Charting the Future
Spring 2015
Prepared For:
Minnesota State Colleges and Universities
Prepared By:
The Organizational Effectiveness Research Group
Minnesota State University, Mankato, Minnesota
2
Project Team
Jaime Simonsen
System Director, Minnesota State Colleges
and Universities
(651) 201-1669 (Office)
jaime.simonsen@so.mnscu.edu
Academic Planning & Collaboration
Convener, Richard Hanson, Bemidji State University and Northwest Technical College
Competency Certification & Credit for Prior Learning
Convener, Annette Parker, South Central College
Co-convener, Kerrie Maleski, Anoka Technical College
Education Technology
Convener, Ron Anderson, Century College
Co-convener, Matt Rubel, Saint Paul College
Information Technology Systems Design
Convener, Ramon Padilla, Jr., ITS, System Office
Co-convener, Richard Barnier, Minneapolis Community & Technical College
OERG
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Report Team
Daniel Sachau, Ph.D.
Professor, Director of the OERG
Daniel.sachau@mnsu.edu
(507) 389-5829
Jen Lacewell, M.A. Student
Associate Consultant, OERG
Jennifer.lacewell@mnsu.edu
(563) 451-9477
Ngoc Nguyen, M.A. Student
Associate Consultant, OERG
Ngoc.nguyen@mnsu.edu
(952) 388-8849
Todd Edlin, M.A. Student
Associate Consultant, OERG
Todd.edlin@mnsu.edu
(705) 307-2427
Lauren Bahls, M.A. Student
Project Manager, OERG
Associate Consultant, OERG
Lauren.bahls@mnsu.edu
(763) 226-4483
Brittany Prothe, M.A. Student
Associate Consultant, OERG
Brittany.weber@mnsu.edu
(913) 901-7896
John Heffernon, M.A. Student
Associate Consultant, OERG
John.heffernon@mnsu.edu
(920) 450-8752
Amanda Becker, B.A. Student
Amanda.becker@mnsu.edu
(515) 408-8800
OERG
The Organizational Effectiveness Research Group
23 Armstrong Hall
Department of Psychology
Minnesota State University, Mankato
Mankato, MN 56001
Website: http://www.mnsu.edu/oerg/
The Organizational Effectiveness Research Group (OERG) is a consulting service housed within
the nationally recognized Industrial/Organizational Psychology Graduate program at Minnesota
State University, Mankato. The OERG provides contract research and HR consulting services to
national and international clients. The OERG offers a wide range of services including survey
design and analysis, organizational culture analysis, employee selection strategies, employee
training and development, and more.
OERG
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Table of Contents
Executive Summary............................................................................................................. 7
Key Findings .................................................................................................................. 10
Gallery Walk Locations, Spring 2015 ............................................................................ 13
Number of Attendees by Location ................................................................................. 14
Academic Planning and Collaboration ............................................................................. 16
Key Findings .................................................................................................................. 18
Method ........................................................................................................................... 19
Booklet Question Themes.............................................................................................. 20
Academic Planning and Collaboration Poster Comments ............................................ 41
Academic Planning and Collaboration Posters ...........................................................206
Competency Certification and Credit for Prior Learning ............................................... 214
Key Findings .................................................................................................................217
Method ......................................................................................................................... 218
Booklet Question Themes............................................................................................ 219
Competency Certification and Credit for Prior Learning Poster Comments ............. 233
Competency Certification and Credit for Prior Learning Posters .............................. 350
Education Technology ..................................................................................................... 358
Key Findings ................................................................................................................ 361
Method ......................................................................................................................... 362
Booklet Question Themes............................................................................................ 363
Education Technology Poster Comments ................................................................... 384
Education Technology Posters .................................................................................... 528
Information Technology Systems Design Rewards ........................................................ 538
Key Findings ................................................................................................................ 540
Method ......................................................................................................................... 541
Booklet Question Themes............................................................................................ 542
Information Technology Systems Design Poster Comments ..................................... 566
Information Technology Systems Design Posters ...................................................... 657
General Comments .......................................................................................................... 667
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General Gallery Walk Posters ......................................................................................... 673
Appendix.......................................................................................................................... 681
Appendix A: Content from Feedback Book ................................................................. 681
OERG
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Executive
Summary
OERG
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Executive Summary
In Spring of 2015, Minnesota State
Students, faculty, staff, and community
Colleges and Universities partnered with
members were invited to view the posters
the Organizational Effectiveness Research
at events called Gallery Walks.
Group (OERG) at Minnesota State
Participants were given the opportunity to
University to collect and analyze feedback
provide feedback on the four areas. During
from colleges and universities regarding
the Gallery Walk and in the time shortly
MnSCU’s Charting the Future For A
after, participants could provide two forms
Prosperous Minnesota campaign. A
of feedback.
report on findings from the previous Fall
Gallery Walk including four different
teams can be found at
http://www.chartingthefuturemnscu.com/
2015/02/fall-2014-gallery-walk-reportavailable/.
1. Participants could provide
comments for each team by
answering questions in a feedback
book handed out at each Gallery
Walk. The comments were
transcribed to the best of the OERG
In September 2014, four teams comprised
and MnSCU’s ability. To keep the
of students, faculty, and staff began to
integrity of the comments, they
examine key topics focused around
were not edited or modified.
academic planning and collaboration,
2. The survey was also available online
competency certification and credit for
for those who could not attend the
prior learning, education technology and
Gallery Walk or who attended but
information technology systems design.
wanted to provide further
The teams developed suggestions for
information. The online survey
making improvements for students, and
included the same questions as the
the colleges and universities. The teams
feedback books used at the Gallery
placed the suggestions on posters, which
Walks.
they presented at 38 MnSCU campuses
and the system office.
OERG
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Key Findings




3,752 people attended the Gallery Walks
1,930 people turned in feedback books
o 45% were filled out by students
o 12% by faculty
o 32% by staff
o 25% by community members
o 10% did not identify themselves
58 people started the full online survey, however not all respondents completed
all questions of the survey.
For most questions, very few community members wrote answers, and so
percentages for each theme by community members may appear misleading
(25%, 100%) due to the low response rates.
Academic Planning and Collaboration






The vast majority of comments around transfer expressed a need for an easier,
more seamless process and a system that can allow for greater flexibility and
transferability of credits between campuses and programs. Stakeholders are
afraid that this problem may not get resolved even with the proposed changes.
There were mixed feelings toward the implementation and use of a single,
uniform system across all colleges and universities. Some stakeholders are afraid
that such an all-encompassing system will strip campuses and programs of their
uniqueness, autonomy, and creativity.
There were also great concerns relating to the rigor and course consistency
between coursework, especially between two-year and technical programs and
four-year programs.
There were a large amount of comments and consensus expressing a need for
greater advising support, more consistent advising practices, and that more
information and communication be provided regarding transfer processes.
Additionally there were many comments about the cost of education with regards
to additional changes in academic planning.
Related to graduate school, participants wanted to make sure that the program
can be transferred seamlessly from undergraduate to graduate programs along
with making sure the institution provides the students with support and
scholarship opportunities.
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Certification and Credit for Prior Learning



A majority of stakeholders believe that many positive outcomes can come from
this initiative, including:
o Increased enrollment in both colleges and universities
o Degree completion facilitation and a more comprehensive transfer process
o Greater collaboration between campuses across MnSCU system
o Increased student and faculty/staff satisfaction with the system
However, there were still some concerns raised regarding cost, implementation,
transferability of credits, and confusion about the proposed initiative.
Further efforts at making this concept a reality should seek to:
o Clarify the implementation plan
o Create concrete action steps for how to execute the plan
o Outline the budget and how this concept can fall within feasible means
o Ensure an efficient, seamless, and inclusive transfer process between
MnSCU colleges and universities, and external institutions
Education Technology





OERG
Importance of Quality Matters or something similar to help train faculty and
ensure quality of online courses.
Need adequate funding and staff to support the use of technology, keep it up-todate and ensure users are trained on how to use it effectively.
Ensure training for students, faculty, and staff with the implementation of new
technologies.
Some participants were hesitant about some of these concepts due to concerns
about having all classes online, or only using e-textbooks and some students may
learn better in or prefer in person classes or using hard-copy textbooks.
Overall, many participants liked the ideas presented in the concepts. They
recognized how beneficial it would be for students to have their own devices, and
more access to technology and quality online courses.
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Information Technology Systems Design Team





Many participants want to change/update/get rid of the software all together to
change ISRS and/or e-services for the better.
Participants who found barriers going from one campus to another believe they
stem from lack of consistency across MnSCU (D2L, websites and IDs differ by
campus).
Participants at the Gallery Walk wanted all of the MnSCU universities and
colleges to have the same or similar systems that would allow for better
communication and transfer between institutions.
Participants in the Gallery Walk want better communication and collaboration
between all institutions. This will allow less confusion for both faculty and staff
who may work at multiple institutions along with students who attend multiple
institutions.
The majority of feedback for incentivizing the implementation of business
process management (BPM) was financial or to penalize those who did not
comply. Participants also suggested explaining the benefits that BPM could bring
to people on campus. However, participants suggest that the best way to get buyin for BPM is by having monetary incentives or funding behind it.
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Gallery Walk Locations, Spring 2015
1. Alexandria Technical and Community College
2. Anoka Technical College
3. Anoka-Ramsey Community College-Cambridge
4. Anoka-Ramsey Community College-Coon Rapids
5. Bemidji State University/Northwest Technical College
6. Central Lakes College - Brainerd
7. Century College
8. Dakota County Technical College
9. Fond du Lac Tribal and Community College
10. Hennepin Technical College - Brooklyn Park
11. Hennepin Technical College - Eden Prairie
12. Inver Hills Community College
13. Lake Superior College
14. Metropolitan State University - St Paul
15. Minneapolis Community and Technical College
16. Minnesota State College - Southeast Technical - Winona
17. Minnesota State Community and Technical College - Fergus Falls
18. Minnesota State University Moorhead
19. Minnesota State University, Mankato
20. Minnesota West Community and Technical College - Canby
21. Minnesota West Community and Technical College - Jackson
22. MnSCU System Office
23. Normandale Community College
24. North Hennepin Community College
25. Northeast Higher Education District – Hibbing Community College
26. Northland Community and Technical College – East Grand Forks
27. Northland Community and Technical College – Thief River Falls
28. Pine Technical and Community College
29. Ridgewater College - Hutchinson
30. Ridgewater College - Willmar
31. Riverland Community College - Austin
32. Rochester Community and Technical College
33. Saint Paul College
34. South Central College - Faribault
35. South Central College - North Mankato
36. Southwest Minnesota State University
37. St. Cloud State University
38. St. Cloud Technical and Community College
39. Winona State University
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Number of Attendees by Location
Location
Ridgewater College - Hutchinson
Number of
Attendees
21
Northland Community and Technical College - TRF
25
Hennepin Technical College - Eden Prairie
27
Alexandria Technical and Community College
35
Minnesota West Community and Technical College - Canby
38
Minnesota State College-Southeast Technical, Winona
44
Minnesota State University Moorhead
45
Northeast Higher Education District – Hibbing Community College
45
South Central College - Faribault
50
Pine Technical and Community College
54
Winona State University
54
Ridgewater College - Willmar
56
South Central College - North Mankato
56
Minnesota State Community and Technical College - Fergus Falls
62
Fond du Lac Tribal and Community College
63
Metropolitan State University - St Paul
64
Northland Community and Technical College - EGF
65
Southwest Minnesota State University
68
Bemidji State University/Northwest Technical College
75
Rochester Community and Technical College
78
Anoka-Ramsey Community College-Cambridge
78
Minnesota State University, Mankato
79
Riverland Community College - Austin
82
Inver Hills Community College
100
Hennepin Technical College - Brooklyn Park
102
Lake Superior College
108
MnSCU System Office
111
OERG
15
North Hennepin Community College
114
Normandale Community College
114
Minnesota West Community and Technical College - Jackson
122
Anoka Technical College
129
Central Lakes College - Brainerd
138
Century College
146
Minneapolis Community and Technical College
153
St. Cloud State University
186
St. Cloud Technical and Community College
205
Anoka-Ramsey Community College-Coon Rapids
209
Saint Paul College
239
Dakota County Technical College
312
OERG
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Academic
Academic Planning and Collaboration
Planning and
Collaboration
OERG
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OERG
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Key Findings

The vast majority of comments around transfer expressed a need for an easier,
more seamless process and system that can allow for greater flexibility and
transferability of credits between campuses and programs. Stakeholders are
afraid that this problem may not get resolved even with the proposed changes.

There were mixed feelings toward the implementation and use of a single,
uniform system across all colleges and universities. Some stakeholders are afraid
that such an all-encompassing system will strip campuses and programs of their
uniqueness, autonomy, and creativity.

