Middle States Commission on Higher Education
Substantive Change Request
“Additional Location”
Bachelor of Applied Science Degree
in Technical Leadership
at Reading Area Community College
Bloomsburg University of Pennsylvania
College of Science and Technology
Department of Instructional Technology
Proposed Implementation Date: Fall Semester 2014
Submission Date: April 30, 2014
Submitted by Dr. Ira K. Blake
Provost and Senior Vice President for Academic Affairs
Substantive Change Request
Additional Location/Branch Campus
Cover Sheet
Please note that the shaded boxes will expand when text is entered.
Date of Submission: April 30, 2014
Institution: Bloomsburg University of Pennsylvania
Name of person completing this request: Dr. Sheila Dove Jones
Title: Assistant Vice President, Office of Planning and Assessment
389-4027
E-mail: sjones@bloomu.edu
Phone: 570-
Accreditation Liaison Officer (ALO) name and contact information (if different from above):
Name: Dr. Ira K. Blake
Title: Provost & Senior VP for Academic Affairs
iblake@bloomu.edu
Phone: 570-389- 4308
E-mail:
Address of Institution: 400 East Second Street, Bloomsburg, PA 17815
For questions regarding this request, please contact (check the appropriate box):
The person submitting it
The institution’s ALO
Please identify the specific type of substantive change requested:
New Additional Location
Relocated Additional Location
New Branch Campus
Relocated Branch Campus
Reclassification of an existing instructional site to:
additional location or
branch campus
Reclassification of an existing approved additional location to:
instructional site* or
branch campus
Reclassification of an existing approved branch campus to an additional location*
* please note that this change may require a teach-out plan. Please refer to the Substantive
Change Policy for more information.
Full street address of the proposed additional location/branch campus: Reading Area Community
College, 10 South Second Street
City: Reading State:PA
Zip: 19613
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Anticipated start date of operations at the site: August 2014
Start date must be at least three months after the submission of this request. Approval is not guaranteed so please
plan accordingly. If this is the reclassification of an existing active instructional site, additional location or branch
campus, the start date will be the date of final Commission approval and this field should remain blank.
If this request is to relocate an existing site, please provide the address of the current site:
Address:
City:
State:
Zip:
Please sign by typing the names of the individuals identified in the space provided.
By signing and submitting this cover sheet, the individuals below indicate that they are
aware of this Substantive Change request in its entirety and agree to its review by the
Middle States Commission on Higher Education.
Signature of person submitting the request: Dr. Sheila Dove Jones
Signature of ALO (if different from above): Dr. Ira K. Blake
Signature of President or Chief Academic Officer: Dr. Ira K. Blake
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Substantive Change Request
Additional Location/Branch Campus
Institutional Accreditation Overview
What is the date for the next regularly scheduled accreditation review
(self study or PRR) by MSCHE? June 1, 2014
Is it a self study?
Or a PRR?
Is the institution currently on warning, probation or show cause by MSCHE?
If yes, please review the Commission’s Substantive Change policy
as it pertains to institutions on warning, probation or show cause.
Has the institution been asked to submit any follow-up reports (monitoring,
progress) to the Commission in the last three years?
If yes, please specify in the area at the end of this section the due date
and the topics/Standards that were or will be covered in the report(s).
NO
YES
NO
YES
Has any other regional, national or disciplinary/professional accrediting agency indicated concerns about
the institution or any of its branch campuses, additional locations or other sites
within the last three years?
NO
YES
Is the institution being monitored or reviewed by the US Department
of Education or other state or federal agency for any reason?
NO
YES
If the answer to any of the above questions is “Yes,” please explain fully below in the context of this
substantive change request. These factors will be considered in the review and decision making process.
Approvals
Please indicate any approvals required for the institution to operate this additional location and the dates
approval was received or is expected.
Institutional (e.g., faculty, Board)
Date(s):
System approvals
Date:
State approval
Date:
Other (please specify:
)
Date:
Attach all approvals to the request as Appendix O.
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Substantive Change Request
Additional Location/Branch Campus
Overview of Institution’s Approved Additional Locations/Branch Campuses
Does the institution currently operate any approved additional locations?
NO
YES
If YES, please answer the following questions:
How many additional locations are currently open?
Domestic2 International
How many of these have opened in the last 12 months?
Domestic 1 International
Does the institution currently operate any approved branch campuses?
NO
YES
If YES, please answer the following questions:
How many branch campuses are currently open?
Domestic
International
How many of these have opened in the last 12 months? Domestic
International
Have you submitted multiple Substantive Change requests for
additional locations/branch campuses at the same time that this
request was submitted?
If yes, how many?
2 Total
NO
Does the institution plan to open more additional locations/branch campuses
within the next 12 months?
NO
If yes, how many and where are they located (a specific address
is not necessary at this time)?
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YES
YES
Executive Summary of Substantive Change Request
Middle States Commission on Higher Education
Bachelor of Applied Science Degree in Technical Leadership
Bloomsburg University of Pennsylvania
Nature and Purpose of Requested Change: Bloomsburg University of Pennsylvania established a
Bachelor of Applied Science (B.A.S.) degree in Technical Leadership (BASTL) at Lehigh Carbon
Community College (LCCC) in Fall 2012. The goal of the program is to provide graduates of Associate of
Applied Science (A.A.S.) and other technical degree programs with a much-needed pathway to a
baccalaureate degree. Our initial offering of the BASTL program has been functioning very successfully,
with our first students expected to graduate in May 2014. It is Bloomsburg University’s intent to offer this
B.A.S. degree completion program to students in the Reading area in a cost effective manner by colocating and offering the program in partnership with Reading Area Community College.
Relevance to PASSHE and Bloomsburg University Mission, Goals and Strategic Plan: The proposed
program supports the strategies and initiatives of the Board of Governors of the State System of Higher
Education and aligns with the four components of PASSHE Transformation 2010. It also supports
Bloomsburg University’s strategic plan, Impact 2015: Building on the Past, Leading for the Future.
Evidence of Need: It has been reported that about half of the U.S. workforce lacks the requisite skills to
function well in the new global economy, which is vital to the success and competitiveness of American
companies. These national trends are also noted in analyses of workforce issues in the Commonwealth.
The proposed establishment of the B.A.S. degree in Technical Leadership at RACC is designed to meet
the regional need for technical professionals capable of assuming leadership roles in this evolving
economy.
Academic Integrity: The Bachelor of Applied Science degree in Technical Leadership builds on the highlevel technical coursework of the A.A.S. degree with a combination of professional development,
advanced technical and general education coursework. The degree’s focus on the leadership and
supervision skills required in today’s high-technology work environment makes it an applied
baccalaureate degree well suited for students with an A.A.S. degree.
The curricular model for the B.A.S. degree is a 120-credit program with 60 credits awarded through an
A.A.S. degree program in an approved area of specialization from an accredited two-year institution. The
remainder of the 120 credits is delivered through three categories of coursework: a Core component of
21-24 credits which focuses on the development of management and leadership in technical fields; a
Major-related component of 15-18 credits which addresses advanced coursework in the specialization;
and an elective Component of 18-24 credits which enables students to enhance their critical thinking,
analytical skills as well as to take other courses of interest to complete the program.
Coordination/Cooperation/Partnerships: Our plan for establishment of our original offering of the B.A.S.
program at LCCC was developed in collaboration with faculty, administrators and support service
departments from Bloomsburg University, Lehigh Carbon Community College and Lehigh Career and
Technical Institute. Using this successful program plan as a starting point, we have collaborated with
faculty, administrators and support service departments from Bloomsburg University, Reading Area
Community College and Career and Technical Education schools in the region to identify changes
needed for the new venue. As before, a Program Director will be on-site at the RACC campus to facilitate
ongoing interaction with and between both institutions. A Technical Leadership Program Advisory Board
for the RACC location, consisting of 10-15 professionals from technical fields, will be formed for the
purpose of keeping the Technical Leadership Program curriculum current and creating goodwill among
potential employers of our graduates.
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Assessment: The Technical Leadership Program Director will periodically collect information related to
the success at realizing program goals from current students, program graduates, faculty and employers.
This information will be reviewed to identify deficiencies or gaps that require program adjustment.
Assistance in assessing program performance and sustainability will be provided by Bloomsburg
University’s Office of Planning and Assessment.
Resource Sufficiency: During the initial stages of the B.A.S. degree in Technical Leadership program at
RACC, instruction will be handled by current faculty and temporary instructors as needed. As program
enrollment increases, there may be a need to hire additional tenure track faculty members. As
mentioned above, a Program Director, based on the RACC campus, will oversee program management
and development. A plan for access to coordinated student and faculty services at RACC has been
developed with the goal of comprehensive student and faculty development.
Impact on Educational Opportunity: The Technical Leadership program at RACC will actively seek a
diverse student pool and will bring access to advanced education in support of leadership development
in STEM (Science, Technology, Engineering, and Math) fields to a variety of underrepresented groups and
first generation students. Through its blend of courses provided on-site at the community college
campus and online, the program will appeal to students who have difficulty relocating, as required by a
traditional university transfer model, and to non-traditional students and working professionals, who
often cannot access the additional education required to advance in their fields.
The program will also appeal to and support the needs of students who require the flexibility to attend
classes full or part-time, combining educational advancement opportunities with an ability to maintain
continuous employment. By starting in an A.A.S. degree program, students will also be able to complete
an entire four-year degree for a significantly lower cost than at a traditional 4-year institution – a
significant factor for economically disadvantaged students.
Prepared by: Ira K. Blake, Ph.D.
Implementation Date: Fall Semester 2014
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Nature and Purpose of Requested Change
Bloomsburg University of Pennsylvania proposes to establish its Bachelor of Applied Science (B.A.S.)
degree in Technical Leadership at Reading Area Community College (RACC), Reading, PA. The goal of the
Technical Leadership program is to provide graduates of Associate of Applied Science (A.A.S.) and other
technical degree programs with a much-needed pathway to a baccalaureate degree. Such a pathway
offers technical professionals in the Commonwealth the opportunity to develop the skills necessary to go
beyond discipline-specific technical knowledge and effectively assume technical leadership and
supervisory roles.
Bloomsburg University currently offers the B.A.S. degree completion program at the campus of Lehigh
Carbon Community College. It is Bloomsburg University’s intent to offer this program to students in the
Reading area in a cost effective manner by co-locating and offering the program in partnership with
Reading Area Community College. In these ways, the program supports the articulated strategies and
initiatives of the Board of Governors of the Pennsylvania State System of Higher Education and
Bloomsburg University.
The Bachelor of Applied Science Degree: A brief history of the degree designation
The B.A.S. is an applied baccalaureate (AB) degree. This has been defined as “a bachelor’s degree
designed to incorporate applied associate courses and degrees once considered “terminal” or nonbaccalaureate level while providing students with higher-order thinking skills and advanced technical
knowledge and skills so desired in today’s job market” (Ruud & Bragg, 2011).
Applied baccalaureate degrees emerged in the 1970s. The number of institutions offering AB programs
increased considerably in the 1990s and 2000s. Today, AB programs are offered in 36 states in a
multitude of fields. Although programs vary considerably, applied baccalaureate degree programs
generally address several issues, including:
 Easing the difficulties encountered by students transferring from community colleges to 4-year
institutions



