic Commitments
Degree completion students balance family life with their professional and academic pursuits.
Therefore, contacts indicate that online coursework is the most popular method of course
delivery. Although University C offers a BAS degree both online and face-to-face, over 75
percent of students chose to complete the program online. The BAS program at University D
is only offered online due to the vast population distribution of the state. Contacts at both
institutions indicate that despite their online modality, over 80 percent of their students come
from within the state.
© 2013 The Advisory Board Company
11
eab.com
Employer
Demand
Employers Seek Candidates for Managerial Positions that Possess
Business Managament-related Skills and an Undergraduate Degree
Employer demand in Oregon for positions that require an undergraduate degree and
business management-related, information technology, or leadership-related skills (i.e., the
top BAS degree concentrations) has increased over the last three years. The Burning Glass
Labor/Insight™ tool allowed The Forum to provide analysis of the market demand for
undergraduate degrees (i.e., BA, BS, and BAS).
Contacts at University A and University D suggest that labor market data is not an
adequate measurement for BAS program viability because students already have jobs in
technical-related occupations in a broad range of industries and seek opportunities for
promotion. The Forum controlled its labor market research not only for undergraduate
degrees, but also for skills conferred by BAS degrees (though many overlap with BS and BA
degrees in similar fields). The most common occupations for job postings in Oregon for
business-related BAS programs are managerial positions, confirming interview observations.
Top Five Occupations of Oregon Job Postings Requiring Business
Management-related Skills and an Undergraduate Degree
August 2012-July 2013
Managers, All Other
177
Sales Managers
Financial Managers, Branch Or Department
Computer Systems Analysts
General And Operations Managers
n = 2,762 job postings with 11 unspecified
Source: Burning Glass Labor/Insight™
Employer Demand for Information Technology-related Positions Grew
Over 75 Percent from 2010 to 2013
The number of jobs positing in Oregon for positions that require an undergraduate degree
and information technology-related skills that match those conferred through IT-related BAS
concentrations increased over 100 percent from H1 (January-June) 2010 to H2 (JulyDecember) 2012, but has decreased 23 percent in H1 2013. However, institutions that
develop BAS programs should offer, at minimum, a business-related concentration instead of
an information technology concentration because students’ fields are defined prior to BAS
program entry (e.g., horticulture, welding). Business-related concentrations (e.g.,
management, organizational leadership) allow institutions to attract the most students
because the skills conferred by these concentrations are applicable across diverse industries.
© 2013 The Advisory Board Company
12
eab.com
5) Research Methodology
Project
Challenge
Leadership at a member institution approached the Forum with the following questions:
§ What is the disciplinary focus of BAS degrees? What are the most popular program titles of
BAS degrees?
§ What are the primary components of the curriculum of a bachelor’s of applied science
degrees in a business-related field?
§ How do contacts partner with community colleges to form articulation agreements with
bachelor’s of applied science degree offerings?
§ What student populations do BAS degrees target?
§ What previous degrees or prior learning do programs require for admission? What metrics
do programs consider for admission?
§ What challenges did administrators face to establish BAS degrees? How did they address
those challenges?
Project
Sources
The Forum consulted the following sources for this report:
§ Advisory Board’s internal and online research libraries (http://www.eab.com)
§ The Chronicle of Higher Education (http://www.chronicle.com)
§ Institutional websites: A hyperlink to the bachelor’s of applied science landing page is
provided for each institution in the “research parameters” section below.
§ National Center for Education Statistics (NCES) (http://www.nces.ed.gov/)
§ Williams, Karen. “Bachelor of Applied Sciences Degree Program: A New and Innovative
Collaboration between a Land Grant University and Community Colleges,” North American
Colleges and Teachers of Agriculture Journal. March 2010.
© 2013 The Advisory Board Company
13
eab.com
The Forum interviewed bachelor’s of applied science program directors at public institutions.
Research
Parameters
A Guide to Institutions Profiled in this Brief
Institution
Arizona State
University*
Bellevue College*
University A
University B
Clarion
University*
Daytona State
College*
East Tennessee
State University*
George Mason
University*
Northern Arizona
University*
Public
Public
Public
Public
Public
Public
Public
Classification
Research
Universities (very
high research
activity)
Mountain West 59,400/73,300
Public
Approximate
Institutional Enrollment
(Undergraduate/Total)
Location
Pacific West
13,500/13,500
Mountain West 19,500/22,300
Pacific West
10,700/11,300
Mid-Atlantic
South
South
Mid-Atlantic
5,500/6,500
15,200/15,200
Research
universities (high
research activity)
Mountain West 21,800/26,000
University C
University of
Arkansas-Fort
Smith*
University of
Central Florida*
Public
Mountain West 5,700/10,700
Public
Public
Pacific West
South
South
14
5,800/6,200
7,400/7,400
Baccalaureate/Asso
ciate’s College
20,700/33,000
Master’s Colleges
(larger programs)
Doctoral Research
Universities
Master’s Colleges
(medium programs)
12,300/15,100
Private
Master’s Colleges
(larger programs)
Associate’s College
Baccalaureate/
Associate’s College
Baccalaureate/
Mountain West 3,300/3,300
Regis University*
© 2013 The Advisory Board Company
Public
Centralia College* Public
Type
51,000/59,600
Research
universities (high
research activity)
Master’s Colleges
(larger programs)
Master’s Colleges
(larger programs)
Baccalaureate/
Associate’s College
Research
Universities (very
high research
activity)
eab.com
University of
Maine-Augusta*
Public
University of
Michigan-Flint*
University D
Northeast
Public
Public
4,900/4,900
Mid-west
7,000/8,300
Associate’s College
Mountain West 10,200/12,900
Baccalaureate/
Master’s Colleges
(larger programs)
Research
universities (high
research activity)
Source: National Center for Education Statistics, Institution Web sites
*Profiled from secondary research