There were also great concerns relating to the rigor and course consistency
between coursework, especially between two-year and technical programs and
four-year programs.

There were a large amount of comments and consensus expressing a need for
greater advising support, more consistent advising practices, and more
information and communication being provided regarding transfer processes.

Additionally there were many comments about the cost of education with regards
to additional changes in academic planning.

Related to graduate school, participants wanted to make sure that the program
can be transferred seamlessly from undergraduate to graduate programs along
with making sure the institution provides the students with support and
scholarship opportunities.
OERG
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Method
Participants were invited to contribute feedback on the Gallery Walk posters and
Academic Planning and Collaboration concepts via two methods:
Handwritten Comments: During the Gallery Walk, those in attendance were given a
book as they entered. As they viewed the posters, participants were asked to answer 16
questions, including four questions related to Academic Planning and Collaboration in
the feedback books. Participants could either turn in the books as they exited the
Gallery Walk, or to an office designated by the college or university later that week.
Participants were not required to fill out answers to every question. The prompts and
questions can be found in Appendix A.
Online Survey: Participants could also complete an online survey that included
questions about the Academic Planning and Collaboration posters. Participants could
access the survey via a link on the Charting the Future blog. Participants who attended
a Gallery Walk were also given a card containing the online survey link when they exited
the Gallery Walk. The online survey questions were the same as those asked on the
Gallery Walk posters.
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Booklet Question Themes
Academic Planning & Collaboration Question 1
“What additional improvements do you want to see related to
transfer?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Improved Transfer Process and System
More Information and Resources
Support for External Transfer
Advising Support
No Additional Improvements
Other
Overall %
40.6
11.8
4.2
4.5
12.6
38.1
Theme 1: Improved Transfer Process and System
Comments under this theme focused on the need to improve the current transfer
process and system. In general, this theme encompasses comments that relate to the
transfer process, technical system, transferability of credits, and uniformity of
coursework. Students talked about this less than staff, faculty or community members
did. The comments can further be broken down into four specific categories:
A unified system: This subtheme includes comments that request the creation and
use of a single system that allows for easier, more seamless, and collectively accepted
transfer process across MnSCU.
Partnership: This subtheme includes comments that urge for greater collaboration
between two-year programs (i.e., Associate’s degree) and four-year programs (i.e.,
Bachelor’s degree).
Transferability: This subtheme includes concerns relating to the transfer of credits
and requests for all courses and credits to transfer between institutions.
Coursework consistency: This subtheme includes comments that express the need
to streamline coursework consistency between programs and institutions, including
prerequisites and rigor.
OERG
21
Common Course Numbering: This subtheme included comments from participants
who believe that all courses should be numbered the same throughout the system. For
example, all English 101 courses are coded with the same number so there is no question
that English 101 would be accepted at all MnSCU colleges and universities.
Example comments:
“I agree that a streamlined transfer system within the MnSCU system will
greatly benefit students in their pursuit of higher education.” - Community
Member
“Let's bite the bullet and move to common course numbering. Also, let's truly be
a system instead of silos on a big farm.” - Staff
“Make sure the process is clear and easy to understand. Are these pathways to
any 4 year or just specific ones for certain programs? Make sure not to limit
students' options too much.” - Staff
Theme 2: More Information and Resources
Comments under this theme focused on a need for greater and clearer information and
resources for students. These comments referred to both a current lack of information
and a push for more information, communication, and marketing of the transfer process
and any changes. Participants from colleges mentioned comments that fell into this
theme more than those from universities did, and students mentioned these comments
the most.
Example comments:
“Improvement in advisement for students looking to transfer - more
knowledgeable staff members at both 2 year and graduate schools.” - Student
“Improved initial transfer planning. Providing students more information on
transfer process.” - Student
Theme 3: Support for External Transfer
Participants whose comments fell into this theme expressed a desire for greater support
of transfers from or to other colleges and universities outside of MnSCU (e.g., University
of Minnesota, private schools, or out-of-state schools). Many of the comments are from
students expressing they would like to receive more support and guidance in
OERG
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transferring to or from another school. Students mentioned comments that fell into this
theme a bit more than staff, faculty or community members and those from Metro
campuses made these comments more than participants from campuses in Greater
Minnesota.
Example comments:
“Beyond MnSCU, MN private colleges and universities, U of M campus.
Transferability of MNTC to outside MnSCU.” - Student/Staff
“Improved transferology for students coming from outside MnSCU - i.e. private
liberal arts colleges.” - Student/Staff
Theme 4: Advising support
Participants whose comments fell into this theme expressed a desire for additional
advising support and better advising practices. These participants urge campuses to
provide more dedicated transfer advisors for students, ensure that advisors are
adequately trained, and that they are using consistent advising practices. Staff made
comments that fell into this theme more than students, faculty and community
members.
Example comments:
“Improved training of academic advisors to better facilitate the accurate and
timely dissemination of transfer information to better aid a students' exit from
their current institution. Help students on their way out as well as on their way
in.” - Staff
“As part of providing more information (e.g. websites, transfer guides, etc.) provide more opportunities for face-to-face advising on the transfer process.
Not everyone wants to look at a website. If not more advisors, maybe just easier
access to them.” - Staff
Theme 5: No Additional Improvements
Participants whose comments were under this theme expressed a shared approval and
affinity for the proposed ideas. The commenters implied that they had no additional
improvements relating to transfer to suggest. Staff made comments that fell into this
theme more than students, faculty or community members.
OERG
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Example comments:
“None I can think of. I believe this is an excellent concept to help transfer
students complete their degree easily, clearly, and without spending excessive $
or courses students have already taken. As a MSU student, Metropolitan State
has taken all my prior transfer credits seamlessly.” - Student
“Great ideas, I like that there will be one articulation agreement across the
board for all MnSCU.” - Staff
Theme 6: Other
Comments that do not fall under any of the previous five themes are placed in an
“Other” category. The comments range from positive or negative remarks, questions
about the idea, to providing unique suggestions of their own. Faculty made comments
that fell into this theme less than any other group.
Example comments:
“All I know is our students come to sometimes unwarranted conclusions
regarding whether a course will or will not transfer to another school. They
make decisions on faulty or incomplete knowledge.” - Staff
“All courses transferred must meet goal outcomes. Can there be a way for us to
challenge or question why some courses are transferring?” - Faculty
Academic Planning and Collaboration Question 1 by Theme for Colleges
vs. Universities
Themes
Improved Transfer Process and System
More Information and Resources
Support for External Transfer
Advising Support
No Additional Improvements
Other
College
40.1%
13.2%
3.9%
4.4%
13.6%
37.5%
University
41.4%
8.2%
4.4%
4.7%
9.5%
40.5%
Academic Planning and Collaboration Question 1 by Theme for Metro Area
vs. Greater Minnesota Schools
Themes
OERG
Metro
Greater MN
24
Improved Transfer Process and System
More Information and Resources
Support for External Transfer
Advising Support
No Additional Improvements
Other
38.2%
12.1%
5.3%
5.1%
13.5%
37.4%
42.0%
11.7%
3.2%
4.1%
11.7%
39.0%
Academic Planning and Collaboration Question 1 by Theme for College or
University Affiliation
Themes
Improved Transfer Process and System
More Information and Resources
Support for External Transfer
Advising Support
No Additional Improvements
Other
Student
Staff
37.5%
15.0%
4.9%
3.2%
15.2%
32.9%
46.1%
8.8%
3.9%
6.5%
11.1%
38.3%
Faculty Community
Member
45.4%
55.5%
8.6%
0.0%
2.0%
0.0%
3.9%
0.0%
3.9%
22.2%
46.7%
33.3%
OERG
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Academic Planning & Collaboration Question 2
“What unintended consequences might arise from these suggested
improvements? What are your fears?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Stripped of Uniqueness
Increases in Cost
Academic Rigor and Preparedness
Transfer Issues
Competition Between Campuses
Faculty Concerns
No Additional Consequences/Fears
Other
Overall %
9.3
7.1
7.0
10.5
7.6
14.8
4.2
44.1
Theme 1: Stripped of uniqueness
Participants whose comments fell into this theme refer to the proposed ideas as
stripping uniqueness, creativity, and flexibility from programs and campuses. These
comments were made by faculty more than either staff or students, and at relatively the
same rate across colleges and universities, and campuses in the Metro or Greater
Minnesota areas.
Example comments:
“Loss of a unique, local control. Creation of a cookie cutter curriculum.” Faculty
“Concern = one size fits all is not a good model.” - Staff
Theme 2: Increase in costs
Comments under this theme were made by participants who expressed a concern for
increases in costs, tuition, or the cutting of program budgets. Any comment or concern
OERG
26
relating to monetary investment and funding falls into this theme. More students and
staff than faculty made comments that fit under this section more often.
Example comments:

“Schools could go into debt or not have enough money to hire the teachers they
need or provide for the students in other ways. My fear is schools would have to
shut down from lack of funding.” - Student
“My fear is that this will increase administrative costs.” - Faculty
Theme 3: Academic rigor and preparedness
Comments under this theme expressed concerns regarding course consistency, rigor,
and how well prepared students are for advanced courses, higher-level education and/or
graduation. Participants focused on the differences between two-year and four-year
education, and questioned whether streamlining the coursework is beneficial to the
students. Participants who made these comments were more often from universities
and campuses in Greater Minnesota and were faculty more than either students or staff
but were made by students the least often.
Example comments:
“How will campuses ensure rigor in one campus = level at another?” - Staff
“Not sure how to ensure that transfer students will be as equally prepared equal preparation is difficult to achieve even within one institution.” - Faculty
Theme 4: Transfer issues
Comments under this theme are related to issues around the transfer process and
transferability of courses. The majority of the participants expressed concerns for
trouble with transfer process, loss of credits during transfer, and problems with or lack
of knowledge of course equivalency. These comments more often came from
participants from universities than colleges, and mostly by students and faculty the least
amount.
Example comments:
“Having to repeat classes already taken at a community college when
transferring to a university.” - Staff
OERG
27
“I don't want to take a course and find out it won't transfer and then have to
retake the course.” - Student
Theme 5: Competition between campuses
Comments under this theme refer to the competition between campuses, particularly
between two-year and four-year institutions and programs. More specifically, the
participants expressed a fear of loss of enrollment, jobs, and money, and possible
closure of campuses as a result to the competition. These comments were made most
often by staff, and least often by students.
Example comments:
“More students may use 2 years first and 4 years will lose out on money.” Student
“Loss of faculty jobs at 4 years as students select classes of convenience at 2 year
schools.” - Staff
Theme 6: Faculty concerns
Comments under this theme are those expressing concerns regarding various faculty
issues. These comments range from expressing a desire for increased staffing and
faculty support in the implementation of the proposed ideas, to possible obstacles that
may be created by faculty and staff members not in support of the ideas. Participants
from colleges made comments that fell into this theme more than those from
universities, and these comments were made most often by students, and least by
faculty.
Example comments:
“Staff not wanting to take the extra steps needed to get this done.” - Student
“Instructors would need to become more involved in assessment and
recommendations; may not be willing.” - Faculty
Theme 7: No additional consequences/fears
Participants whose comments fell into this theme expressed a shared approval and
affinity for the proposed ideas. The commenters implied that they were not able to come
OERG
28
up with any additional consequences or fears to the proposal. These comments were
made most often by staff, and by students least.
Example comments:
“No fears - hope that flexibility and adaptability can be retained to support
student interests and needs.” - Staff
“No fears, please move forward. I just don't want an AA degree to go to waste.”
Theme 8: Other
Comments that do not fall under any of the previous five themes are placed in an
“Other” category. The comments range from positive or negative remarks, questions
about the idea, to providing unique suggestions of their own.