Facilitating increased baccalaureate attainment for adult students
Providing a means for states to increase baccalaureate attainment
Improving technical and managerial expertise for technical workers who have already made the
transition into the workforce and are limited in their ability to access educational opportunities by
financial, family and location-dependent constraints
The B.A.S. Degree: An overview of the general curricular model
The Bachelor of Applied Science degree model adopts an integrated approach– building on the highlevel technical coursework of the A.A.S. degree using a combination of professional development,
general education and advanced technical coursework. The degree’s focus on the leadership and
supervision skills required in today’s high-technology work environment, makes it a baccalaureate
degree well suited for students with an A.A.S. degree.
The curricular model for the B.A.S. degree is a 120-credit program with a minimum of 60 credits
awarded through an A.A.S. degree program in an approved area of specialization from an accredited twoyear institution. The remainder of the 120 credits are delivered through three categories of coursework:
a Core component of 21-24 credits which focuses on the development of leadership and supervisory
skills in technical fields; a Major-related component of 15-18 credits which supplements the core
component and addresses advanced coursework related to the specialization; and an Elective
component of 18-24 credits which enables students to enhance their critical thinking, analytical skills as
well as to take other courses of interest to complete the program. The credit range assigned to each
component allows flexibility in designing programs for distinctive areas of technical specialization so that
competencies acquired through coursework in the applied associate program align for seamless
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articulation with the applied baccalaureate program. For example, a B.A.S. degree specifically related to
allied health could look different from our current B.A.S. in Technical Leadership.
The B.A.S. Degree in Technical Leadership: The proposed academic program
The B.A.S. in Technical Leadership resolves the dilemma for associate-degreed technicians who aspire to
higher-level leadership and supervisory positions by providing a mechanism to have their credits
transferred seamlessly into a bachelor’s degree program that aligns with their previous educational
background.
In addition to meeting general education requirements, the curriculum developed for the Technical
Leadership B.A.S. degree program specifically addresses competencies required to meet leadership and
supervisory responsibilities for project teams, service teams, workgroups and departments.
Relevance to PASSHE Mission, Goals and Initiatives
Supporting the Pennsylvania State System of Higher Education’s (PASSHE) role as a public university
system, both the B.A.S. degree and the related program in Technical Leadership expands PASSHE’s
degree offerings as the System works to increase the educational level of the Commonwealth’s citizenry
and contribute to the development of a quality workforce for the 21st century. Moreover, the Bachelor of
Applied Science degree in Technical Leadership aligns with the four components of PASSHE
Transformation 2010. The program design addresses student success, innovative use and creation of
resources, enhanced relationships, and the economic future of the Commonwealth.
Transforming Students and the Learning Environment – The use of advances in educational technology,
real-world case studies, and project-based team experiences provides a dynamic approach to student
learning and achievement. The capstone course, based on a unique model that has proven to be a
successful pedagogical and career-based innovation in the Department of Instructional Technology at
Bloomsburg University, makes use of interactions with working technical professionals to prepare
students to make an effective transition from campus to workplace.
Transforming Resources – By utilizing a degree completion model through partnership with community
colleges, the B.A.S. degree in Technical Leadership program makes good use of Bloomsburg University’s
resources. Because Bloomsburg University’s baccalaureate level program articulates with Associatelevel programs, delivers the second 60 credits on community college campuses and partners with
Associate-level programs in the development of a student pipeline, Bloomsburg has secured a new
student pool to generate tuition revenue without significant impact on Bloomsburg University’s facilities
and utilities. In addition, the program leverages the desirable higher educational practice of identifying
requisite learning outcomes and competencies associated with program mastery. As a result, students
can graduate from a more affordable, high quality program in a timely manner because the focus is on
identifying where in the curriculum preferred competencies are distributed rather than merely
assembling a quantity of courses until they total a desired number of credits. Consequently, Bloomsburg
will increase the number of baccalaureate level students it prepares and graduates by educating a group
of new students who would likely never have attended a PASSHE University. This would extend the reach
of PASSHE resources.
Transforming University-Community Relations – The use of evolving virtual workplace tools and
practices, plus actively involved Advisory Boards, offers an opportunity to interact closely with, and meet
the changing needs of corporations and technical professionals. In addition, the evolving partnerships
with additional community colleges will strengthen the relationship between the public community
college and university systems of the Commonwealth, thereby enhancing the relationship of public
higher education institutions and the communities they serve.
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Transforming PASSHE's Role in Determining the Commonwealth's Future – In line with PASSHE’s
commitment as a public university system, the B.A.S. degree is intended to further develop
Pennsylvania’s workforce, thereby contributing to the economic development of the Commonwealth. The
program is explicitly designed to build upon both the entry-level technical skills of an Applied Associate
Degree and skills acquired in the workplace by providing students with learning opportunities that
enhance both higher-order thinking skills and advanced technical knowledge and skills identified as
necessary for success and advancement in today’s job market.
Relevance to Bloomsburg University Mission and Strategic Plan
Bloomsburg University has a strong reputation for academic excellence, which is reinforced each year by
the large number of graduates who are employed in their fields, outstanding alumni achievements and a
strong pool of applicants. To retain this well-earned reputation, the institution will meet the demands
associated with an ever-changing society, employment trends and an increasing emphasis on innovative
programs of study and expanded classroom opportunities.
In 2010, Bloomsburg University initiated its current strategic plan, Impact 2015: Building on the Past,
Leading for the Future with the following mission statement:
“Bloomsburg University of Pennsylvania is an inclusive comprehensive public university that
prepares students for personal and professional success in an increasingly complex global
environment.”
To meet its responsibilities as a public institution of higher learning, Bloomsburg University must respond
to the demands of a rapidly changing job market and shifting demographics. Bloomsburg must develop
academic programs that support student retention, graduation and personal and career success in a
changing work and career environment. The average person may change careers five to seven times in a
lifetime, so a current student may eventually work in a field that does not exist today. To prepare
Bloomsburg University students for current and emerging careers and professions, all academic degree
programs will be built upon Bloomsburg University’s new 21st century general education program that
provides students with the breadth of knowledge, critical thinking skills, quantitative reasoning skills,
and personal attributes essential for success in their personal and professional lives. The institution
must also anticipate the needs of a changing job market; meet the shifting career interests of incoming
traditional and nontraditional students, and transfer students; and provide educational opportunities in
high-demand fields.
The B.A.S. degree in Technical Leadership addresses these institutional responsibilities through its
connection with two of Bloomsburg's strategic issues in its plan: (1) enhancing academic excellence, and
(2) designing an enrollment vision in terms of demand, program mix and capacity. The Technical
Leadership program is a unique and flexible program, designed to meet the educational needs of a
group of students who have been limited in their access to educational and career advancement.
Evidence of Need
Need as substantiated by employment trends
The education of technical professionals is recognized as being of vital importance to the nation. A report
sponsored by the National Science Foundation and the American Association of Community Colleges
(Patton, 2008, p. 10), noted that, “Technicians are essential workers. Their skills, learning capacities,
and adaptability to changing technologies affect the viability of individual companies and entire
industries. With advanced technologies fueling the global economy and accelerating interactions in the
marketplace, U.S. technicians compete with technicians from all over the world.”
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It has been reported that, “About 90 million Americans (half of the U.S. workforce) lack the skills
required to function well in the global economy or to earn family sustaining wages.” In computer
technology fields, this need is especially apparent. In a 2011 survey of 376 employers conducted by
SHARE, an association of enterprise IT professionals, it was stated that, “Close to four out of 10
[responding employers] report that their IT hires are not sufficiently prepared to perform jobs within their
companies, and another 44% say at a minimum there are notable gaps in skills” (McKendrick, 2011,
Executive Summary, p. 2).
In addition to a need for technical skills, the SHARE study reported a significant need for employees with
problem solving, communication, interpersonal, and business skills that will allow them to “…bridge the
divide between IT professionals and business leaders.” The importance of these skills has also been
recognized in other technical fields. In an online post (dated 11/02/2010) from the Larsen Design
Group, an international engineering consulting company, it was noted, “For the people that got into
engineering because they don’t like to deal with other people, the reality of the job may have come as a
surprise. How do you get your brilliant design built if you can’t explain what you need to the
contractor? If you alienate your client, how do you get more work? Business relationships still come
down to the human beings conducting the relationship and it’s important to have an understanding of
how we tick.”
This national trend has also been noted in the Commonwealth. Recent analyses of data from the
Pennsylvania Bureau of Labor & Industry (BLS), the Central Pennsylvania Workforce Development
Corporation (CPWDC), and the Workforce Investment Board for the nine counties that make up the
Central Pennsylvania Region (R. Smith, Personal Communication) project significant job growth in a
number of computer technology and other technical fields over the next 5 years. Among the occupations
expected to show rapid growth are Network and Computer Systems Administrators, Computer
Specialists, Database Administrators and Computer and Information Systems Managers.
Further, the CPWDC has also noted a need for technical employees who have the ability to assume
leadership roles in their fields. In a 2009 research study, for example, CPWDC identified a significant
need among regional “industry partners” for individuals who can combine technical and management
skills. The CPWDC also reports receiving frequent requests for “training to help newly promoted
supervisors adapt to their new role and become effective supervisors who can marry technical
knowledge with the soft skills necessary to lead teams, manage personnel, build a culture that promotes
safety, and enact practices that support employee retention and curb turnover” (R. Smith, Personal
Communication).
Meeting the identified need to go beyond the technical skills in a field can only be partly accomplished in
an A.A.S. degree program. As further reported in the 2011 SHARE study, “A majority [of study
respondents] require a minimum of a bachelor’s degree in their new IT hires.” In response to the
identified need, many baccalaureate-conferring institutions have modified their programs in technology
fields to include these knowledge areas and skill sets.
This preference was echoed in a recent article (Saporito, 2011) that analyzed BLS information on newly
created jobs. This data indicates that, while the percentage of newly created jobs requiring an
Associate’s degree is likely to remain fairly steady through 2012, the percentage requiring a Bachelor’s
degree or higher is expected to rise to over 37% - a significant increase over past levels. As a result,
there is increasing impetus to utilize the A.A.S. degree, which has been traditionally viewed as a
“terminal degree,” as an entry point to applied baccalaureate programs. Thus, the research literature
and projections by the Bureau of Labor Statistics support the addition of the Bachelor of Applied Science
degree to PASSHE’s inventory of degree designations as well as the academic program in Technical
Leadership.
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Demand for the program among current and prospective RACC students
The large pool of potential participants for this program and the interest that has been shown to date are
solid indicators of excellent enrollment prospects for this program at RACC.
To ensure an active flow of students into the program, as is the case with all of Bloomsburg University’s
2+2 partnerships, the University has been working closely with its proposed community college partner,
Reading Area Community College, and its supporting career technical education (CTE) schools, Berks
Career and Technology Center (BCTC) and Reading-Muhlenberg Career and Technology Center (RMCTC),
for pipeline development. The objective is to develop and sustain capacity for the Technical Leadership
program.
Upon program approval, RACC administrators have agreed to promote the B.A.S. degree in Technical
Leadership to RACC students in A.A.S. degree programs. In addition, Reading Area Community College
has agreed to assist with pipeline development for the program through marketing to Junior and Senior
high school students at its supporting CTE schools. RACC’s new Technical Academy, which has been
developed in cooperation with BCTC and RMCTC, also offers an excellent opportunity to promote the
Technical Leadership B.A.S. degree program to high school students in the region. Career Technical
Education students will be provided information sessions and experiential learning opportunities through
RACC; then dual enrolled in RACC courses with the intent to enter an A.A.S. program; and, upon formal
admission to RACC, continue forward to enroll in the B.A.S. degree in Technical Leadership program
provided by Bloomsburg University.
Uniqueness of the program
The B.A.S. degree in Technical Leadership is a unique program in meaningful ways. Currently there are
very few educational pathways in the Commonwealth of Pennsylvania that provide program-to-program
articulation from an A.A.S. degree to a baccalaureate degree. In addition, there are no opportunities for
graduates of RACC A.A.S. degree programs to continue their education and earn a baccalaureate degree
at the RACC campus.
Because the B.A.S. in Technical Leadership is designed to build on the quality delivery of technical
knowledge and skill development, the student learning outcomes and competencies for identified
programs offered by vocational and community college partners will be integrated into the program,
resulting in a seamless 2+2+2 model overall. The B.A.S. in Technical Leadership will provide a muchneeded set of skills to graduates of technical A.A.S. degree programs – a group that has, hitherto, been
extremely limited in their ability to advance educationally and professionally. Moreover, the B.A.S. in
Technical Leadership program also has the potential to allow students to complete a baccalaureate
degree in a shorter period of time and for a significantly lower cost than a traditional baccalaureate
degree.
Giving full consideration to PASSHE goals, university program planning, instructional delivery options,
resource sufficiency, relevant workforce research, and Commonwealth educational and professional
needs, the proposed program will capitalize on the existing technology and facilities of program partners
and is structured to provide a unique mix of classroom and online education, team-based learning
projects and interaction with experienced technical professionals. It will utilize a capstone course that
makes use of an Advisory Board to provide feedback and assist students as they prepare to make the
transition from classroom to professional workplace. It will also make use of an internship experience to
provide students with the opportunity to apply classroom knowledge and skills in a real-world
professional setting.
In summary, the new program addresses a recognized need for individuals in technical fields with the
skills needed to assume leadership roles. No other competing programs exist in the Commonwealth of
Pennsylvania and industry representatives have expressed a high level of interest in the development of
the program. Given this environment we expect the B.A.S. degree in Technical Leadership program to be
highly successful in terms of both student enrollment and placement of its graduates.
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Financial Impact
The B.A.S. degree program in Technical Leadership will commence at the campus of Reading Area
Community College in the fall semester of 2014. Subsequent students will be admitted on an ongoing
basis. Students enrolling in the program are expected to come from outside the University, increasing
the total enrollment.
With combined marketing campaigns utilizing the admissions and communications resources of
community colleges and Bloomsburg University, we anticipate that the program will start with an initial
group of 12 students, increasing over the next three years to a projected number of approximately 20
new students entering the Technical Leadership program each year. Given the favorable impact that this
program is expected to have on program graduates’ technical careers and the enthusiastic feedback
that we have received from students and industry representatives, retention is expected to be high and
in line with the consistent university average of nearly 82%.
Our practice of high impact, intrusive advising will be used to support students. As a result, we expect to
increase gradually to approximately 30-40 students enrolled in the program and approximately 10-12
graduates annually.
Our overall cost/revenue analysis projects a net revenue deficit in year one. By year three, however, we
project a net revenue surplus. By year five, we expect net revenue surplus to exceed $190,000. As a
result, we view the Bachelor of Applied Science in Technical Leadership program as an initiative that is
expected to contribute quite favorably to the financial health of Bloomsburg University.
Academic Integrity
The Associate of Applied Science Degree: The first 60 credits
The A.A.S. is an associate degree designed to provide technical expertise for students who plan to
directly enter the workforce once they have completed basic and advanced training in their technical
field. Students will complete coursework in several areas, including:



Basic technical coursework (courses that do not require prerequisites and provide introductory
technical skills)
Advanced technical coursework (courses that require two or more prerequisites and provide
advanced technical skills – in most cases, supplying more than 40% of the A.A.S. curriculum)
General education courses (most A.A.S. programs require completion of fewer general education
credits than A.A. or A.S. degrees, which are designed specifically for transfer of course credits to
a 4-year program)
Although traditionally seen as a “terminal degree,” A.A.S. degrees are increasingly used as an entry point
to applied baccalaureate programs.
The Bachelor of Applied Science Degree: Seamless curricular articulation for A.A.S. graduates
Using the B.A.S. degree description provided earlier, the curriculum is the result of a collaborative effort
that utilized input from many individuals and institutions. At all times, the focus has been on the
development of a program that is both responsive to workforce needs and academically sound.
A committee composed of faculty and administrators from Bloomsburg University and our first
community college partner, Lehigh Carbon Community College, was created during the planning stage for
this program to determine the General Education Core, Major and Elective courses appropriate for the
technical Associate degree programs we hope to attract as feasible. During the development of the
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program proposal, community college faculty and administrators provided ongoing, critical input on the
integration of the A.A.S. curriculum with the curriculum for the B.A.S. program. In addition, discussions
were held with several Bloomsburg University academic departments to identify and develop courses in
order to deliver appropriate content and experiences to support both the academic quality and
professional needs of an applied baccalaureate degree. Input was also obtained from Bloomsburg
University’s Director of Planning and Assessment, Director of Institutional Research and Director of
Library Services.
Additional information for the design of the program was obtained from a thorough review of existing
applied baccalaureate programs in other states and from several successful organizational models and
systems of leadership training. The program design was then further reviewed in discussions with
industry representatives. Their proffered suggestions helped place the committee’s considerations in the
workforce context. The curriculum and overall program that was developed in this manner was then
reviewed with faculty and administrators of Reading Area Community College prior to signing of the
Articulation Agreement.
Program goals
The goals for the program are:

Admitted students with A.A.S. degrees from accredited institutions will matriculate into the
program with a minimum of 60 meaningful credits toward B.A.S. degree completion.

Students will develop interpersonal and intellectual skills, knowledge, values and cultural
awareness useful for success and advancement in their professional roles.