Example comments:
“There are complications and consequences no matter what you change or don't
change.” - Staff
“People might take advantage of the benefits and abuse it.” - Student
Academic Planning and Collaboration Question 2 by Theme for Colleges
vs. Universities
Themes
Stripped of Uniqueness
Increases in Cost
Academic Rigor and Preparedness
Transfer Issues
Competition Between Campuses
Faculty Concerns
No Additional Consequences/Fears
Other
College
8.6%
7.4%
6.0%
9.9%
7.5%
15.5%
4.5%
44.5%
University
11.2%
6.5%
8.3%
12.0%
8.0%
12.3%
2.2%
43.5%
Academic Planning and Collaboration Question 2 by Theme for Metro Area
vs. Greater Minnesota Schools
Themes
Stripped of Uniqueness
Increases in Cost
Academic Rigor and Preparedness
Metro
7.6%
7.3%
4.5%
Greater MN
10.8%
6.8%
8.5%
OERG
29
Transfer Issues
Competition Between Campuses
Faculty Concerns
No Additional Consequences/Fears
Other
11.4%
6.8%
15.7%
4.5%
45.5%
10.1%
8.1%
13.9%
3.4%
43.4%
Academic Planning and Collaboration Question 2 by Theme for College or
University Affiliation
Themes
Stripped of Uniqueness
Increases in Cost
Academic Rigor and Preparedness
Transfer Issues
Competition Between Campuses
Faculty Concerns
No Additional Consequences/Fears
Other
OERG
Student
Staff
4.9%
8.3%
4.9%
15.3%
6.8%
19.2%
2.2%
41.7%
10.1%
7.9%
7.0%
7.3%
8.9%
12.3%
7.6%
45.3%
Faculty Community
Member
21.4%
0.0%
2.8%
20.0%
12.4%
20.0%
5.5%
20.0%
7.6%
20.0%
9.0%
20.0%
4.1%
20.0%
42.8%
0.0%
30
Academic Planning & Collaboration Question 3
“What improvements to current academic planning would you like to
see?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Student Focus
Supported
Collaboration
Cost
School Focus
Other
Overall %
22.7
2.8
15.1
6.7
42.6
11.7
Theme 1: Student Focus
Comments under this theme cover a wide variety of student related and studentfocused topics. Those who attended the Gallery Walk felt that the improvements to
current academic planning should be very student-centered. Advising and affordability
are among the subthemes. Participants from Metro area campuses made these
comments more often than those in Greater Minnesota, and were faculty more than
students or staff.
Advising: Many of the comments in this subtheme refer to the quality and availability
of advising for students. Many participants would like to see an increase in advising for
students and even suggest mandatory meetings. Other comments indicate that
participants think that the current state of advising is of poor quality and would like to
see training for advisors.
Example comments:
“More availability with advising for a greater academic success.” - Student
“Current academic planning is poor. Mandatory advising meetings are needed.”
– Staff
Affordability: Many of the comments in this subtheme refer to the cost of education.
Students especially commented that education needs to be made more affordable.
Example comments:
“Tuition freeze - continuous affordability for transfer students.” - Staff
OERG
31
“Making sure the improvements are affordable for students.” - Student
Theme 2: Support
Participants whose comments fell into this theme do not add any suggestions to the
current plan, but found that the current suggestions and plan were sufficient.
Participants at colleges, universities and between student, staff and faculty made
comments that fell into this theme in relatively equal numbers.
Example comments:
“I think that all the improvements made so far are good ones, & I don't have any
other suggestions.” - Student
“Seems like a solid plan.” - Staff
Theme 3: Collaboration
Comments under this theme refer to the idea of collaboration across MnSCU.
Collaboration is a popular theme among many comments. Many participants indicate
that collaboration would help with the transfer process. Participants made comments
under this theme more often from campuses in Greater Minnesota than those from the
Metro area. Staff and faculty made these comments much more often than students did.
Example comments:
“More collaboration process should also be part of structure.” - Faculty
“Standard for same programs in any MnSCU programs then going to all
schools.” – Student
Theme 4: Cost
Comments under this theme cover the entire idea of cost and tuition for education.
Many participants feel that tuition should be more affordable. Some participants even
suggested that using cheaper textbooks would help with this problem. Participants
from universities and from Greater Minnesota campuses made these comments more
than their counterparts did, and students brought it up the most.
Example comments:
OERG
32
“Cheaper college education.” - Student
“Work to keep tuition low more pressure placed on faculty to use cheaper
textbooks.” – Staff
Theme 5: School Focus:
Comments under this theme cover a wide variety of school related and school-focused
topics. Those who attended the Gallery Walk felt that improvement of academic
planning should be very much a responsibility of the institution. Comments that fell
into this theme were made most often by students, and least by faculty. Transfer,
classes, and knowledge are among the subthemes.
Transfer: Comments under this subtheme indicate that participants would like to
increase the transferability within MnSCU and outside of MnSCU.
Example comments:
“More transferability.” - Student
“Transferability to all 4 year schools, including private colleges.” – Staff
Information and Knowledge:
Comments under this subtheme indicate that participants would like to see an increase
in the availability of knowledge and information about MnSCU and within MnSCU.
Example comments:
“More knowledge among faculty regarding MnSCU system.” - Student
“More information available about the program.” – Staff
Classes: Comments under this subtheme indicate that the participants would like to
see more of a variety of classes available within MnSCU. Participants suggested more
hands-on classes and more real-world classes.
Example comments:
“A more diverse curriculum.” - Student
“More real-world classes.” – Staff
Ease of Processes: Comments under this subtheme indicate that participants would
like to see more streamlined, easier processes within MnSCU. Participants would like to
OERG
33
see an easier transfer process, an easier admissions process and an easier way of
registering for classes.
Example comments:
“Easier to understand admissions processes.” - Student
“Ease of registering for classes among all MnSCU, specifically in the general
education area.” – Staff
Theme 6: Other
Comments under this theme cover a wide variety of other topics. Many individuals were
unsure or had no idea what improvements to current academic planning to suggest.
Other comments included were very specific and unrelated to the other themes
previously mentioned.
Example comments:
“Keep things the same.” - Student
“Neutral stance.” – Student
Academic Planning and Collaboration Question 3 by Theme for Colleges
vs. Universities
Themes
Student Focus
Supported
Collaboration
Cost
School Focus
Other
College
22.4%
2.8%
15.3%
6.4%
43.0%
11.7%
University
20.9%
2.3%
14.4%
8.4%
44.2%
11.6%
Academic Planning and Collaboration Question 3 by Theme for Metro Area
vs. Greater Minnesota Schools
Themes
Student Focus
Supported
Collaboration
OERG
Metro
25.1%
2.9%
13.9%
Greater MN
19.6%
2.4%
16.0%
34
Cost
School Focus
Other
4.9%
43.6%
11.0%
8.4%
43.1%
12.2%
Academic Planning and Collaboration Question 3 by Theme for College or
University Affiliation
Themes
Student Focus
Supported
Collaboration
Cost
School Focus
Other
Student
Staff
19.6%
3.2%
7.7%
8.5%
47.5%
14.3%
22.0%
2.5%
22.0%
5.0%
41.9%
8.3%
Faculty Community
Member
30.0%
0.0%
2.0%
0.0%
24.0%
20.0%
4.0%
20.0%
35.0%
60.0%
9.0%
0.0%
OERG
35
Academic Planning & Collaboration Question 4
“How should graduate education be included in academic planning?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Student Focus
Against
General Support
Planning and Preparation
Career and Job Focused
Institution Responsibility
Other
Overall %
40.9
3.8
5.6
12.9
5.1
24.5
17.5
Theme 1: Student Focus
Comments under this theme cover a wide variety of student related and studentfocused topics. Those who attended the Gallery Walk felt that planning of graduate
education should be very much student-centered. Comments that fell into this theme
were made by participants from Greater Minnesota campuses more than those from
Metro area campuses. Students left comments that fell into this theme far more than
staff or faculty. Advising, goal setting, and career planning are among some of the
subthemes.
Advising: Many of the comments in this subtheme refer to frequency of advising for
students. Participants indicated that they would like to see an increased amount of
student advising with some participants suggesting mandatory meetings. Participants
also indicated they would like to see an increase in the quality by indicating that
previous advising had been unhelpful and suggested training for advisors.
Example comments:
“More advisors to work with students.” - Student
“Advisors (well trained in degree program requirements for both BA's and
MA's) should counsel students with an eye to their future education.” - Staff
OERG
36
Workforce, Internship, and Career Planning for Students: Many of the
comments in this subtheme refer to career counseling for students and mandatory
career explorations including required internships. Participants also indicated they
would like more information provided to students on different career paths and
encourage students to research what they want to pursue.
Example comments:
“More mandatory career exploration to let students know about graduate
school.” - Staff
“Should include offering career counseling as well as renew & preparation for
admission into graduate schools. Need to offer more skills training for basic
computer use!” - Faculty
Goal setting: A third subtheme under the student-focus theme is that participants
want students to focus more on goals. Participants indicated they would like students
preparing for graduate school to set goals and incorporate goals into the planning
process.
Example comments:
“When initially signing up for college to find out their goals and improve upon
to further their ambitions.” - Staff
“Help plan goals.” – Student
Theme 2: Against Planning for Graduate Education
Comments under this theme are against this idea. Participants indicate that this should
not be a priority and some participants do not indicate why they do not want planning
for graduate education. It should be noted that some of the comments under this theme
indicate that 2-year colleges and technical colleges should not plan for graduate
education. Participants from colleges brought this up more than those from universities,
and faculty and staff made these comments more than students did.
Example comments:
“While graduate education is important it does not seem to be the burning need
within the system. Let's table this for now?” - Faculty
“Not at all. MnSCU should reduce its graduate role, and focus on the
undergraduate system.” – Student
OERG
37
Theme 3: General Support for Graduation Education Planning
Comments under this theme support this idea. Participants indicate that graduate
education planning should be a priority and very important. Participants from
universities made these comments more than those from colleges, as did participants
from campuses in Greater Minnesota compared to those in the Metro area.
Example comments:
“Make it a bigger deal.” - Student
“Graduate education should have a largest scope, more grad students, more
funds, and better educated communities and professionals.” – Student
Theme 4: Planning and Preparation
Comments under this theme cover a wide variety of student planning and preparation
subthemes. Participants indicated that pathways are needed for students and advising
specifically to help with planning. Participants from colleges and those from Metro area
campuses made comments that fell into this theme more than their counterparts did.
Students and staff made these comments more than faculty members did. Advising,
pathways, and preparation are among some of the subthemes.
Advising for planning: Many of the comments indicate that participants in the
Gallery Walk want student advising specifically to help with graduate school
preparation.
Example comments:
“Making a graduate plan and timeframe with advisors.” - Student
“Advisors should help plan further. - Student
Pathways: Many of the comments in this subtheme refer to clear pathways for
students. Participants indicated that a pathway is needed for students to know what
courses to take and when to take them. Pathways would also assist students during the
transfer experience.
Example comments:
“Create a pathway for students to follow so they can only take courses they
need.” - Student
OERG
38
“Allow students to know the pathways that are available from each degree. Give
them an idea of what classes they should be taking towards graduate
education.”- Student/Staff
Preparation: A third subtheme under the student-focus theme is that participants
want students to focus on the preparation of graduate school. Participants would like
students to approach the planning of graduate school in a very prepared, systematic
approach.
Example comments:
“Creating bachelor's degrees that prepare students fully for graduate and
professional programs.” - Faculty
“Have a seminar thesis requirement for all undergraduate students, which helps
them prep for grad school. Require a statistics and/or research methods course
for all undergraduate students.”- Staff
Theme 5: Career and Job-Focused:
Another theme is that participants want students to focus more on job opportunities
and job skills. Participants indicated they would like students preparing for graduate
school to focus on what jobs required graduate degrees and employment after school.
Example comments:
“Knowing what job/fields require graduate degrees.” – Student
“Career driven emphasis of resume critiques / mock interviews, requires
internship for student before graduation.” – Student
Theme 6: Institution Responsibility:
Comments under this theme cover a wide variety of education related topics. Those who
attended the Gallery Walk felt that planning of graduate education should be a
responsibility of the institution. Participants from universities made comments that fell
into this theme more than those from colleges did, and those from campuses in Greater
Minnesota made the comments more than those from the Metro area. Students made
comments that fell into this category the least often. Cost, transfer, and integration are
among the subthemes.
OERG
39
Integration: The comments under this subtheme indicate that participants of the
Gallery Walk feel that the planning of graduate education should be integrated and
included throughout the undergraduate education. Participants also state that the
planning of graduate education should not only be integrated, but start from the
beginning of the education process.
Example comments:
“100% integration” - Faculty
“It should be included from the start. Don't assume a Bachelors is the end.” –
Staff
Transfer: The comments under this subtheme refer to streamlining the transfer
process. Comments under this subtheme indicate that participants feel that all credits
should be able to transfer seamlessly.
Example comments:
“The same seamless transfer should apply to BA and graduate programs.” Staff
“All credits should be transferable.” – Student
Theme 7: Other
Comments under this theme cover a wide variety of other topics. Many individuals were
unsure or had no idea of how graduate education should be included in academic
planning. Other comments included were very specific and unrelated to the other
themes previously mentioned. By many of the student responses, as well as some staff, it
was clear that there was a lack of knowledge of what graduate education was.