Students will develop knowledge and skills useful for leadership and supervisory roles in settings
within their workplace.
Curriculum overview
The B.A.S. in Technical Leadership program curriculum is designed to align with the curricular
requirements of Bloomsburg University as well as those in PASSHE Board Of Governors (BOG) Policies
1993-01 (General Education) and 1997-01 (Assessing Student Learning Outcomes associated with
general education and academic majors). In addition, the program is unique in that it extends both BOG
Policy 1999-01 (Academic Passport and Student Transfer Policy) and Pennsylvania Act 50 of 2009
(establishment of program-to-program articulations for parallel baccalaureate programs with recognition
of all competencies attained within the A.A. and A.S. degree program) to applied associate degree
(A.A.S.) programs, which were omitted from BOG policy and the recent Pennsylvania legislation. The
Technical Leadership program acknowledges the need and provides an efficient, seamless
baccalaureate pathway for community college graduates with earned applied associate degrees.
With consideration of the educational purposes in Act 50 and the BOG policies for PASSHE, the proposed
program identifies basic and advanced competencies to be delivered through technical coursework, the
general education program, and professional development courses.
The Technical Leadership program meets the 120-credit requirement of the B.A.S. degree and will offer
coursework within the three categories. Students who complete an A.A.S technical degree from an
accredited two-year institution will receive a minimum of 60 credits toward the applied baccalaureate
degree. The remaining credits will be distributed across the three categories of coursework according to
the curricular plan.
Full-time students, who will attend two semesters per year, will graduate in two years. The program will
also allow part-time students to take fewer credits per semester, extending the length of time required to
obtain the B.A.S. degree.
9
Student-learning outcomes
Students in the Technical Leadership program will:
1. Demonstrate an understanding of differences in individual preferences for information gathering,
decision-making, workplace environment and organization and apply this to the management of
information, goals, time, activities, stress, and interactions with others.
2. Identify the communication requirements for a professional situation and employ verbal, written,
visual and electronic methods and tools to effectively communicate facts, directions,
instructions, complex ideas and relationships in formal and informal settings.
3. Recognize the level of interaction and cooperation required by a given professional situation and
effectively apply the concepts, methods, technology, tools and best practices needed to support
successful collaborative work efforts.
4. Describe ways that differences related to country of origin, race, religion, gender, socioeconomic
background, generation, organization, occupation and other factors may influence professional
working relationships and incorporate this information to modify and improve professional
interpersonal and organizational behavior.
5. Employ an understanding of the methods that may be used to foster and develop trust and group
identity among team members to create a team environment that encourages accountability,
creativity and innovation while motivating others toward goal accomplishment.
6. Identify situations where training is required to meet individual, team, department and
organization goals; design training to meet identified needs; determine the best method to
deliver necessary training; and support the career development needs of individuals by providing
feedback and advising on resources, methods, and improvement activities.
7. Demonstrate an understanding of the methods, language, best practices and tools used to
initiate, plan, organize, manage and close limited-term projects while maintaining focus on the
management of costs, time, resources, quality, changes, risk and other factors necessary to
meet project goals.
8. Discuss the business concepts and objectives, management principles, human resource issues,
organizational economics, strategic planning, technology integration, product and program
development, and legal, governmental and regulatory issues that affect the functioning of a
technology area or department in an organization.
9. Employ an appropriate level of financial knowledge, including financial terminology, accounting
fundamentals and systems, forecasting and budgeting, and analysis of financial data, to
interpret financial reports and develop and manage team, workgroup and department budgets.
10. Describe commonly accepted regulations, policies and guidelines that govern ethical
professional behavior; discuss the effects of unethical behavior in the workplace; and compare
options available when faced with dilemmas that may be encountered in professional settings.
10
Degree requirements
The B.A.S. student must have completed an A.A.S. degree in a technical field and meet all applicable
BOG and institutional academic policies. Some key BOG requirements (BOG Policy 1990-06-A) for the
proposed program include that B.A.S. students must attain general education competencies consistent
with those expected of all students at a PASSHE University; must complete a total of120 semester credit
hours required for all baccalaureate degree programs; and must have at least 42 semester credits hours
of advanced coursework. Some key institutional policies are that the B.A.S. student must attain a
minimum overall 2.0 GPA and a minimum 2.0 GPA in all courses required by the major program. The
proposed Technical Leadership program is designed to ensure that B.A.S. students complete an applied
program that is consistent with both PASSHE Board of Governors and University expectations for
graduates.
Coursework for B.A.S. in Technical Leadership:
Transferred into program from A.A.S. degree
60 credits
Coursework in Core component (21-24 credits)
INSTTECH 465
ITM 322
BUSED 350
ACCT 220
INSTTECH 466
INSTTECH 467
INSTTECH 490
Leading Co-located and Virtual Teams
Project Management
Valuing Diversity in Business
Financial Accounting
Technical Leadership Capstone I
Technical Leadership Capstone II
Technical Leadership Internship
Total
3 credits
3 credits
3 credits
3 credits
3 credits
3 credits
3 credits
21 credits
Coursework in Major-related component (15-18 credits)
INSTTECH 450
INSTTECH 485
ITM 175
INSTTECH 470
BUSED 333
COMMSTUD 313
Instructional Design
eLearning Concepts
Information Technology Management Applications
Introduction to Website Development
Business Communication and Report Writing
Conflict Management and Resolution
Total
3 credits
3 credits
3 credits
3 credits
3 credits
3 credits
18 credits
Coursework in the Elective component (18-24 credits)
Technical Leadership program students will be provided with course options and advised in course
selection so that, when combined with the general education coursework taken in their A.A.S. degree
program, they will meet the requirements of the BU General Education program and PASSHE policies.
Coursework will be included in the Elective options lists based on its contribution toward one or more of
the student learning outcomes of the Bloomsburg University General Education program and toward the
requirement of advanced coursework.
Total
Total Technical Leadership degree program
21 credits
120 credits
11
Program completion plan
A typical two-year schedule for a full-time student in the Technical Leadership program:
+Transferred into program from A.A.S. degree
60 credits
Fifth semester
Sixth semester
ITM 175 Information and Technology
Management Applications
INSTTECH 450 Instructional Design
INSTTECH 470 Introduction to Website
Development
BUSED 333 Business Communication and
Report Writing
General Education Elective
ACCT 220 Financial Accounting
General Education Elective
General Education Elective
General Education Elective
General Education Elective
15 credits
15 credits
Seventh semester
Eighth semester
INSTTECH 465 Leading Co-located and Virtual
Teams
COMMSTUD 313 Conflict Management and
Resolution
COMMSTUD 220 Intercultural Communication
BUSED 350 Valuing Diversity in Business
ITM 322 Project Management
INSTTECH 485 eLearning Concepts
NURSING 100 Personal Health
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 490 Technical Leadership Internship
15 credits
15 credits
Total Technical Leadership Degree Program
120 credits
12
Description of Course offerings
Students entering this program will have completed an A.A.S. degree in an appropriate technical field.
During the A.A.S. portion of their program, they will have completed basic technical coursework
(providing introductory technical skills), some advanced technical coursework (i.e., providing advanced
technical skills and requiring two or more prerequisites), and general education coursework. Catalogue
descriptions for both required and elective courses during the final 60 credits of the program are
presented below. A result of program review and the development of new specializations will be the
addition of new courses as deemed appropriate.
ACCT 220 Financial Accounting (3 credits) - Familiarizes students with a basic understanding of
generally accepted accounting principles (GAAP) and its applications. Includes accounting fundamentals,
accounting for assets, liabilities and ownership interests, and analysis of accounting data. (For nonaccounting majors only)
BUSED 333 Business Communication and Report Writing (3 credits) - Applies theories and principles of
effective communication to solve common business problems. Psychological and organizational
strategies are used in writing business reports and other documents. May be offered in a distance
education format.
BUSED 350 Valuing Diversity in Business (3 credits) - A study of the challenges and opportunities
presented to businesses in the United States by an emerging multicultural society. Explores cultural
heritage, values, beliefs and prejudices and the effects of privilege and oppression upon individuals
organizations and businesses, as well as possible solutions.
COMMSTUD 220 Intercultural Communication (3 credits) - Explores communication in cultural contexts.
Students will be exposed to general principles for communication across cultures, both international and
domestic, with the goal of becoming competent communicators. In addition to dealing with
"international" contacts such as exchange programs and orientation to travel abroad, and or study
abroad, the course will explore "co-cultural" variations--that is, similarities and differences of individuals
within the United States, and cultural differences and similarities transnationally in race, gender, sexual
orientation, age, and condition of disability.
COMMSTUD 313 Conflict Management and Resolution (3 credits) - Analyzes the role of communication
in the generation, process, and management of destructive and constructive conflict on interpersonal,
small group, organizational, and societal levels.
ITM 322 Project Management (3 credits) - Presents the student with an opportunity to use project
management tools to design, implement and evaluate projects from a managerial perspective.
ITM 175 Information Technology Management Applications (3 credits) - Presents an overview of
information concepts through a variety of quantitative problem solving experiences using spreadsheet
and database programs. Introductory business and statistical models are examined, as students identify
appropriate ways to find, evaluate, and ethically use information in aid of decision-making. Examples
may include budgeting, surveys, descriptive statistics, simple regression and correlation models, time
value of money problems, and order entry and inventory models.
INSTTECH 450 Instructional Design (3 credits) - Examines the systems approach for the design,
development, and evaluation of instruction and training materials. Students conduct a needs
assessment and instructional analysis, write objectives, develop instructional strategies, and develop a
teacher's guide and student materials. Specific emphasis is given to applying instructional design
techniques to the design and development of instructional products in print form.
13
INSTTECH 465 Leading Co-Located and Virtual Teams (3 credits) - Provides skills needed to take a
leadership role for project teams and work groups that are co-located (with all team members working in
one location), “virtual” (using online tools and other systems to bring together team members who are
separated by distance, time and culture) or “blended” (using a combination of both). Students will
develop proficiency in the concepts and skills required to effectively deal with the unique issues that can
arise in team communication, relationship building, collaboration and crisis management.
INSTTECH 485 eLearning Concepts and Techniques (3 credits) - Provides students with knowledge and
experiences in designing, developing and delivering e-learning courses. This course teaches how to
design corporate based web instruction for delivery over a corporate intranet or internet. Students will
experience participating in an instructional event as an on-line learning. Students will also identify the
fundamental elements that make web-based instruction effective.
INSTTECH 472 Introduction to Website Development (3 credits) - Examines the fundamental concepts of
computer based learning and information systems. Specific emphasis is placed on the design,
development, and authoring of interactive courseware using software such as Macromedia
Dreamweaver, JavaScript and HTML. Emerging technologies and their potential impact upon education
and training are also studied.
INSTTECH 466 Technical Leadership Capstone I (3 credits) - Explores knowledge and methods used to
improve self-management and provides an opportunity to apply concepts and skills obtained in prior
courses to a team-based capstone project. The first of a 2-semester continuum, this course utilizes a
study of personality type preferences as a foundation for an exploration of communication, learning and
decision-making styles. Students will also study and implement personal systems for managing
information, time, activities and goals. Guest speakers will present current issues in technical
leadership.
INSTTECH 467 Technical Leadership Capstone II (3 credits) - Provides a continued opportunity for
students to apply concepts and skills obtained in courses to a team-based capstone project. The second
of a 2-semester continuum, this course will explore topics such as leadership styles, change and conflict
management, training programs, program proposals and internal consulting. Guest speakers will help
students relate these concepts to workplace demands and present current issues in technical
leadership. Team projects will be presented to an Advisory Board of technical professionals at the end of
the semester.
INSTTECH 490 Technical Leadership Internship (3 credits) - Provides an opportunity for students to
integrate concepts and skills obtained in courses with practical experience that includes projects,
activities and assigned responsibilities in a professional workplace. Internship activities must be directly
related to the general content of the Technical Leadership program and be supervised by a professional
in the student’s field.
NURSING 100 Personal Health: A Multi-Dimensional Perspective (3 credits) - Provides students with
information and tools to maintain and improve their personal health through accountability for health
behaviors and decision-making. Major themes include exploration of: many dimensions of health; factors
impacting the health and wellness of individuals; individual behaviors which promote change and
improved health for self and others and; current health issues for individuals and society. This course is
intended for students of all disciplines.
14
Relationship of courses to student learning outcomes
Student learning outcomes for this program will each be supported by coursework and learning
experiences:
Program Learning Outcomes
1. Demonstrate an understanding of
differences in individual personality
preferences and apply this to the
management of information, goals, time,
activities, stress and interactions with
others.
Curriculum Elements


INSTTECH 465 Leading Co-located & Virtual Teams
INSTTECH 466 Technical Leadership Capstone I


INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
2. Identify the communication
requirements for a professional situation
and employ verbal, written, visual and
electronic methods and tools to
effectively communicate facts, directions,
instructions, complex ideas and
relationships in formal and informal
settings.








BUSED 333 Business Communication & Report Writing
COMMSTUD 220 Intercultural Communication
INSTTECH 465 Leading Co-located & Virtual Teams
INSTTECH 485 eLearning Concepts
INSTTECH 470 Introduction to Website Development
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
3. Recognize the level of interaction and
cooperation required by a given
professional situation and effectively
apply the concepts, methods, technology,
tools and best practices needed to
support successful collaborative work
efforts.






INSTTECH 465 Leading Co-located & Virtual Teams
BUSED 333 Business Communication & Report Writing
COMMSTUD 220 Intercultural Communication
COMMSTUD 313 Conflict Man. and Resolution
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
4. Describe ways that differences related
to country of origin, race, religion, gender,
socioeconomic background, generation,
organization, occupation and other
factors may impact on professional
working relationships and incorporate this
information to modify and improve
professional interpersonal and
organizational behavior.






BUSED 350 Valuing Diversity in Business
COMMSTUD 220 Intercultural Communication
COMMSTUD 313 Conflict Man. and Resolution
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
5. Employ an understanding of the
methods that may be used to foster and
develop trust and group identity among
team members to create a team
environment that encourages
accountability, creativity and innovation
while motivating others toward goal
accomplishment.






INSTTECH 465 Leading Co-located & Virtual Teams
ITM 322 Project Management
COMMSTUD 313 Conflict Man. and Resolution
BUSED 333 Business Communication & Report Writing
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone I

INSTTECH 490 Technical Leadership Internship
15
Program Learning Outcomes
6. Identify situations where training is
required to meet individual, team,
department and organization goals;
design training to meet identified needs;
determine the best method to deliver
necessary training; and support the
career development needs of individuals
by providing feedback and advising on
resources, methods, and improvement
activities.
Curriculum Elements







INSTTECH 450 Instructional Design
INSTTECH 485 eLearning Concepts
INSTTECH 465 Leading Co-located & Virtual Teams
INSTTECH 470 Introduction to Website Development
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
7. Demonstrate an understanding of the
methods, language, best practices and
tools used to initiate, plan, organize,
manage and close limited-term projects
while maintaining focus on the
management of costs, time, resources,
quality, changes, risk and other factors
necessary to meet project goals.


ITM 322 Project Management
ITM 175 Information Technology Management
Applications




INSTTECH 465 Leading Co-located & Virtual Teams
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
8. Discuss the business concepts and
objectives, management principles,
human resource issues, organizational
economics, strategic planning, technology
integration, product and program
development, and legal, governmental
and regulatory issues that affect the
functioning of a technology area or
department in an organization.

ITM 175 Information Technology Management
Applications
ACCT 220 Financial Accounting
ITM 322 Project Management
BUSED 350 Valuing Diversity in Business
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship
9. Employ an appropriate level of financial
knowledge, including financial
terminology, accounting fundamentals
and systems, forecasting and budgeting,
and analysis of financial data, to interpret
financial reports and develop and
manage team, workgroup and
department budgets.



10. Describe commonly accepted
regulations, policies and guidelines that
govern ethical professional behavior;
discuss the effects of unethical behavior
in the workplace; and compare options
available when faced with dilemmas that
may be encountered in professional
settings.


BUSED 350 Valuing Diversity in Business
ITM 175 Information Technology Management
Applications





ACCT 220 Financial Accounting
COMMSTUD 313 Conflict Man. and Resolution
INSTTECH 466 Technical Leadership Capstone I
INSTTECH 467 Technical Leadership Capstone II
INSTTECH 490 Technical Leadership Internship






ACCT 220 Financial Accounting
ITM 322 Project Management
ITM 175 Information Technology Management
Applications
INSTTECH 467 Technical Leadership Capstone II
16
Learning experiences and instructional methods
Preparing students for the increasingly demanding professional workplace environment requires that
learning methods be flexible and multifaceted. To accommodate this, the Technical Leadership program
utilizes a combination of on-site courses (provided by Bloomsburg University and Reading Area
Community College at the RACC campus), online courses (provided directly from the campus of
Bloomsburg University) and an off-site Technical Leadership Internship experience.
Classroom delivery methods for program courses provided at the Reading Area Community College
campus may include but are not limited to lectures, discussions, case studies, small group activities,
team-based projects, student presentations, interactive multimedia and practice exercises. These will be
designed to require interaction with others of different backgrounds, preferences and learning styles –
and will be based on simulations of real-world technical leadership problems and situations.
Online courses provided directly from the Bloomsburg University campus will employ a variety of learning
and collaboration tools. The synchronous online experiences for this program may include but are not
limited to real-time online class sessions and meetings that will make use of direct student participation
via microphone and on-screen interactive response tools. Asynchronous online activities may include but
are not limited to online chats, threaded discussions, e-mail exchanges, online quizzes, review of
downloadable lessons and other online activities.
Guest lecturers are utilized to present specific topics, offer unique points of view and introduce current
topics in the field. Classroom and online learning experiences culminate in the capstone course, in which
student teams present the results of their work in a competitive setting to a group of technical
professionals and receive feedback for their efforts.
An off-site Technical Leadership Internship experience provides students with an opportunity to apply
knowledge gained in courses. The internship experience also incorporates regular detailed reports of
activities, site visits and/or phone conferences to access progress, and reflective writing assignments.
Program Structure and Administration
The Technical Leadership program is based in the Department of Instructional Technology within the
College of Science and Technology at Bloomsburg University. Timothy Phillips, Ph.D., Chair of the
Department of Instructional Technology and Director of the Institute for Interactive Technologies
provides academic supervision of the program.
The Department of Instructional Technology is an appropriate place to locate this program since it
already has a significant amount of experience providing courses that focus on the effective application
of technology to meet organizational objectives. Several courses currently offered by the department
address participation in and leadership of technical project teams. These include a highly rated capstone
course that is considered a model for the application of academic knowledge to real-world projects
within a corporate framework. A professional internship program is designed to assist students make the
transition from an academic environment to the professional workplace.
A Program Director, based on the RACC campus, will oversee program management and development.
This individual will be involved in program marketing and student recruitment efforts and referral of
students for financial advisement and career development services. The Program Director will also liaise
between the RACC, BU and CTE high school communities, consult with supporting industries and
advisory board members and survey faculty yearly to determine additional resources and courses
required to meet program objectives. This individual will also be responsible for program logistics and,
working in cooperation with Dr. Phillips and Department of Instructional Technology faculty, program
development and expansion, including the potential addition of certificate programs, distance education
options and other technical and professional degree tracks.
17
Leadership and faculty qualifications
Dr. Timothy L. Phillips



21 ½ years at Bloomsburg University
Ph.D., Pennsylvania State University; M.S., Longwood College
Current teaching responsibilities:
o Chair, Department of Instructional Technology
o Director, Institute for Interactive Technologies
o INSTTECH 551 - Advanced Instructional Design

Scholarship related to proposed program:
o Nicholson, M.J. & Philips, T. Best Practices for Social Networking Tools and
Collaborative Learning. 26th Annual Conference on Distance Teaching and Learning,
Madison, WI, August 2010

Additional responsibilities related to Technical Leadership program:
o Academic Advisor for Technical Leadership Program
Dr. Timothy L. Phillips expertise includes instructional design, project management,
elearning, and instructional robotics. He has been teaching instructional technology at the
university level for 24 years and has presented papers and workshops at numerous state
and national conferences. He presents and consults on providing and managing instructional
technology solutions. As part of his role with the Institute for Interactive Technologies, Dr.
Phillips provides leadership for instructional technology projects for corporate, healthcare
and state government clients – projects amounting to over three million dollars in revenues.
Some of the clients he has worked with include, the PA Department of Public Welfare,
Kellogg’s, Black and Decker, Bristol Myers Squibb, Thermal Product Solutions, Rieter
Automotive Carpet, Geisinger Medical Center, and the Pennsylvania Coalition Against Rape.