Example comments:
“We need engaged citizens.” - Faculty
“Solve real world problems.” – Student
“Without knowing numbers of students pursuing this and fields of study, cannot
provide an accurate opinion.” – Staff
OERG
40
Academic Planning and Collaboration Question 4 by Theme for Colleges
vs. Universities
Themes
Student Focus
Against
General Support
Planning and Preparation
Career and Job Focused
Institution Responsibility
Other
College
41.6%
4.7%
4.0%
15.0%
4.9%
20.6%
19.2%
University
40.2%
1.1%
9.8%
7.5%
5.7%
32.8%
14.4%
Academic Planning and Collaboration Question 4 by Theme for Metro Area
vs. Greater Minnesota Schools
Themes
Student Focus
Against
General Support
Planning and Preparation
Career and Job Focused
Institution Responsibility
Other
Metro
44.4%
4.2%
3.4%
15.7%
5.7%
21.8%
15.7%
Greater MN
38.8%
3.2%
7.4%
10.6%
4.7%
25.9%
19.1%
Academic Planning and Collaboration Question 4 by Theme for College or
University Affiliation
Themes
Student Focus
Against
General Support
Planning and Preparation
Career and Job Focused
Institution Responsibility
Other
Student
Staff
46.0%
2.0%
6.0%
12.4%
4.7%
18.5%
18.8%
33.9%
5.7%
5.2%
14.4%
6.3%
32.8%
15.5%
Faculty Community
Member
30.0%
100.0%
10.0%
0.0%
8.6%
0.0%
8.6%
0.0%
4.3%
o.o%
31.4%
0.0%
17.1%
0.0%
OERG
41
Academic Planning and Collaboration Poster Comments
The comments were transcribed to the best of the OERG and MnSCU’s ability. To keep
the integrity of the comments, they were not edited or modified.
Question 1: What additional improvements do you want to see
related to transfer?
Theme 1: Improved Transfer Process and System
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OERG
Having more credits transfer. - Combine campuses for bigger classes.
Easier/credits transferring to more colleges. - combine campuses for more events
A clear line of transfer from institution to institution.
All courses should be available at all MnSCU schools to help students out with
location/transportation
Better developmental transfer equivalencies! Better business credit transfer
between MnSCU schools. SCSU barely accepts business credits from comm.
College
credits transfer easy, English 101 is same across the system
Ease of transferring. Alignment (Accounting 1 means Accounting 1). More direct
transfers - specific degrees to specific ones and not individualized study or
organizational management
It would be most beneficial if all colleges accepted all the same! be
consistent/transparent.
A clear and defined path for students. Agreements between 4 year/2 year
colleges.
A clear idea of which credits would transfer over to whatever may be with an AA
Make sure all credits are able to transfer to 4 year colleges
Has there been extensive discussion regarding why (underlined) course for
course transfers do NOT happen in various "major" programs? Are you
addressing underlying values/beliefs at four year schools regarding the "quality"
of education at 2 year schools? We are dealing with deeply rooted beliefs here
(cultural): the perception that two year schools are the "minor leagues" of higher
ed and that a "major" needs to take all (underlined) the courses in the "major
leagues" (the 4 year departments). In other words, there is the belief.
42
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Greater cooperation between faculty at colleges and universities to align
programs and majors among the two.
Smooth transfer course equivalencies in a system-wide data management system.
Course equivalencies to be determined by faculty meeting on an annual basis.
Spend a little money to let faculty talk to each other.
Clear recognition on the part of universities for the transferability of freshman
and sophomore level major track sources into majors at the receiving institution.
This creates maximum time and financial efficiency for students, recognizes the
true scope of work by college faculty, and saves money for the taxpayers if
effectively implemented for students who know what major they wish to pursue.
This will also elevate the reputation of community colleges as academic
institutions and simultaneously creates a sense of purpose in A.A. students who
identify as being started on a major. This all leads to retention and completion.
I would love a more simplistic plan to continue to a university. The transfer
process is confusing for those looking for help. I can't imagine how hard it is for
those that don't ask.
I want to see transferable credits go to other colleges and universities easily, and
with plenty of academic advising to students
Transfer is a big issue to students. Discrepancies in number of credits and
transferability influences students' decision to take a class. There are still
discrepancies in place between the MnSCU colleges (for example 4 credits) and
the University of Minnesota (for example 5 credits) for the same course..
All or most of your credits would go through and meet the criteria of your
transfer college you are wanting to go to including out of state.
All universities accept outside credits the same
Anyone at any state college should be able to transfer credits from/among the
colleges freely. Make (example) English uniform so it will transfer. Make class at
the U of M transfer BOTH in and out of U of M. Some degree of transfer from
private colleges, too.
Make sure that all if not most credits transfer - even for out of state
colleges/universities.
Knowing what your classes transfer as for if CHEM would transfer for
bio/organic/etc.
a clearer list of transfer options and equivalents as the eservice sites
I would appreciate knowing that certain credits will transfer, and I would like all
my credits within the MnSCU systems
Transferology to other major colleges. Clearer guidelines to credits that transfer.
More information on transferable credits.
OERG
43
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OERG
Improved rigor of lower courses offered at all institutions. Feedback from my
students shows a jump in level of work and expectations from their 2 year school
to the university, even for "equivalent" courses. In light of these differences, how
do we ensure equality of skills, rigor, etc.?
Regularize MnTC across all MnSCU campuses. Same credits, same goals for
basic, with all for AA vs. AS see Wisconsin Plan.
transferability to universities student knowledge of program prerequisites
When it comes to transferring courses related to the major (Psychology in this
case) my department would like to see some consultation with 4 year programs
regarding courses offered in 2-year schools, and have a discussion of the
credentials of individuals teaching such courses.
All universities use same pathways
Being able to take classes across the system and used for one certification at the
campus.
Being able to attend any MSCU university or college and not having to retake
classes more than once
Better criteria for transferring
Clearer path for what transfers, all colleges should be treated the same when
transferring
Consistency between "equivalent" course
Consistency between all MnSCU colleges
Consistency of curriculum/ standards between campuses.
Consistency throughout the system so it's clear what will transfer. Make it clearer
to students what they need to do to transfer
Consistency with all schools
Consistent credit per course
Course names consistent amongst MNSCU schools and consistent course codes
Courses with "like" content should equal the same at all campus! Comp 1 at CLL
should equal Comp1 anywhere else
Formalized transfer paths and more consistency in coursework between similar
schools and similar programs
Keep streamlined
Make MN Transfer consistent across all colleges and universities e.g. same # of
courses and credits, lack of course confusion.
Make the process as easy as possible, streamline things.
Similar course numbering system. Consistency amongst developmental
education courses across MNSCU
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Simpler, easier streamlined academic - complicated. Yes! Yes!
Simply put: I wish that as students, we have a clear path to take. We wish to know
which credits transfer how/when.
Solid scalable implementation. Where is common course # and common course
outlines
Same requirements across MnSCU schools
Standardized course names and number sequences. Standardized credit for prior
learning (Oops I didn't). See this is a separate concept. Make it easier for students
to understand course waiver/substitution options
System-wide recognition of courses including course numbering
To make sure that each institution standards are fully reflected
Uniform set of requirements would simplify the progress and show equivalency
across institutions
We as students and faculty members, deans and administration need
transparency as to what "pre-reqs" and what constitutes as the required prior
learning experience and the curriculum and evaluation should be shaved/
collaborated across MnSCU to eliminate private college competition.
We need to make sure connections are always our priority being on the same
page. Naming prerequisites the same. Organizing
A more comprehensive list of classes that can be taken and transferred that
would apply to a major program. i.e. All classes past 2 year degree that would be
required or applied to 4 year program.
Accept classes between schools, prepare to go on for more schooling - reduce
costs
Accept more credits for transfer
acceptance of credits become a uniform process across universities in the same
program
accepting course work classes to accommodate mandatory courses towards
degree with relation to other classes taken from previous school
All colleges in MnSCU must accept all credits. No student should be taking
something over.
All courses should transfer easily within MnSCU- need to make this as easy for
students to understand as possible
All credits free transfer
all credits full transfer
All credits go
All credits should be transferable
All credits should be transferred
OERG
45
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OERG
all credits should transfer
All credits should transfer
All credits should transfer to all MnSCU schools
All credits transfer
all credits transfer
all credits transfer
all credits transfer
all credits transferring
all schools being transferrable
All transfer credit be being transferred to member institutions be accepted as an
equivalent to those at all member colleges
Allow all to transfer
Allow students to get credits at any MnSCU school at any time. System wide
transcripts.
any credits
Any credits outside of a degree should be transferred and any pre-college (PSEO,
CIS, AP) with a passing grade should be transferred. The student shouldn't have
to retake those courses.
be able to transfer to all schools
being able to transfer credits to any college anytime
being able to transfer grade credits
Better receipt of individual courses when students have not completed
curriculum
better transferability with classes
Classes that students have taken are accepted and that transfer students have
developmental classes in other colleges and universities
clearness of what credits transfer where
clearness of what credits transfer where
Course by course transfer, rather than more "pathways'
Credit to transfer to any school so us students don't have to worry about what
transfers
credit transfer guarantee
Credits that transfer should have an easier way to officially have them count for
your degree
credits transfer
Credits transferred easier - more convenient
46
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Credits transferring more easily between schools
Definitely add ease with transferring credits. Not having to pay for a class you've
already taken!
Developmental courses should transfer
Developmental Education transfer
Easy transfer classes. Not having to repeat classes that you have already
completed
Effective and efficient way to transfer without taking unnecessary classes
finding more school that accept credit
Full credit, transfer with no issues
Guarantee courses will be transferred
guaranteed transfers for all MnTC credits
guaranteed transfers for all MnTC credits
I feel you should be able to transfer anywhere if you have earned those credits
I think all credits should be transferable as long as the school has the classes
I want it to be easier and hopefully all my credits transfer
I want to see the improvements of the amounts of credits we see or do with
transfers
I would like to see more transferability so that courses I take here will more
consistently be accepted at other schools
Improvements to transferring credits to other schools
make all credits transferable
Make all credits transferable
Make sure credits are easily transferrable
Transfer of credits improved
Easy transfer from community college and vo-tech
Easy transferability between two and four year, no repeat of courses,
communication among two and four year
focus on students needs strong collaboration between schools needed
incast/reward collaboration
Goal is much needed -staying within MnSCU system should have the advantages
of ease of transfer - especially needs improvement between 2 year and 4 year
institutions
Just an easier process for students. Creating an AAS that waives general
education requirements to a 4 year school. Articulation that is 100% for students.
Not one that appears schools in competition for programs or students.
Make it a seamless process among MnSCU institutions. AA should satisfy 1st two
years of four year all MnSCU universities and most other universities
OERG
47
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OERG
make it EASY for students. Often colleges take "technical" credits as electives and
students have to spend additional time and money on content they have had
Seamless movement from 2 year colleges to our universities
The core of each program should be the same but with the ability to customize
small parts of the program to fit the community. That will allow for transfer
Common course numbering would be great for some MnTC courses.
I like the non-articulation agreement idea - streamline program eligibility
requirements
I think increased articulation agreements between 2 year and 4 year is a great
goal. Should motivate to help persistence. I actually think the MN transfer
curriculum is fine to capture transferability of lower division courses. While its
not clear to me is what the multi-institutional articulation agreements are/would
entail
I like the across the board articulation agreements allowing for a more
systematized fair approach which supports all students engaged with transfer
equally, not just allowing the best "negotiations" to gain the benefits
Ease of access to transfer whether in the MnSCU system or not. Provide seminars
on how to transfer. Transfer out or in is what this should account for. Five year
expiration rule - shouldn't exist.
1) Make sure the MN transfer allows for major pre-requisites to have been met. 2)
Allow for underprepared students to afford to transfer and to dream of a four
year degree.
Distinguish between transferability and uniformity. For some programs this is
not an issue; however for institutions who are responsive to the communities in
which they are located (business, community need, K-12 system in the area) rigid
transfer criteria for access to achieve transfer students could intervene with the
system's stated purpose of engaging/responding/being involved/communities
love the thought of enhancing knowledge on articulation agreements and
transfer. Accreditation should be same among colleges. Same admission concepts
for MA?
Articulation agreements take a lot of time, and often only help a handful of
students. Would rather focus on transfer equivalencies.
Currently our articulation agreements are not even with our 4 year state colleges.
They have not been willing to come to the table to discuss accepting our 2 year
college courses. We only have articulation agreements to accept our 2 year tech
degree at private colleges.
Guarantee Acceptance of 2 year college credits at four year MnSCU institutions
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More 2 years transferring to 4 years - ideally all of them bit unrelated but I
believe MnSCU employees should be able to get tuition reimbursement at a
MnSCU 2 or 4 year - regardless of which type of institution they work at.
More scholarship money for transfer students. This will help with financial need
when transferring from 2 year to 4 year college/universities. Transferrable credits
from 2 year prerequisites to 4 year degree.
Need faculty input. Need input from 2 year colleges. Transfer needs to happen in
both directions 2 to 4 year (and vice versa)
Common course numbers, More degree (bachelor's level) in rural area
Continued support for online tools to facilitate transfer between MnSCU colleges,
more pathways to MBA
Ease of transferability - but understanding about how credits affect other areas especially financial aid for remotely registered classes
Fast track the recommendation to eliminate need for unique transfer agreement.
Common course numbering
Make transfer easier and give grants to people who will appreciate them. Let
people go to the school they want.
MnSCU can have 1 transcript similar to UM transcript with all credits listed.
Duplication of services at every campus. Also 1 degree audit system wide - less
confusion. Common course numbering for common courses : e.g. Intro to
sociology, Intro to Psychology
More classes better food
More credits that transfer, more opportunity to test out of classes you already
have knowledge of
More equalized credit transfer, discounted cost, education gap testing/training
More focus on transferability across MnSCU, Affordability issues better
addressed
More options on our campus. More all online programming for this. Same
requirements at all MnSCU institutions
This should be the core of MnSCU working as a system. I believe that MnSCU
credibility will continue to suffer if this is not accomplished.
like that degree should transfer to all 4 year MnSCU institutions
None needed. Students need to plan. CC's should offer the appropriate lowerdivision courses needed for BA degrees. We do (underlined)
So far these are all great concepts to implement will it work both directions.
Comm/Tech <---> University
I agree that a streamlined transfer system within the MnSCU system will greatly
benefit students in their pursuit of higher education
OERG
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I think it is good, important thing is providing simple set of pathways accepted at
all MnSCU Universities
Love the idea of a website transfer guide. Could be an easy way for students to
review their options.
Love the idea of one system for registering classes
better help, clear of what will transfer
Give students more clear path to knowing their resources, mainly, who their
academic advisors are
Prerequisites on transfer courses. Assigned advisors to connect with AA students
and semester meetings.
Transferability of credits. More concerned vs advisors counselor have more
knowledge about transfer credit
Include counseling options to identity/ direct student into programs that may
benefit them more- 2 year degree AA vs career programs or cent. Not penalizing 2
yr. institution for student was work on base transfer courses only then ensue on
completion rates
Better advising. More automated/electronic process.
Make it easier to transfer from 2 year college to university and also private (MSB)
to MNSCU of possible.
To be able to transfer to other 4 year colleges rather than just U of M or Metro.
We have limited transfer credits
Credit transfer process needs to be clear for students coming from non-MnSCU
institutions.
Ease of national transfer
I want to see seamless transfer of credit, currently if I go to a private college, they
will accept 80-90% of MNSCU credits, but if I transfer to MNSCU college only
40-50% are accepted.
Long shot be able to transfer to any college in the US
MnSCU Institution classes should transfer with no issue. System level
institutional agreement with U of M
Universal college transfer of credits (e.g. private colleges, U of M & MnSCU)
Clear prerequisites listed for Bachelor's degree programs
To be aware of what credits transfer and what credits don't initially when you
start college
Better bridge/ communication between 2 and 4 year institution
Faculty at all levels - two-year and four-year need to be upfront and honest about
what will and won't transfer - disclaimers
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More emphasis on finishing the 2 year - to be ready to transfer for a 4 year - more
emphasis/information available to all students - before they evolve at college
A better indication for students looking to transfer about how to know what
courses will transfer
Clarify what credits transfer, I work in the office of Admissions and receive many
calls about students confused about what transfers
Clarity on what classes do (underlined) transfer
Clearly identify to students at start which programs are college to work and which
work towards system
Clearly showing what courses are allowed to be transferred to all other MnSCU
schools
Colleges and websites need to show transferology more accessible and out
front/visual/easy
Consistent transfer & clear, easy, & early communication to students about what
is transferable
It has to be easier and less duplicates of credits for students. Allow dual
enrollment for student as soon as they indicate interest to transfer to another
college within MnSCU. More outreach to student about transfer
Know what courses can transfer before taking the course
Know which colleges will accept your credits.
Knowing not only if credits will transfer but what area of MNSCU they transfer
Knowing which schools will accept me transfer ahead of time
knowledge of which classes are commonly taught spring only, summer only, fall
only, etc.
Make transferring between schools easier. Give information ahead of time to
know that it's possible to do and not be penalized
Making sure all credits transfer or the ones that more than likely won't transfer
should have a star or something next to it so the student is aware
More in depth information to possible minor options with previous credits. More
centralized college transcript and to not need to transfer several (multiple)
schools transcripts each time I apply to a new school
Simpler articulation/standardize
Transferology is not well coded or laid out. As a student, the courses that I knew
transferred to a school were not always coded as being transferable or equivalent.
Also, trying to find information on options has been difficult and conflicting
2 year schools would improve the rigor of lower division courses so that transfer
courses would be equivalent to the rigor of the lower division courses at the 4
year
OERG
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Add more courses that match to this school someone is transferring to
As a technical college, with skills development as a key component in all we do,
transfer credit needs to be granted, increased for skills as well as academics.
Many times our classes don't look like a match on paper, but they are a match in
student learning and should receive credit.
As far as credit transfers, students should be able to freely adapt and change their
school without having to backtrack
Class to class direct comparison between institution for equal/similar classes (so
its clear which class from one institution can see for and transfer to a second
institution)
Clear articulation of a philosophical balance of vigor and relevance in curriculum
before transfer are made easier, seamless.
Common MNTC goal areas and coursework
Equal credits for equal courses
equivalent credit for courses
equivalent of course study
Have all MnSCU courses named the same - example all Intro to Sociology or
General Psychology
Have one course number across all MNSCU instead of different one from a 4 year
college to a 2 year college
Have universal classes between campuses. Example = same name and course
number
It shouldn't matter how many credits as long as its the same course
Just consistency and equal credit being given between institutions
Lower level courses are standardized so they clearly prepare you for advanced
courses at any college. Charting a course to graduation with an advisor is
transferable. Pending changes to graduation requirements communicated
more clarity with respect to course level, consistency
providing similar academic structures such as in-class activities compared to 4year universities (resources, lab experience and quality)
Quality of all courses within MnSCU colleges and universities
Same amount of vigor in classes so transferring isn't a struggle
Same set up of classes
Set a common standard for basic goal area classes (i.e., English 191)
Set up basic requirements for classes all students need and make them all equal.
similar/compared courses to future colleges and transfer rates
Standard learning outcomes, i.e. taking course at a CC = quality of 4 year college.
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Systemize Academic Programs/content so that credit for a general ed. at one is
accepted for the same class at another college or university
That colleges have similar if not the same curriculum objectives and outcomes on
courses
Transfer of development coursework
Transfer pathways essential. Student focus is a must
Uniform classes with near matching syllabi so the education is more uniform
use transfer plan
We need to ensure that the quality and rigor of coursework is the same across all
MnSCU institutions; otherwise, the articulations are meaningless
We need to have a standard for academic "AASC" so classes make sense to other
colleges in MN (recently worked with South central college and their system was
much easier"
When transferring credits there needs to be a way that this class correlates with
this class at this institution. Ex. SCTCC class A corresponds with class B at
Hennepin
Not having repeat classes
Not having to repeat classes
Not having to take so many credits after you already took them
Not to lose credits
Proper transfers with credits making sure students are taking classes that will
easily transfer to universities, not repeating classes.
Simply more credits transferring over
Solidifying goal areas to ensure sending and receiving institutions accept and
apply credit to same goal area.
Some schools still insist on not awarding credit for similar courses. How do we
assure this stops?
That all (underlined) credits will be able to transfer to any other college.
That credit you've earned from a different school could transfer with you and not
have you to retake the class and pay more money
That it doesn't matter how long ago you completed courses. They would all
(underlined) transfers
That students are able to transfer out some of their credits
that the program transfers to more colleges
The class is transfer to any MnSCU colleges and universities
The transferability is very important to students when looking at entering a
specific institution. Especially with Baccalaureate level courses for future degrees
The transferability of courses to program major
OERG
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transferability
Transferability is really (underlined) important! Completing degree
Well for graphic design a lot of the art classes don't transfer at all. It would be
nice if they did!
What classes will, what classes won't. Can you substitute classes?
What credits transfer
when transferring have all our credit transfer
Your credits should be good for a longer period of time
4 year faculty need to be receptive to 2 year program courses
A.A.S. transfer pathways
AA degree should transfer full within MnSCU. Not pick and choose which credits
will transfer and what will only show as electives
AAS degree for students
AAS to a BAS
AAS to BS
AAS transfer
Able to transfer A.A.S. programs without credit loss 2+2 programs. My program
has articulation with 4 year institutions. However none of them are in Minnesota
except one private institutions. Pretty sad that we have to go out of state to find
programs to work with us. A lot of tuition going to our neighbors.
Accepting more A.A.S. credits
Add AAS to BAS opportunities
All 2 year credit should transfer to 4 year if taken at a MnSCU school
Better acceptance of credits by 4 yr.
Better individual credit transfer from tech schools to universities
Better regard for coursework completed at 2-year colleges
Closer collaboration for 4-year institutions. It's unfathomable that only few select
MnSCU colleges will transfer AFA in art. It's either good for all or it needs to be
revamped
Collaboration between instructors of 2 year and 4 year
Collaboration between two and four year colleges
college working together
consider improvements that could be made in transfer for Technical education
programs
Consideration of technical credits for transfer
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Consult the 4 year schools more in this process. The 2 year schools have to bulk
up their courses so students who transfer to 4 year schools are truly ready for
courses at this level
continuing into AAS degrees
For transferring of technical classes seamless credit conversion
Four year institutions being more open to accepting technology credits from two
year schools
Greater transferability of more technical credits. Make sure classes taken at two
year schools are up to par with the equivalent courses at universities
Guaranteed at time of acceptance with stipulated expectations that students must
meet - no matter how many institutions they attend or credits earned at each.
Offer more 3rd and 4th years at community colleges - strengthening partnerships
with four year institutions
Have all MnSCU AA and AAS degrees and credits transfer on regardless of the
courses and still have them be accepted into their programs
How are required pre-reqs addressed if student has AA?
I hope that the AAS degree could be added to the transfer
I really like having a set of core degree pathways that transfer from all 2 year to 4
year MnSCU schools.
I want all classes at two year colleges to be able to transfer to four year colleges
without evaluation. That will give students more choices to move on
I would like to see large amounts of overlap between the AA, AS, AFA and the
new transfer degrees
I'd like to see more 4-year colleges accept MnSCU credits fully
Identification of common courses in technical 2 year programs
Include AAS again
include associate of applied science degrees in the transferability, create more
BAS programs
It will be vital to ensure the transfer courses from the technical programs receive
direct credit or if additional credits will be required that is obvious and not
something the academic advisor has to tell them to be aware of.
Its unfortunate that its group/category has turned into strictly a transfer
discussing. You are forgetting technical colleges and students that have no
interest in transferring.
Make sure that transfer can happen seamlessly in both (underlined) directions 2
year to 4 year and vice versa
make sure the course between 2 and 4 year are established with equal regime so
the student will be able to use the credits
OERG
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More collaboration between two and four year schools for completely online
(underlined) programs for example accounting is extremely limited after the two
year program
More collaborations between technical schools
More transfer between 2 year and 4 year
Need to include AAS degrees as well as AA and AS degrees for article to transfer.
More collaboration between programs where possible. Right now it's competitive.
Need to look at more transfer opportunities for those with AAS degrees. More
resources towards internships, job searchers, etc.
Our two year technical colleges and newly minted comprehensive schools (St.
Cloud Tech and Community, Alex Tech and Community) need help working with
universities to improve quality and transfer of general education courses.
Potentially resources for students to transfer from technical/trade school
programs to universities in their response management criteria
Review of all MNSCU 2 year transcripts before being accepted at a MNSCU
university. We have number of students that have multiple credits transferred
from 2 year schools and without an HA. They often have high student loan debt,
are ill-prepared for 4 year program rigor and may be at maximum for financial
aid
Start valuing credits from the two years and get moving!
Still many myths out there regarding the ability to transfer credits from a 2 year
school. Let's be clear about distinctions between technical programs and
transferrable degrees.
Structure for communication between 2 and 4 year credits be in place
Students at a two year school being able to identify the four years that they want
to transfer to from the start and be able to map out their path through both
schools from day one
Students should be encouraged to finish two year degrees at four year colleges.
the entire student experience needs to be simplified and made user friendly
Students should benefit from knowing the difference between 4 and 2 year school
besides the difference in cost!
Technical courses transferring to 4 year institutions. Our students go to private
(underlined) colleges.
Technical credits should transfer
Technical degrees transferring with a student only needing an additional 60
credits for a bachelors.
that the A.A.S. degree will transfer into a 4 year degree
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That the AS degree would be equivalent to AA degree when transferring to SCSU
The ability of students to be able to transfer to any 4 year university's program
needs to be cleaned up significantly.
Transfer of technical courses. Ex. sales and retail AAS at SE tech to business
Administration bachelors.
Transfer paths for AAS degrees BAS, BS, BMusic, BEd, and BSN
Transferability of courses to program majors at Universities
Two year degree should be designed to continue 100% to the four year degree
A better student record system to manage the process
A more seamless transfer, I feel that some students get lost because of the
difficulty of transferring the credits. The college they transfer from and the one
they transfer to need to collaborate.
A portal and transcription mechanism for the proposed system wide agreements?
A system that keeps all students transfer school and graduation information.