Dr. Helmut Doll



21 years at Bloomsburg University
Ph.D., University of California at Santa Barbara; M.S. Oregon State University
Current teaching responsibilities:
o INSTTECH 470/570 – Introduction to Website Development
o INSTTECH 472/572 – Introduction to Authoring
o INSTTECH 577 – Advanced Authoring
o INSTTECH 576 – Authoring for Mobile Devices
o INSTTECH 574 – Authoring for Networks (ColdFusion)

Teaching responsibilities for Technical Leadership program:
o INSTTECH 470 – Introduction to Website Development

Scholarship related to Technical Leadership program:
o Doll, H., Milks, E., Nicholson, M., & Phillips, T. “Are eLearning tools ready for the
mobile revolution?". Presentation at the New Learning Technologies 2011 SALT®
Conference, Orlando, FL. February 24, 2011.
o Doll, H., “Supercharging your blog”. Webinar for the eLearning SIG of the Greater
Philadelphia Chapter of ASTD. October 21, 2010.
18
o

Developing of an online and PDA based tracking tool for Exercise Science
competencies. Participant in grant by PI Joseph Hazzard. Bloomsburg University.
2008.
Dr. Doll’s professional interests include mobile application development, web and
multimedia design and development, dynamic web applications, geometric knot theory, and
mathematics education.
Dr. Mary Nicholson






18 years at Bloomsburg University
Ph.D., Texas A&M University; M.Ed., Texas A&M University
Current teaching responsibilities:
o INSTTECH 560 – Multimedia Productions
o INSTTECH 584 – Online Course Design
o INSTTECH 585 – eLearning Concepts
o INSTTECH 450/550 – Instructional Design
Teaching responsibilities for Technical Leadership program:
o INSTTECH 485 – eLearning Concepts
o INSTTECH 450 – Instructional Design
Scholarship related to Technical Leadership program:
o Nicholson, M.J. & Philips, T. Best Practices for Social Networking Tools and
Collaborative Learning. 26th Annual Conference on Distance Teaching and Learning,
Madison, WI, August 2010
o Nicholson, M.J. Wikis, and Blogs and Twitter. Social Media in the Classroom. E-Learn
2009 World Conference on E-Learning in Corporate, Government, Healthcare, and
Higher Education, Vancouver B.C., October 2009
Dr. Nicholson’s professional interests include multimedia technologies, digital imagery,
eLearning, and instructional design.
Dr. Karl Kapp



16 years at Bloomsburg University
Ed.D., University of Pittsburgh; M.Ed. University of Pittsburgh
Current teaching responsibilities:
o INSTTECH 575 – Managing Multimedia Projects
o INSTTECH 585 – eLearning Concepts
o INSTTECH 450/550 – Instructional Design

Teaching responsibilities for Technical Leadership program:
o INSTTECH 485 – eLearning Concepts
o INSTTECH 450 – Instructional Design

Scholarship related to Technical Leadership program:
o Kapp, K. Learning in 3D: Adding Dimension to Enterprise Learning and Collaboration.
Pfeiffer. January 2010
o Kapp, K. Winning eLearning Proposals – The Art of Development and Delivery. J. Ross
Publishing. May 2003
19

Dr. Kapp’s areas of expertise are in analyzing and assessing the business needs driving an
organization toward e-learning, corporate uses of multimedia and Return-On-Investment
analysis. He is also a prolific author of a number of books including Winning E-Learning
Proposals: the Art of Development and Delivery, Gadgets, Games and Gizmos for Learning
and Learning in 3D: A New Dimension to Enterprise Learning and Collaboration.
Vincent Basile, M.S.



8 years at Bloomsburg University
M.S., Bloomsburg University; B.S., Ithaca College
Recent teaching responsibilities:
o INSTTECH 590 – Graduate Internship
o INSTTECH 466 Technical Leadership Capstone I

Management responsibilities for the new program
o Program management, development, marketing and recruitment
o Liaison between BU, RACC and CTE high school communities
o Coordination of Advisory Board of Technical Professionals
o Support for faculty academic advisement activities
o Program assessment activities
Teaching responsibilities for Technical Leadership program:
o INSTTECH 466 – Technical Leadership Capstone I
Mr. Basile’s areas of expertise are in personality and work style differences and application
to organizational objectives, team development, and time and activity management. He has
extensive experience in healthcare – serving in supervisor, manager and director positions –
and taking leadership roles in healthcare programs, workgroups, cross-functional teams,
departments and divisions. He is also the former owner/director of an independent
healthcare clinic.