A tool like Transferology that is more comprehensive. One that only transfer
student could use to perform a credit evaluation without applying to a school
A unified system that doesn't lack in diversity
Ability to look at classes already taken from all campuses and have a map of the
quickest route to a four-year degree at all campuses
application process streamline for career programs
Appreciate smoothing out transfer process
As a mother of a daughter who transferred, there was some nightmarish issues
that developed. I would hope for a smoother process.
Assist in transfer as MNSCU was created to do.
Automated systems - all MNSCU courses show up on all degree audit reports
automatically current process is cumbersome and time consuming. Not clear for
students.
automated transfer of credits
be able to see what classes match up at the other universities so to not retake
classes and not pay for classes not needed for degree
Better transfer across developmental courses
Better transfer process between MNSCU and non MNSCU schools. Where are the
IFO reps on this committee?
Broader cross institutional scheduling
Clearer pathways
Common course # system with equality - MN transfer to a new level and college
level credit in system at least transfers onto (underlined) another MnSCU
transcript
OERG
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Common course number like Engl 191 = Engl 191 and SCTCC = SCSU
common course numbering
Common Course numbering across the system
Common course numbering and credits for easy of transfer. Also to allow for
better collaboration among instructors
Common Course numbering and outline
common course numbering for FR/SO level courses
Common course numbering through MnSCU for the AA degree 60 credit MnTC
courses.
Common course numbering throughout the MNSCU school - especially lower
division courses.
Common course numbering, description, credit amount per course
Common course numbering! Broad field has been a non-starter. The ENGR
broad field is worse (underlined) than an articulation
Common course numbering!!!
Common course numbering. Legislative mandates = the only way it will happen
Common course numbers
Common course numbers is a prerequisite for this to be successful
Common course numbers is essential. Credit for prior learning having easier
transferability. Rewards for students who complete the AA, AAS, AS degree and
then (underlined) transfer
common course numbers, close duplicated programs so not fighting over same
students
common course numbers? there needs to be trust within the system. Part of the
issue is schools not trusting other schools to teach the course as well as we do.
Need some focus on course applying to a major. credit transfer but don't count
Complete equal transfer credit among all MN
continue to improve transferring
Continue to work to improve transfer of classes to other programs
continue to work towards seamless transfer, more collaboration
Continued support of transferology system wide articulation would be awesome.
Continuity between ALL MnSCU institutions
Create universal course code throughout all MnSCU institutions
credits transfer to more school
cross system curriculum map visualizations
Ease between campuses to transfer courses
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Ease for student
Ease is great
ease of reading transcripts
ease of transfer process through agree upon MNTC some courses and transfer.
easier
Easier credit transfer
Easier online transfer
easier to transfer
Easier to transfer credits
Easier to understand the transfer programs
Easier transfer & quicker
Easier transfer of credits, and a nationwide system for colleges, universities to be
on
Easier transfer process
Easier transfers from all college and universities, especially MN School of
business
Easy credit transfer
Easy to get transcript. Better way for paperwork
easy transfer
easy transfer
easy transfer
Easy, smooth transfers
Emphasis on 1.5. More clear transfer academic plans for student. There is much
needed.
Enable cross/transfer of credits between more colleges
Explore how to make transfer processes more seamless. Help students know
what courses will transfer into the institution they chose.
faster and easier
Faster and easier
Focus on making the transfer process simpler for students to follow
getting my transfer to go smoothly
Have all colleges on the same page so all transfer
Historical MNTC consistency, E-transcript is great
I hope they had more colleges that would accept program classes
I would like to see common course numbering across MNSCU institutions specifically lower division course numbers.
I would like to see more credit be easily transferred to multiple colleges
I would like to see more degrees that transfer like the MNTC
OERG
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I would Love to see more of it! As much as possible more pathways! more
transferability
I'm not involved in academic planning, but it may be better for students to
understand the process of using a simple set of "pathways" that is accepted at all
MNSCU campuses.
Implementation of system wide tool easily available to students (transferring, etc.
link/on Eservices). Transferability more available to trades/tech students
It has to be a streamlined process that is easy for the students and staff. Better
explaining of the programs and path students need to take in order to transfer
It's a practiced concern, but universal course numbers. This will make
transferring/articulation/etc. so much easier
Let's bite the bullet and move to common course numbering. Also, let's truly be a
system instead of silos on a big farm.
Lets make it easy, all MNSCU credits transfer
Make all college easy to transfer to
Make easier to transfer
Make it a lot easier to transfer
make it an easier process when you transfer
Make it easier for students
make it easier to transfer
Make it easier to transfer certain credits
Make it easier to transfer credits between schools without having an Associates
degree or some sort.
Make sure classes in a degree transfer
Make sure that students can do this very (underlined) smooth and easily
Make sure the process is clear and easy to understand. Are these pathways to any
4 year or just specific ones for certain programs? Make sure not to limit students'
options too much
Make the process easier
Make transfer as easy as possible. Transferring just to lose credits and spend
more money and more time is insufficient and selfish.
make transfer easier or the interest level
Making the transfer easy and flexible
More across the board transferability between schools
More classes being able to transfer to more schools
More classes that are available to transfer
more classes transfer from school to school
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More collaboration between colleges/universities within MnSCU. Individually
each institution spends an inordinate amount of resources - human and
monetary - competing amongst ourselves rather than on direct student learning
More comprehensive view of a student's entire school career. I went to a few
different colleges and it was hard to see all of my courses together
more credit able to transfer
more credit and courses transferring
More credits easily transferred
more credits that you are able to transfer. Less bottle necks to transfer.
More credits transfer for students - eliminate frustration when transferring
more credits transfer to these colleges
more credits transferable
More ease in transferring and less confusion
More equalized credit transfer so you don't have to repeat classes
More flexibility in transferring and accepting courses from other courses.
more schools accept transfers
More seamless transferring credits
more transfer
More transfer classes
More transfer credits offered. Similar goals between campuses that offer same
program.
More transferable courses
more transferable credits especially military
More transferable degrees. The law was only set for 3 associate degrees
Much of the discussion around transfer issues comes down to a lack of common
curriculum/course numbering. English composition 1 varies greatly across
colleges and therefore is not equivalent. Some are four credits, some are three
credits. The research paper component is sometimes in composition 1 while at
some schools it is in composition 2. If composition 1 needs to be equivalent
across schools the answer is common course numbering
Not really additional but seamless transfer should be seamless
Not sure - but the simple system-wide concept is worth pursuing - makes it easier
for students and staff alike
One set of requirements for MN transfer curriculum
One, state wide application process for all MnSCU institutions
Online transfers easier
plan for credits to transfer from school to school - without hogging money
Seamless
OERG
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OERG
Seamless and transparent processes so students are clear on their paths and what
transfers
Seamlessness; joint program that altercation agreed. Label your charts: transfer
Simple, easy to access to a clear path for all campuses, which students will be able
to understand. A way for students to build a plan from start to finish. Regardless
of institution.
Simplified for students
Smooth transfer uniformity across MNSCU would be excellent for students and
people of MN
Standardization throughout system
standardized course numbering across MnSCU for 100% transfer
System platform that is user student focused
That the process is seamless
The best improvement is to make the process easy to understand.
The continued "one stop shopping" for students
The idea of a smooth transition for students who credits is a great idea
The system needs a common course catalog. The system should act like a college,
instead of a system.
There should be streamlining of administration to reduce duplication of
responsibilities and money.
To make it easier for students to transfer
Transfer between all colleges
Transfer between MnSCU schools should be seamless
Transfers working for any school
Use same course numbers at all the SCU schools
Less hassle
The credits being more transferable
Online tools for searching colleges or universities for students and easy record
access tools for transfer.
Maintain quality of educational courses and programs throughout MnSCU.
More transferrable courses are usually better
All courses have the same number and name. i.e. English 101 is English 101 no
matter where you take it - not Comp 1, etc. Students get too confused about what
courses to take to fulfill requirements
None, just want my credits to transfer!
I would like to see this AAS degree included somehow in the articulation
agreements
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Allow all transfer curriculum to transfer
Theme 2: More Information and Resources
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- Having more credits transfer. - Combine campuses for bigger classes.
Knowing what your classes transfer as for if CHEM would transfer for
bio/organic/etc.
a clearer list of transfer options and equivalents as the eservice sites
I would appreciate knowing that certain credits will transfer, and I would like all
my credits within the MnSCU systems
Transferology to other major colleges. Clearer guidelines to credits that transfer.
More information on transferable credits.
Ease of access to transfer whether in the MnSCU system or not. Provide seminars
on how to transfer. Transfer out or in is what this should account for. Five year
expiration rule - shouldn't exist.
better help, clear of what will transfer
Give students more clear path to knowing their resources, mainly, who their
academic advisors are
Clear prerequisites listed for Bachelor's degree programs
To be aware of what credits transfer and what credits don't initially when you
start college
Better bridge/ communication between 2 and 4 year institution
Faculty at all levels - two-year and four-year need to be upfront and honest about
what will and won't transfer - disclaimers
More emphasis on finishing the 2 year - to be ready to transfer for a 4 year - more
emphasis/information available to all students - before they evolve at college
A better indication for students looking to transfer about how to know what
courses will transfer
Clarify what credits transfer, I work in the office of Admissions and receive many
calls about students confused about what transfers
Clarity on what classes do (underlined) transfer
Clearly identify to students at start which programs are college to work and which
work towards system
Clearly showing what courses are allowed to be transferred to all other MnSCU
schools
Colleges and websites need to show transferology more accessible and out
front/visual/easy
Consistent transfer & clear, easy, & early communication to students about what
is transferable
OERG
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OERG
It has to be easier and less duplicates of credits for students. Allow dual
enrollment for student as soon as they indicate interest to transfer to another
college within MnSCU. More outreach to student about transfer
Know what courses can transfer before taking the course
Know which colleges will accept your credits.
Knowing not only if credits will transfer but what area of MNSCU they transfer
Knowing which schools will accept me transfer ahead of time
knowledge of which classes are commonly taught spring only, summer only, fall
only, etc.
Make transferring between schools easier. Give information ahead of time to
know that it's possible to do and not be penalized
Making sure all credits transfer or the ones that more than likely won't transfer
should have a star or something next to it so the student is aware
More in depth information to possible minor options with previous credits. More
centralized college transcript and to not need to transfer several (multiple)
schools transcripts each time I apply to a new school
Simpler articulation/standardize
Transferology is not well coded or laid out. As a student, the courses that I knew
transferred to a school were not always coded as being transferable or equivalent.
Also, trying to find information on options has been difficult and conflicting
Online tools for searching colleges or universities for students and easy record
access tools for transfer.
Transfer agreements for departments in MnSCU made simple… and outside of
MnSCU. Many students are interested in transfer outside of MnSCU after
beginning at community college. More transfer information available @ time of
admission
Any communication structure to maintain academic quality and substance.
Students are one focus but the integrity of the programs and quality of their
experiences and preparation should be a focus too. Facilitated faculty
communication. Legislative mandate not the way to do curriculum.
Brochures available that can/do outline a variety of ways to utilize and
successfully transfer. These could be paired with current and just graduated
student experiences, suggestions, experiences, warnings. Please discard current
concept #1. Please instead simply suggest students complete associates degrees.
Clear articulation of transfer agreement for students. Creation of 4 year plans for
students starting at community colleges with stated achievement guidelines for
admissions to upper level programs.
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Credit for prior learning, strategies to get students through programs efficiently
Develop and communicate on and off campus for working adults. Include credit
for prior learning so CT classwork is included
Greater promotion of resources for students i.e. advising, transfer specialist.
Require a meeting before registration. System wide articulation would be great!
I would like to see a MN based program that would clearly show what credits
would be transferred to a university and would possibly help students who are
changing what career they want.
Keep articulation agreements clear and on website of school
low cost for students, no penalty for transfer in and out, support (more) to
students navigate and understand the process
Make info about current articulation agreements easy to find when prospective
students are searching for their best fit.
Offer better training to those who serve this population. Consistent
communication across all players. Simplify it so that it will be easier to
communicate the messages/policies. Provide concise info. Offer more resources
so transfer students feel like they have always been a part of the University - not
an ugly stepchild.
There needs to be greater communication regarding articulation agreements.
Communication with faculty and students. Options need to be communicated
clearly.
I like the notion of not repeating classes. Requirements to different programs
should be given to students
Nothing immediately stick out to me, perhaps mention something about the
transferring of credits from school to school?
Developmental education!! We have (underlined) to maintain access to higher
education for every citizen. Need better advising at the 2 years!
Mentor programs, mandatory on-campus orientation, identifying transfer, and
students as early as possible.
Would like to make sure students know where to go for this information at the
start of their academic career, and have people to help them understand the
process, not just websites
Improvement in advisement for students looking to transfer - more
knowledgeable staff members at both 2yr and graduate schools.
Would be cool to develop an outline system where students could enter courses
they are thinking of taking an online system would show transferability to 4 yr.
actually I would like to see more partnership in place so that students could earn
a four year degree here at NHCC
Additional information on what credits transfer and why
OERG
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OERG
Always try to give us a lot of information concerns transfer
An understanding of what all the other colleges and how they work
As an international student I would like to know more about how to transfer
Availability of lower division major courses for two-year college students
Availability of lower division major courses for two-year programs. Transferring
courses. Understandable information on degree paths.
Better communication between institutions as to program prerequisites and the
ability for students to take those prerequisites locally.
Better communication on what all is needed and work I need to do and work the
sequel has done
Better education of the student on how transfer works. Many students are
confused on how 2 years and 4 years credits transfer.
Better preparation information
Better resources for students, clear, concise material accessible. Required 1st year
experience
Better set up visits between colleges
Better streamlining and communication between schools, being able to register
through MnSCU for students that are transferring
Class discussion on transfer
Class for transfers that will help them know more about the school and the city of
St. Cloud
classes correspond together through schools
Clear communication on the process, and process that applies to all
students/institutions
Clear degree guides to inform student transfer decisions.
clear understanding of the process for those students transferring in w/ transfer
credits - when to include faculty or not for their program
Concept #1 More clarity of how lower/upper division credits are transferred
Discuss lack of preparedness of students for college level work. It's great to have
seamless transfer, but how does that facilitate students who may need a full
semester of catch up work.
Earlier information given to students upon enrollment at community college.
Students are not aware of transfer options until it is too late
Earlier postings of courses. Students need to be made aware of available course
far earlier (underlined) than at present
Easier access to information about credits that will transfer from one institution
to another.
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easier access to the info
Easy to read, more workshops about the transfer
further discussion/ teaching of the transfer program
Give student info about all (underlined) classes that transfer - even ones not
included in this curriculum
Have a week for transfer. Just like an awareness week for people to come to a
place where they can talk about transferring
I don't know anything about transfer
I don't know how well my credits will transfer so more information about general
transfer information would be great
I think it's very interesting but I think they should inform people better because I
didn't even know about a lot of the things I said.
I think just having students aware that there are possibilities available to them
I want students to be able to see how courses from one institutions will transfer
to other institutions
I would like to see more written information about transferring available.
I would like to see more written information be made available
Improved initial transfer planning. Providing students more information on
transfer process.
Increasing student knowledge regarding transferring to colleges and universities
that do not have similar program names, such as using similar wording in
objectives or lists of equivalent courses.
Information posted on the MnSCU website making it more accessible for transfer
(eliminating multiple phone calls) put it in writing
It would be great to have a website to allow students to see their transferable
courses, how many hours are transferable, etc. It would be automatic process
where students put their courses numbers and the get the transfer result. Etransfer. Our students are valuable too
just more communication / understand across schools as to what class equates to
what I feel like there a lot of confusing now and changing. At one time two classes
from different schools would be equal but then suddenly there not (I don’t want
to find this stuff out after the fact)
Let students know which classes transfer as soon as they register for classes
Let us know what credits will or won't transfer
Make information about credits, IT services, student services, etc. available
Make it more clear and easier to understand
Make sure potential students have the necessary material to see what options
exist
OERG
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OERG
Market the fact that some credit do not transfer from other "for profit" colleges. I
feel like a lot of student aren't always aware of that until later after wasted time.
maybe for info, email to student for ease of access. 4 year college
Maybe more advertisement that there are services available
More advertisement of the updated transfer
More advising for no degree student - night students
More clearly defined to students how IT all works
More disclosure upfront. Real consultation at the beginning of enrollment.
More education on transfer credits that relate to a major rather than generic
education credits
More help to show the students about college and class
More info about what classes are needed to transfer
More info easily available to students about transfers in written form
more info to be available to students
more info and have students me it
More information easier to understand
more information given on the university the student is planning to transfer to .
More help for the student to give him on his way to the university he plans to
transfer to.
More information on transfer credits
More information regarding the steps
more knowing what classes are needed other then generals
more knowledge
More prep info on prerequisites & transferring into specific programs
More transparency for students. Make it easier. Better website content to make
transferring easier.
Openness about how this transfer process works
Plans need to be public not only know to those who seek them out
Providing more information to transfer students prior to them coming to St.
Cloud State, so they are aware of the requirements needed
Regardless of ultimate results, students need information on the front end about
the transferability of courses. More outreach to nontraditional older students.
Student preparation for transfer to a major/program/credits wise as well
Student utilize tools available, such as transferology
Students need clearer information I have seen plenty of students who took the
wrong courses
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students not knowing up front much about transferring
Talk about it in classes
To know what credits are transferable
tours with different colleges for current students
Transfer information needs to be articulated more clearly on the web, overlap
information needs to be joined and housed in one, easy to find place.
We continue to need to enhance information that students receive on the front
end of their education - it would be ideal if baccalaureate degrees didn't require
an absolute certain curriculum from first semester - as many students change
major along the way
Webpage that automatically takes current course work and map to transfer
curriculum to all possible MnSCU schools
When transferring, there should be more information on what credits will and
will not transfer
When we have A and R days for transfer students make it clear as possible and
easy way to explain how one class can count as another offered here at SCSU
get your info out more/advertise more
Open access to testimonials of the "improved" system
Ease of use. i.e. better explanation of transfer curriculum
Theme 3: Support for External Transfer
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Transfer agreements for departments in MnSCU made simple… and outside of
MnSCU. Many students are interested in transfer outside of MnSCU after
beginning at community college. More transfer information available @ time of
admission
Improvement in advisement for students looking to transfer - more
knowledgeable staff members at both 2yr and graduate schools.
Would be cool to develop an outline system where students could enter courses
they are thinking of taking an online system would show transferability to 4 yr.
I want to see transferable credits go to other colleges and universities easily, and
with plenty of academic advising to students
Transfer is a big issue to students. Discrepancies in number of credits and
transferability influences students' decision to take a class. There are still
discrepancies in place between the MnSCU colleges (for example 4 credits) and
the University of Minnesota (for example 5 credits) for the same course..
All or most of your credits would go through and meet the criteria of your
transfer college you are wanting to go to including out of state.
All universities accept outside credits the same
OERG
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OERG
Anyone at any state college should be able to transfer credits from/among the
colleges freely. Make (example) English uniform so it will transfer. Make class at
the U of M transfer BOTH in and out of U of M. Some degree of transfer from
private colleges, too.
Make sure that all if not most credits transfer - even for out of state
colleges/universities.
Make it easier to transfer from 2 year college to university and also private (MSB)
to MNSCU of possible.
To be able to transfer to other 4 year colleges rather than just U of M or Metro.
We have limited transfer credits
Credit transfer process needs to be clear for students coming from nonMNSCU
institutions.
Ease of national transfer
I want to see seamless transfer of credit, currently if I go to a private college, they
will accept 80-90% of MNSCU credits, but if I transfer to MNSCU college only
40-50% are accepted.
Long shot be able to transfer to any college in the US
MnSCU Institution classes should transfer with no issue. System level
institutional agreement with U of M
Universal college transfer of credits (e.g. private colleges, U of M & MnSCU)
Availability of more college to transfer to. I think it would be nice to transfer to
out of state college
The assumption here is flawed. Students come in and out of multiple schools (not
just MnSCU) - privates, U of MN, schools from other states. Our average entering
student has 4 transcripts and over 70 credits
Better academic advisors, transferability to colleges out of state
Improved training of academic advisors to better facilitate the accurate and
timely dissemination of transfer information to better aid a students' exit from
their current institution. Help students on their way out as well as on their way
in.
Allow credits to transfer out of state
Beyond MNSCU, MN private colleges and universities, U of M campus.
Transferability of MNTC to outside MNSCU
Ease of use. The system is great as is. But being able to move out of state colleges
would be great
Have it include private colleges
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I believe some private schools have not accepted online courses for transfer. If
this is still true, it would be important to negotiate a change in this policy
Improved transferology for students coming from outside MnSCU - i.e. private
liberal arts colleges
Increased transparency to student regarding the transferability of non-MnSCU
credits
Is it possible to have transfer within more than just MnSCU schools, but also
private schools/other universities - online site to see how things transfer between
schools.
less confusion with state schools vs. U of M
Maybe smoothing out of state transfers, private colleges
More awareness and communication about selecting courses from other
universities while attending one university. This process has always felt scary and
uncertain. There have been courses from other schools I have wanted to take but
was not sure if I could.
more colleges accept MNSCU credits
more credits accepted form other schools
Not that simple - students transfer from privates, international, etc.
options for metro area students beyond metro state> satellite location, online
completion etc.
Out of state students pay same rate as in state
Out of state transfer policy
Perhaps exploring transferring btw. MnSCU colleges & the U of M system? It
seemed like it was focused on just MnSCU stuff, which is good, but my students
do move to the U system.
smooth transitions for transfer students
State to state since our college is so close to SD, Iowa
State to state transfer
State to state transfer
state to state transfer
The clarity and ease of transfer from non-MNSCU universities increased
Transfer of credit from private institutions is always a concern for transfer
students. Working with private sector education should also be considered.
Transfer to non-MnSCU schools might be easier
Transfer to U of MN four-year programs not included? Transfer between twoyear programs?
What about transfer with U of M system? PSEO?
OERG
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With the current transfer model students are easily forced to retake classes at the
discretion of the advisor. Seamless pathways between MnSCU and MN university
(U of M) schools
Theme 4: Advising Support
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OERG
I want to see transferable credits go to other colleges and universities easily, and
with plenty of academic advising to students
Better academic advisors, transferability to colleges out of state
Improved training of academic advisors to better facilitate the accurate and
timely dissemination of transfer information to better aid a students' exit from
their current institution. Help students on their way out as well as on their way
in.
better help, clear of what will transfer
Give students more clear path to knowing their resources, mainly, who their
academic advisors are
Developmental education!! We have (underlined) to maintain access to higher
education for every citizen. Need better advising at the 2 years!
Mentor programs, mandatory on-campus orientation, identifying transfer, and
students as early as possible.
Would like to make sure students know where to go for this information at the
start of their academic career, and have people to help them understand the
process, not just websites
Prerequisites on transfer courses. Assigned advisors to connect with AA students
and semester meetings.
Transferability of credits. More concerned vs advisors counselor have more
knowledge about transfer credit
Include counseling options to identity/ direct student into programs that may
benefit them more- 2 year degree AA vs career programs or cent. Not penalizing 2
yr. institution for student was work on base transfer courses only then ensue on
completion rates
Better advising. More automated/electronic process.
I like the idea of simplified articulation agreements. Importance of quality.
Accurate academic advising to assist students in completing the degrees. Have
less steps in the process of developing articulation agreement
Hire more transfer specialists. If we did evaluations on admittance of students
they may choose our school would benefit students if they knew where they stood
before beginning program or may pick a different program by what courses
completed that they didn't think of before
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Locate 4 year staff (transfer advisors) on 2-year campuses rather than just
visiting once a year. Set limits on how often a course can be modified (content &
objectives) because courses being "updated" annually will never allow smooth
transfer - only update as needed (for employment)
More emphasis on college preparedness. Stronger emphasis on academic
advising and delivered education
Students currently are required to go from department to department to find out
if courses will transfer. I believe the university needs to do more of this leg work
for the student. Depending on the time of year, a student can wait too long to
hear from a faculty member. Have a standard contact in each department to
make sure students get a timely response.
Like the idea - additional counseling would be helpful. Requires strong MNSCU
faculty collaboration.
Academic advisors
Adding staff to specialize in this to campuses
Additional advising support and communication starting at the two year college
level. I often hear from students the issue of ill advising or they are unaware to
reconnect and replan if their academic program or goals change. I would
recommend to find additional position to assist with their process.
additional assistance w/ college placement and counseling
Additional support for transfer specialists to collaborate with four year and
another two year colleges to further streamline advising practices and policies
Advising more automated
Advising, advising, advising! Include this is an integral part of transfer!
Advisors willing to help students
As a student, I see the importance of guidance when it comes to transferring. it
can be overwhelming if not the right help is available to simplify it all. I would
like to see individualized counselors available for future transfer students who
know the specifics of transfer requirements
As part of providing more information (e.g. websites, transfer guides, etc.) provide more opportunities for face to face advising on the transfer process. Not
everyone wants to look at a website. If not more advisors, maybe just easier
access to them.
Before transferring the credits students should be advised fully if other colleges
are going to take them
better advisors, they give out different information
Better training upfront for advising staff to get them in the correct classes
relevant to the program their in
comprehensive advising is key
OERG
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OERG
Consistent advising
counselors
counselors
Encouraging students to see advisors about transferring
I think that there should be a lot more help or counselor seeking out students
who are transferring to get their ideas and plans "don't wait for students to come
to you, you should go out and work"
I think transfer advisors should be able to tell students what credits transfer to
other schools in the MnSCU system
Increasing transferability is the responsibility of Academic Advisors. This level of
skill and staffing should be roughly equal at all schools
make sure there are properly trained transfer specialists to answer questions
from students at the 2 year and 4 year colleges
MCTC only has 1 transfer specialist. We need more staff working to complete
transcript evaluations faster so student can make better decisions when
registering for course or planning to transfer out to other schools.