Student qualifications/support/advisement
All students entering the final 60 credits of the B.A.S. degree program will be required to complete an
A.A.S. degree. Initially, students entering the program will have completed an Associate degree in a
technical program at Reading Area Community College.
Interested RACC students will receive academic advisement for the Technical Leadership program that
directs them toward appropriate coursework to support Bloomsburg University’s General Education and
transfer requirements. Prospective students from underrepresented and first generation groups will be
recruited and provided additional advisement and academic support according to the Bloomsburg
campus model that has successfully increased retention and academic progress to completion for these
groups.
Faculty from Bloomsburg University’s Department of instructional Technology will provide academic
advisement to students during the final 60 credits of the B.A.S. degree program. The B.A.S. Program
Director, based at the RACC campus, will provide additional, non-academic support.
20
Coordination, Cooperation, Partnerships and Authorizations
With related programs at other institutions
The B.A.S. in Technical Leadership program was developed in collaboration with faculty and
administrators from Lehigh Carbon Community College and Lehigh Career and Technical Institute. This
involved input from LCCC’s School of Computer Science and the Arts, Office of Academic Advisement,
Office of Transfer Services and other student support departments. Additional, site-specific information
for the program for the proposed additional location at RACC was developed in collaboration with
administrators, faculty and staff at Reading Area Community College. Bloomsburg University and
Reading Area Community College have signed an Articulation Agreement (see Appendix C) that outlines
respective responsibilities and obligations related to the program.
The placement of a Program Director on-site at the RACC campus will facilitate ongoing interaction
between both institutions. RACC academic and transfer advisors will assist students as they plan for a
smooth transition from their A.A.S. program to the B.A.S. Technical Leadership program. The RACC
Internship and Workforce Development offices have also offered assistance with the identification of
internship sites and identification of candidates for the Advisory Board of professional technical
personnel. The retention and academic progress of B.A.S. degree students will be monitored by
Bloomsburg University’s Office of Planning and Assessment and Center for Academic Achievement with
the goal of adjusting support for improved success, similar to what is done on the main campus.
With other department/units on campus
The impact of the Technical Leadership program has been extensively discussed at Bloomsburg
University and met with approval and support from the Bloomsburg University President, Provost,
Administrative Vice-Presidents, Academic Deans and appropriate department, college and university
faculty curriculum committees. The program received approval by the Bloomsburg University Council of
Trustees on November 29, 2011 (see Appendix A). Additional discussions have been held to incorporate
knowledge gained from our experiences with the program at Lehigh Carbon Community College.
The program makes use of offerings in several other departments to provide the breadth of knowledge
and experience required for graduates to take leadership roles in their respective technical fields.
Assistance, feedback and support have been received from the Department of Communication Studies,
Department of Business Education and Information and Technology Management, and the Department
of Accounting. These departments offer courses for the Technical Leadership program either on-site at
the RACC campus or online.
With the PASSHE Office of Academic and Student Affairs and Board of Governors
The PASSHE Division of Academic and Student Affairs provided ongoing guidance and support during the
development of the B.A.S. in Technical Leadership program. This culminated in approval by the PASSHE
Board of Governors on January 19, 2012 (see Appendix B).
With outside agencies, corporations, etc.
Input from technical industry representatives in the Berks County area has been actively solicited during
the development of this program. A Technical Leadership Program Advisory Board for the Reading area
will be formed for the purpose of keeping the Technical Leadership program curriculum current and
creating goodwill among potential employers of our graduates. The board will also assist in exploring
possibilities for expansion of the program to include other technical and professional disciplines once
the Technical Leadership program has been fully established. Interest in serving on the advisory board
has been expressed by technology management professionals in several different industries.
21
Assessment and Accreditation
Bloomsburg University’s Office of Planning and Assessment provides oversight for all curricular and cocurricular experiences. The Assistant Vice-President of Planning and Assessment serves as a resource to
all departments for existing, new and proposed learning experiences. A key duty in their responsibilities
is to review key indicators related to enrollment, retention, academic progress and graduation in order to
assess the performance and sustainability of newly implemented programs. These indicators are
reviewed by term and academic year and discussed with department chairs and deans.
Collecting and evaluating student-learning outcomes data
Assessment
Mechanism
Completion of specific A.A.S.
entry-program outcomes
Goals Evaluated
Style of
Assessment
Assessment Point
A.A.S. Goals
Formative
Completion of A.A.S.
program
ETS® Proficiency Profile at
completion of General Education
requirements
Proficiency of General
Education
Formative
Completion of General
Education
requirements
Capstone Course Evaluation
Rubric
Proficiency in the 10
Technical Leadership
skill areas
Formative
Completion of the
Technical Leadership
portion of program
Two Internship Evaluation
Rubrics
- Onsite supervisor version
- University supervisor
version
Proficiency in the 10
Technical Leadership
skill areas
Formative
On completion of
Internship
Survey of program faculty
Proficiency in the 10
Technical Leadership
skill areas
Summative
Annually
Student Interviews
Proficiency in the 10
Technical Leadership
skill areas
Summative
Exit
Use of student-learning outcomes data to improve the program
Data on student performance related to expected learning outcomes will be collected annually for each
location of the Technical Leadership B.A.S. degree program, and evaluated separately to identify specific
or potential deficiencies at each location. The results will be compiled into reports for the program chair
and faculty of the Department of Instructional Technology, individual course faculty and Technical
Leadership Program Advisory Board. These reports will be discussed with the Assistant Vice-President of
Planning and Assessment who will also collect data by term, as appropriate, and be utilized in periodic
program reviews to determine if changes in the program curriculum or structure are either necessary or
potentially beneficial.
22
Collecting and evaluating program goals
The Technical Leadership Program Director will develop a plan to periodically collect information related
to the success at realizing program goals from current students, program graduates, faculty and
employers. This information will be reviewed to identify deficiencies or gaps that require program
adjustment.
Use of program assessment to improve the program
Assessment
Mechanism
Survey of graduates
Survey of employers
Goals Evaluated
Style of
Assessment
Assessment Point
Proficiency in the 10
Technical Leadership
skill areas
Summative
Post-graduation
2 and 5 years
Proficiency in the 10
Technical Leadership
skill areas
Summative
Post-graduation
2 and 5 years
Resource Sufficiency
Overview of resource sufficiency
During the initial stages of the establishment of the B.A.S. degree in Technical Leadership program at
RACC, instruction will be handled by current faculty and temporary instructors as needed. As program
enrollment increases, there may be a need to hire a tenure track faculty member.
There will be no impact on classroom space on the Bloomsburg University campus. All courses will be
taught either on-site at the RACC campus or as online courses from Bloomsburg University. No additional
hardware or software requirements are currently expected for this program.
Student and faculty support services
Student services for the establishment of the Bachelor of Applied Science in Technical Leadership
program at RACC will be provided in a manner that best supports the comprehensive development of the
student. Similarly, faculty services will support desired learning activities and the professional
development of the faculty member.
In some cases, services may best be “projected” from the Bloomsburg University campus to Technical
Leadership students located at the Reading Area Community College campus. Other services may best
be provided by RACC personnel under arrangement with Bloomsburg University. The unique design and
delivery method of the Technical Leadership program requires that all services be provided by
Bloomsburg University and Reading Area Community College, working in a comprehensive and
cooperative manner in order to meet program learning outcomes.
Students will have access to online resources through Bloomsburg University’s Harvey A. Andruss Library
website and to print materials through interlibrary loan. They will also have access to on-site and online
resources at RACC’s Yocum Library.
Bloomsburg University’s Instructional Media and Design Center, working with the Department of
Instructional Technology, will provide additional training to faculty as necessary for online course
delivery. Pre-semester training in RACC classroom technology will be provided to onsite instructors by the
RACC Technology Services Department. The Help Desk of Bloomsburg University’s Technology Support
Department will ensure that Technical Leadership program students taking online courses have 24/7
23
support that is of similar quality and timeliness to that provided for other online courses and distance
education programs.
As mentioned above, the Technical Leadership Program Director will be based on the RACC campus and
will oversee program management and development. The Director will also assess the effectiveness of
arrangements for service provision on an ongoing basis – with a specific, focused assessment of
services conducted at mid-term of each semester.
The table below provides an overview of proposed arrangements for support services for students and
faculty in the Technical leadership program at the RACC campus. Initial plans for services have been
discussed, with an intent to refine plans for services as we approach the start of the program and
additional information comes to light.
Student Service
Provider(s)
Proposed Arrangement
Admissions
BU
BU Director of BASTL program working with BU Admissions
Office and Registrar’s Office
Financial Aid
BU & RACC
BU Director of BASTL program working with BU and RACC
Financial Aid Offices
Academic Advising
BU
Department of Instructional Technology faculty provide
Academic Advisement for BASTL students with assistance
from BU Director of BASTL program
Course Enrollment /
Registration
BU & RACC
BU Director of BASTL program working with BU and RACC
Registrar’s Offices and
BASTL Director will enroll BASTL students in specific courses
Business Office
Services
BU & RACC
BU and RACC Business Offices will provide support via
phone/internet and with assistance as required from BU
Director of BASTL program
Student Orientation
BU
BU Director of BASTL program, Chair of Dept. of Instructional
Technology, BU Admissions Office, others
Wireless Network
Access
RACC
RACC Technology Services Office under arrangement with
BU
Computer Lab Access
RACC
RACC Technology Services Office under arrangement with
BU
Technology Support
RACC
RACC Technology Services Office under arrangement with
BU
Distance Learning
Support
BU
BU Student Technology Support for online courses and webbased services
Textbook & Bookstore
Services
BU & RACC
The BU Bookstore will provide online access to all program
textbooks. The RACC Bookstore will carry select textbooks.
RACC Bookstore (in cooperation as appropriate with BU
Bookstore)
Library Services
BU & RACC
BU’s Andruss Library will provide access to online materials
plus hardcopy materials via Interlibrary Loan
RACC’s Yocum Library will provide access to hardcopy and
online materials
24
Student Service
Provider(s)
Proposed Arrangement
Accommodative
Services
BU & RACC
Students will apply to the BU Accommodative Services
Department with requests for certification and services.
Onsite services will be provided by RACC, under
arrangement with BU.
Counseling services
BU & RACC
BU Center for Counseling and Human Development will
serve as the first contact for students who desire services.
The BU BASTL Director and RACC support staff will assist
with arrangements as appropriate.
ESL Services
RACC
RACC ESL services as needed under arrangement with BU
Tutoring Services &
Writing Center
RACC & BU
Onsite access to tutoring labs at RACC. Online or phone
support for tutoring and Writing Lab services from BU
Internship Support
BU with
assistance
from RACC
BU Director of BASTL program, working as needed with the
BU Office of Academic Internships and Instructor of the
BASTL Internship course. Assistance in locating possible
internships from the RACC Internship Office.
Testing Services
RACC
RACC provides on-site testing support services as needed
under arrangement with BU
Career Development
RACC & BU
RACC Career Development Centers will provide support
onsite. BU Career Development Centers will provide support
onsite via phone and email.
Student Conduct and
Discipline
BU & RACC
Students are expected to abide by BU and RACC academic,
conduct and facilities policies. BU and RACC Student Affairs
Offices, with assistance from the BASTL Program Director,
will coordinate investigations and actions
Student Recreation
Center
RACC
Access to RACC Rec Center under arrangement with BU
Faculty Service
Provider(s)
Proposed Arrangement
Classrooms & Other
Facilities
BU & RACC
BU BAS Program Director will make arrangements for
classrooms with RACC Facilities Coordinator
Classroom
Technology Support
RACC
RACC Technology Services Office will provide support as
necessary for classroom needs
Office space for BU
Adjunct Faculty
RACC
RACC provides an adjunct faculty office space, which BASTL
instructors will be able to use
Printing and
Duplicating Services
RACC
BU will provide limited printing services onsite. More
extensive printing needs will be met by BU departments
offering each course
Wireless Network
Access
RACC
RACC Technology Services Office provides a wireless
network which may be used by BU onsite instructors
Online Learning
Faculty Support
BU
BU Director of BASTL program acts as liaison with BU Faculty
Tech Support with assistance from Chair of Department of
Instructional Technology
25
Impact on Educational Opportunity
Effect on under-represented groups of students
The B.A.S. degree in Technical Leadership program will actively seek a diverse student pool and will bring
access to advanced education in support of leadership development in STEM (Science, Technology,
Engineering, and Math) fields to a variety of underrepresented groups and first generation students in
the Reading area. The Program Director will work with RACC advisors and Bloomsburg University’s
Offices of Planning and Assessment, Academic Achievement and faculty from the Department of
Instructional Technology to advise and support student retention and academic progress to degree
completion. The successful main campus model of intrusive advisement and academic support will be
extended to the RACC campus to provide additional assistance to these students. In addition, the
program will utilize a blend of courses provided on-site at the community college campus; offered online
from Bloomsburg University; and an off-site Technical Leadership internship experience. In this way, the
program will appeal to students who have difficulty relocating as required by a traditional university
transfer model. By starting in an A.A.S. degree program, students will also be able to complete an entire
four-year degree for a significantly lower cost than at a traditional 4-year institution – a significant factor
for economically disadvantaged students.
Establishment of the program at RACC will also appeal to and support the needs of non-traditional
students and working professionals, who often cannot access the additional education required to
advance in their fields. Students have the flexibility to attend classes full or part-time, combining
educational advancement opportunities with an ability to maintain continuous employment.
The involvement of the Technical Leadership Program Advisory Board at RACC ensures that students will
have contact with industry professionals in a way that provides a real-world context against which they
can compare knowledge and skills obtained in their courses. Contact with board professionals will also
assist students who may be at a disadvantage in the standard job search and interviewing system.
In addition, Bloomsburg University plans to pursue articulation agreements that will provide additional
opportunities to other students and technical and service professionals in the Commonwealth.
Effect on faculty, advisors, etc.
Current faculty and faculty recruited to teach in the program will be provided with new educational
opportunities that will broaden their teaching expertise through professional development activities in a
variety of technical fields. The program opens up both the need and the opportunity for significant faculty
professional development and provides faculty with a significant level of interaction with technical
professionals in a variety of different industries. It is also expected that Reading Area Community College
and Bloomsburg University faculty will benefit from their frequent interaction and dual involvement in
support of students. Program faculty will be surveyed yearly to determine additional resources and
courses required to meet program objectives. Bloomsburg faculty advisors for the Technical Leadership
program will be offered training through the University Teaching and Learning Enhancement Center in
the intrusive advisement and academic support model used with first generation and underrepresented
minority students on main campus in order to promote retention, support academic progress and
increase graduation rates for the program.
Effect on employers
The demand for technical professionals who have the knowledge, skills and motivation to assume
leadership roles in their industries is expected to increase as technology becomes increasingly
26
integrated in the activities and strategies of organizations. Employers will benefit from having a larger
pool of well-qualified candidates from which to select future employees who are capable of advancing to
and assuming leadership roles in their fields. Employer involvement in the Technical Leadership Program
Advisory Board will also provide an opportunity to participate in the development of the constantly
evolving role of technology and service professionals in an expanding global economy.
27
Bibliography
Barker, A., Sullivan, D., & Emery, M. (2006). Leadership competencies for clinical managers. Sudbury, MA:
Jones and Bartlett Publishers.
English, SJ. (2010, November 2). Leadership development in a technical field. Larson Design Group Blog,
Retrieved from http://www.ldgblog.com/2010/11/02/leadership-development-in-a-technical-field/
McKendrick, J. (2011, February). Closing the IT skills gap: 2011 SHARE survey for guiding university & college
IT agendas. SHARE, Retrieved from
http://www.share.org/Portals/0/Members/Closing%20the%20IT%20Skills%20Gap%20Exec%20Summ%20FI
NAL%20202311.pdf
Muller, M. (2010, December). Top 11 IT skills for 2011. Global Knowledge, Retrieved from
http://www.globalknowledge.com/articles/generic.asp?pageid=2845&country=United+States
Patton, M. (Ed.). (2008). ATE Projects Impact 2008. Washington, DC: Community College Press.
Ruud, C.M., & Bragg, D.D. (2011). The applied baccalaureate: what we know, what we learned, and what we
need to know. Proceedings of the Lumina Foundation Convening on the Applied Baccalaureate,
http://occrl.illinois.edu/publication/901
Saporito, B. (2011, January 17). Where the jobs are. Time Magazine, 177(2), 26-35.
Smith, Rachel. (8/30/2011). Assistant Director of CPWDC, Personal Communication.
U.S. Department of Homeland Security, United States Coast Guard. (2009). Coast Guard leadership
competencies. Washington, DC: Retrieved from
http://www.uscg.mil/leadership/resources/competencies1.pdf
28
Five-Year Budget Projection
Program Revenue
Budget Assumptions (Part-time students projected at 6 credit hours per semester)

Student Enrollment projections:
- The total tuition and fee revenue in the budget below is based on the projected credit
enrollment of first year and continuing students in the FT and PT groups modified for attrition
within each group.
Year
Year 1 (’14-15)

Total Full-Time
Enrollment
Total Part-Time
Enrollment
0 Students
12 Students
Year 2 (’15-16) 13 Students
16 Students
Year 3 (’16-17) 13 Students
27 Students
Year 4 (’17-18) 15 Students
33 Students
Year 5 (’18-19) 14 Students
35 Students
Tuition revenue is based on a 3% annual increase:
Year
Full-Time
Part-Time
Current (’13-14) $3,311/semester
$276/credit
Year 1 (’14-15)
$3,410/semester
$284/credit
Year 2 (’15-16)
$3,512/semester
$293/credit
Year 3 (’16-17)
$3,617/semester
$302/credit
Year 4 (’17-18)
$3,726/semester
$311/credit
Year 5 (’18-19)
$3,838/semester
$320/credit

Full-time fees include Student Technology ($184 per student) and Academic Enhancement
($349 per student)– total fees $533/semester

Part-time fees include Student Technology ($15 per credit) and Academic Enhancement
($29.25 per credit) – total fees $44 per credit
29
Program Expenses


Full-time Program Director – Position projected with a budgeted 3% annual salary increase and
annual benefits increase. Director expenses are shared with the BASTL Program located at
Lehigh Carbon Community College (LCCC) with 50% of total costs allocated to RACC.
Year
Salary
Benefits
Total
Allocated to RACC
FY ’14-15
$75,000
$37,560
$112,560
$56,280
FY ’15-16
$77,250
$39,248
$116,498
$58,249
FY ’16-17
$79,568
$41,684
$121,252
$60,626
FY ’17-18
$81,956
$44,324
$126,280
$63,140
FY ’18-19
$84,412
$47,186
$131,598
$65,799
Faculty salary costs for courses delivered by Bloomsburg University. Costs are projected with a
budgeted 3% annual salary increase and annual benefits increase. The internship course is
included with “onsite” courses. Online course costs are shared with the BASTL program at LCCC,
with 50% of total costs allocated to RACC.
Year
FY ’14-15
FY ’15-16
FY ’16-17
FY ’17-18
FY ’18-19
Courses /
Year
Salary /
Course
Total
Salary
Total
Benefits
Total Costs
Allocated
to RACC
1 onsite
$5,826
$5,826
$3,204
$9,030
$9,030
4 online
$5,826
$23,304
$12,817
$36,122
$18,061
Total
$27,091
6 onsite
$6,001
$36,005
$19,803
$55,807
$55,807
9 online
$6,001
$54,007
$29,704
$83,710
$41,855
Total
$97,662
6 onsite
$6,181
$37,085
$20,397
$57,481
$57,481
9 online
$6,181
$55,627
$30,595
$86,222
$43,111
Total
$100,592
6 onsite
$6,366
$38,197
$21,009
$59,206
$59,206
9 online
$6,366
$57,296
$31,513
$88,808
$44,404
Total
$103,610
6 onsite
$6,557
$39,343
$21,639
$60,982
$60,982
9 online
$6,557
$59,015
$32,458
$91,474
$45,737
Total
$106,719
30

Classroom rentals are projected to be $50 per credit, per student – with an assumption of 10
students enrolled in each course. The internship course is not included as a classroom-based
course in this calculation:

FY ’14-15
1 course x $150 x 10 students = $ 1,500

FY ’15-16
5 courses x $150 x 10 students = $ 7,500

FY ’16-17
5 courses x $150 x 10 students = $ 7,500

FY ’17-18
5 courses x $150 x 10 students = $ 7,500

FY ’18-19
5 courses x $150 x 10 students = $ 7,500
31
BLOOMSBURG UNIVERSITY:
Bachelor of Applied Science (B.A.S.) in Technical Leadership Program
ESTIMATED REVENUES
Projected University E&G
External Grants and Contracts
Other
TOTAL REVENUE
ESTIMATED EXPENSES
Salaries and/or benefits (Faculty and
Staff)
Learning resources
Year 1
(2014-15)
Existing
New
47,262
Year 2
(2015-16)
Existing
New
136,480
Year 3
(2016-17)
Existing
New
269,281
Year 4
(2017-18)
Existing
New
348,442
Year 5
(2018-19)
Existing
New
376,214
47,262
136,480
269,281
348,442
376,214
Year 1
Year 2
83,371
2,000
Year 3
155,911
Year 4
Year 5
161,218
166,750
172,518
2,000
2,000
2,000
7,500
170,718
98,563
7,500
176,250
172,192
7,500
182,018
194,196
2,000
Instructional Equipment
Facilities and/or modifications
Other (Classroom Rentals)
TOTAL EXPENSES
DIFFERENCE (Rev.-Exp.)
ESTIMATED IMPACT OF NEW PROGRAM
FTE Enrollment
Projected Annual Credits Generated
Tuition Generated
1,500
86,871
-39,609
Year 1
7,500
165,411
-28,931
Year 2
Year 3
Year 4
Year 5
6
17
22
27
27
144
40,896
408
119,544
516
155,832
636
197,796
636
203,520
Appendix A – Bloomsburg University Program Approvals
Appendix B – PASSHE Approval Letter
Appendix C – Articulation Agreement with RACC
Appendix D – Examples of Marketing and Informational Publications
Bachelor of Applied Science in Technical Leadership
Program Overview
This unique program is offered through Bloomsburg University’s
Department of Instructional Technology in partnership with Reading Area
Community College (RACC) and its supporting Career Technical Education
schools. The Bachelor of Applied Technology (B.A.S.) in Technical Leadership
program provides the knowledge and skills needed by technical
professionals for leadership roles and career advancement.
Providing a seamless pathway to a bachelor’s degree, the Technical
Leadership program is designed in a 2+2+2 format – with multiple entry
points that allows it to serve students in career technical high schools,
community colleges and working technical professionals.
Students in the program gain knowledge and skills in several areas, including:

Effective communication and collaboration

Financial and supervisory knowledge

Team leadership and project management

Conflict management and resolution

Workplace and cultural diversity

Staff training and development
RACC Students in Associate of Applied Science (A.A.S.), Associate of Science (A.S.) and Associate of Arts (A.A.) programs in
technical fields may enter the B.A.S. in Technical Leadership program upon completion of their associate degree. A Program
Director from Bloomsburg University will be located on-site at RACC and work closely with Transfer Counselors, Program
Coordinators and students to ensure a seamless transition. Graduates of technical associate degree programs from other
colleges may also apply. Transcript reviews will be used to determine program eligibility and course plans.
Working technical professionals who are graduates of RACC’s technical associate degree programs will have the ability to
continue on to a Bachelor’s degree by attending a blend of online and on-site courses at the Reading campus of RACC. For
maximum flexibility, most program courses will be offered in the evenings.
Career Technical Education school students may begin the program during their junior and senior years by dual enrolling in a
technical associate degree program at RACC. In this way, some students may be able to complete up to one year of college
credits while simultaneously completing high school.
A Professional Advisory Board will be actively involved in the
program, providing feedback that connects with industry
trends and needs – and ensuring that program graduates have
the credentials employers seek. The professional advisory
board will also participate in the Technical Leadership
capstone course and internship program.
Classes in the Bachelor of Applied Science in Technical
Leadership program will begin in the fall 2012 semester.
http://www.bloomu.edu/tech_leadership
Bachelor of Applied Science in Technical Leadership
Admissions Information
Transferring to BU
Any student who is in good standing with their current/previous college or university is eligible to transfer to BU. A specific
articulation agreement is in place between BU and RACC for the B.A.S. in Technical Leadership program. Transfer applicants
must have a minimum GPA of 2.0 to be considered.
How to apply

Contact Vince Basile, B.A.S. Program Director to set up a meeting to discuss the Technical Leadership program
Mobile phone (preferred): 570-204-6901 Email: vbasile@bloomu.edu RACC Office: ARC 314-A
o

Please bring a printed copy of your RACC transcript (an unofficial transcript from the RACC site will do) plus
copies of transcripts from any other colleges and/or universities you’ve attended.
Complete and submit a paper BU Application form to Vince Basile. Do not use BU’s online application system.
Application forms may be obtained from Vince Basile or your RACC Transfer Counselor.
o
Use the “Technical Leadership BAS TECLEA-BAS” code (located on page 3) when entering your Program
Description and Program Code on page 2.

Request official college transcripts be sent from all colleges and/or universities you’ve attended to the BU Office of
Admissions.

Request official high school transcripts be sent by your high school to the BU Office of Admissions.
When to apply
Transfer applications for the B.A.S. in Technical Leadership program are reviewed on a rolling basis until the major or semester
reaches capacity and is closed.
BU Admissions Office Website:
http://www.bloomu.edu/admissions
Financial Aid Information
Bloomsburg University Financial Aid Office staff members are available to answer questions and assist you to financially plan
your education with BU.
Here is some information that will help you get started:
BU Federal Title IV Code:
003315
BU Financial Aid Office Phone:
(570) 389-4297
Speech/Hearing Impaired:
(570) 389-4468
Fax Number:
(570) 389-4795
BU Financial Aid Office Website:
http://www.bloomu.edu/aid
Contact Info for Financial Specialists:
http://www.bloomu.edu/aid/contacts