More advisors to be available
More clarification and guidance offered to students from the advising staff
More cooperative effort between MNSU counselors
Possibly one counselor from beginning of two year through four year for
consistency and to retain the students. Will they know who their go to person is?
Streamline - everyone trained same way so student can get correct answers
Stronger advisor support at 2 year institution so that students take courses that
will truly transfer.
The biggest complaint I hear from the students is a lack of advising to explain
what is needed to transfer/extant articulation agreements
The quality of department advising really seems to vary from great to poor,
meaning students suffer.
There is a need for better assistance in planning out a degree for nontraditional. I
see too many nontraditional students coming in to start or finish a degree, and
despite having previous college experience, it is still taking an additional 4 years
or more to finish a first BA/BS.
Transfer advising needs improvement in both central and department-level
offices
I like this idea! Training for advisors to help.
Enough advisors on the campuses to properly advise students
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Theme 5: No Additional Improvements
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I like the idea of simplified articulation agreements. Importance of quality.
Accurate academic advising to assist students in completing the degrees. Have
less steps in the process of developing articulation agreement
Like the idea - additional counseling would be helpful. Requires strong MNSCU
faculty collaboration.
I like this idea! Training for advisors to help.
I like the notion of not repeating classes. Requirements to different programs
should be given to students
Nothing immediately stick out to me, perhaps mention something about the
transferring of credits from school to school?
I like the non-articulation agreement idea - streamline program eligibility
requirements
I think increased articulation agreements between 2 year and 4 year is a great
goal. Should motivate to help persistence. I actually think the MN transfer
curriculum is fine to capture transferability of lower division courses. While its
not clear to me is what the multi-institutional articulation agreements are/would
entail
I like the across the board articulation agreements allowing for a more
systematized fair approach which supports all students engaged with transfer
equally, not just allowing the best "negotiations" to gain the benefits
like that degree should transfer to all 4 year MnSCU institutions
None needed. Students need to plan. CC's should offer the appropriate lowerdivision courses needed for BA degrees. We do (underlined)
So far these are all great concepts to implement will it work both directions.
Comm/Tech <---> University
I agree that a streamlined transfer system within the MnSCU system will greatly
benefit students in their pursuit of higher education
I think it is good, important thing is providing simple set of pathways accepted at
all MnSCU Universities
Love the idea of a website transfer guide. Could be an easy way for students to
review their options.
Love the idea of one system for registering classes
None, just want my credits to transfer!
everything is great an nhcc, but I wish if they increase the tuition have limits for 2
hours per week to 3 hours for some classes like computer which need a lot
expand more to include electives although I felt the system works very well
already
OERG
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OERG
Goals 1.1-1.10: looks great! will these goals/ outcomes also be a part of marketing
towards high school students? if I were a parent of a high school student, the
transferability would be great selling point. add to brochures/ pamphlet and
other items sent to prospective students and parents of students
great ideas may be difficult to compare courses
Great ideas, I like that there will be one articulation agreement across the board
for all MnSCU
I like the idea of a system wide articulations, but the autonomy of each institution
must be preserved.
I like the idea of the one-system articulation agreement
I think this is wonderful! But I think it should have started at the high school
level. Colleges work with high schools to make sure content/state standards align,
then associates to bachelors
None - I think structure and balance are important and should set principles and
fairness to all groups
None-the details/plans outlines well. Although, address specific concerns from
schools that would be concerned about their enrollment numbers. For example if
ease of transferring is the same everywhere they could be losing an advantage.
The proposal looks good. One idea - 4 year degrees are awarded by MnSCU, not
individual institutions and required courses are available at multiple institutions
The proposed concepts cover the current issues. Make sure it's the most
affordable, easy to understand and best way to serve student needs.
The suggested improvements need to happen soon and not take many years
60 credit transfer law sounds great, more cohesion among MnSCU
All are on point in my opinion
Committee ideas sound great (underlined)
Everything is ok
Everything looks good
Excellent concept!
Good
Good
good for students
great idea
great ideas
I agree with the improvements.
I am excited about the proposed concept and believe students will have a more
positive experience as a result.
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I appreciate all the items on the list
I believe the suggested improvements are good
I can see no additional improvements in mind. I love the idea avoiding repeating
courses.
I don't see any others, but I like that they are going to make transferring easier to
understand
I fully agree with the work being done here! Keep going!
I like how transfer students will be given a straight pathway of what classes to
take instead of guessing
I think all the main points have been made
I think everything had already been covered
I think it is excellent - needs to happen
I think its good
I think its good now
I think the transfer system works rather well
I think this group is doing well within the legislative language
I think what we have the new transfer system is awesome
I think what you have looks good
it looks great so far
It sounds like a great idea
It would be awesome of this were accomplished, including the team's "Desired
Future State." I'm passionately supportive of the concept and points of your
desired future state.
Keep it up
Like the idea of pathways that are accepted at all MnSCU schools. Need to get
common course numbers as much as possible as pathways will not work without
Looks complete
Looks good
Looks good
Looks good as it is
Looks good from what you had.
Looks good to me
Looks great
looks great
Looks like it will help online students a lot
Looks okay so far. It definitely needs to be done soon.
None
none
OERG
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none
none
none
None
none
none
none
None
None
None
None
None
None
None
None
None
None
None
none
none
none
None
None
None
None - seems to work as is... there will always be exceptions
none as far as I'm concerned. I don’t see this applying to me unless I actually
transfer
none at the moment
None at the moment. It is good at the moment.
none at the moment. So far I haven't had any problems with transfer
none come to mind
None I can think of
None I can think of. I believe this is an excellent concept to help transfer students
complete their degree easily, clearly, and without spending excessive $ or courses
students have already taken. As a MSU student, Metropolitan state has taken all
my prior transfer credits seamlessly
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None really I thinks that it is cool and great chance for students
None that I can think of - you seem to have a lot covered already
None, but I do like that it is being made easier
None, I think the new ideas are great
None, no problems
None, outstanding
none, they're good
None, this is a great concept to streamline education and not overlap
None. Great idea!
None. Not transferring
None. You are on the right track. This is great.
nothing
nothing
Nothing
Nothing
Nothing
Nothing
nothing at this time
nothing for now
Nothing for now
Nothing, everything looks good
Nothing!
Nothing. It is really good.
Nothing. The information is very interesting and has a lot of details.
Proposal sounds positive
sound good
strong, thoughtful, plan, well-done given time constraints
The ideas on the poster would suffice, nothing extra needed. Improvements is so
needed in this area.
The list looks comprehensive based on my past experience
The new transfer tool in EPMII is very useful. Thanks!
The plan sounds good. Don't know what to recommend.
The proposed concept seems great
There's nothing I can think of for this moment.
They nailed it.
This is a great way to start, and you have a plan for where to go next.
This is great! Much needed, do it soon
OERG
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Well organized
well thought out
What I am seeing is absolutely great!
What I have read is looking good
When I was part of the focus group, all that we brought up has been mentioned.
I am still learning but think it's great.
I like 1 Articulation Agreement
Theme 6: Other
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OERG
I like the idea of simplified articulation agreements. Importance of quality.
Accurate academic advising to assist students in completing the degrees. Have
less steps in the process of developing articulation agreement
I like the non-articulation agreement idea - streamline program eligibility
requirements
I think increased articulation agreements between 2 year and 4 year is a great
goal. Should motivate to help persistence. I actually think the MN transfer
curriculum is fine to capture transferability of lower division courses. While its
not clear to me is what the multi-institutional articulation agreements are/would
entail
I like the across the board articulation agreements allowing for a more
systematized fair approach which supports all students engaged with transfer
equally, not just allowing the best "negotiations" to gain the benefits
everything is great an nhcc, but I wish if they increase the tuition have limits for 2
hours per week to 3 hours for some classes like computer which need a lot
expand more to include electives although I felt the system works very well
already
Goals 1.1-1.10: looks great! will these goals/ outcomes also be a part of marketing
towards high school students? if I were a parent of a high school student, the
transferability would be great selling point. add to brochures/ pamphlet and
other items sent to prospective students and parents of students
great ideas may be difficult to compare courses
Great ideas, I like that there will be one articulation agreement across the board
for all MnSCU
I like the idea of a system wide articulations, but the autonomy of each institution
must be preserved.
I like the idea of the one-system articulation agreement
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I think this is wonderful! But I think it should have started at the high school
level. Colleges work with high schools to make sure content/state standards align,
then associates to bachelors
None - I think structure and balance are important and should set principles and
fairness to all groups
None-the details/plans outlines well. Although, address specific concerns from
schools that would be concerned about their enrollment numbers. For example if
ease of transferring is the same everywhere they could be losing an advantage.
The proposal looks good. One idea - 4 year degrees are awarded by MnSCU, not
individual institutions and required courses are available at multiple institutions
The proposed concepts cover the current issues. Make sure it's the most
affordable, easy to understand and best way to serve student needs.
The suggested improvements need to happen soon and not take many years
Hire more transfer specialists. If we did evaluations on admittance of students
they may choose our school would benefit students if they knew where they stood
before beginning program or may pick a different program by what courses
completed that they didn't think of before
Locate 4 year staff (transfer advisors) on 2-year campuses rather than just
visiting once a year. Set limits on how often a course can be modified (content &
objectives) because courses being "updated" annually will never allow smooth
transfer - only update as needed (for employment)
More emphasis on college preparedness. Stronger emphasis on academic
advising and delivered education
Students currently are required to go from department to department to find out
if courses will transfer. I believe the university needs to do more of this leg work
for the student. Depending on the time of year, a student can wait too long to
hear from a faculty member. Have a standard contact in each department to
make sure students get a timely response.
Transfer agreements for departments in MnSCU made simple… and outside of
MnSCU. Many students are interested in transfer outside of MnSCU after
beginning at community college. More transfer information available @ time of
admission
Availability of more college to transfer to. I think it would be nice to transfer to
out of state college
The assumption here is flawed. Students come in and out of multiple schools (not
just MnSCU) - privates, U of MN, schools from other states. Our average entering
student has 4 transcripts and over 70 credits
OERG
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OERG
Ease of access to transfer whether in the MnSCU system or not. Provide seminars
on how to transfer. Transfer out or in is what this should account for. Five year
expiration rule - shouldn't exist.
Any communication structure to maintain academic quality and substance.
Students are one focus but the integrity of the programs and quality of their
experiences and preparation should be a focus too. Facilitated faculty
communication. Legislative mandate not the way to do curriculum.
Brochures available that can/do outline a variety of ways to utilize and
successfully transfer. These could be paired with current and just graduated
student experiences, suggestions, experiences, warnings. Please discard current
concept #1. Please instead simply suggest students complete associates degrees.
Clear articulation of transfer agreement for students. Creation of 4 year plans for
students starting at community colleges with stated achievement guidelines for
admissions to upper level programs.
Credit for prior learning, strategies to get students through programs efficiently
Develop and communicate on and off campus for working adults. Include credit
for prior learning so CT classwork is included
Greater promotion of resources for students i.e. advising, transfer specialist.
Require a meeting before registration. System wide articulation would be great!
I would like to see a MN based program that would clearly show what credits
would be transferred to a university and would possibly help students who are
changing what career they want.
Keep articulation agreements clear and on website of school
low cost for students, no penalty for transfer in and out, support (more) to
students navigate and understand the process
Make info about current articulation agreements easy to find when prospective
students are searching for their best fit.
Offer better training to those who serve this population. Consistent
communication across all players. Simplify it so that it will be easier to
communicate the messages/policies. Provide concise info. Offer more resources
so transfer students feel like they have always been a part of the University - not
an ugly stepchild.
There needs to be greater communication regarding articulation agreements.
Communication with faculty and students. Options need to be communicated
clearly.
Has there been extensive discussion regarding why (underlined) course for
course transfers do NOT happen in various "major" programs? Are you
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addressing underlying values/beliefs at four year schools regarding the "quality"
of education at 2 year schools? We are dealing with deeply rooted beliefs here
(cultural): the perception that two year schools are the "minor leagues" of higher
ed and that a "major" needs to take all (underlined) the courses in the "major
leagues" (the 4 year departments). In other words, there is the belief.
Greater cooperation between faculty at colleges and universities to align
programs and majors among the two.
Smooth transfer course equivalencies in a system-wide data management system.
Course equivalencies to be determined by faculty meeting on an annual basis.
Spend a little money to let faculty talk to each other.
Clear recognition on the part of universities for the transferability of freshman
and sophomore level major track sources into majors at the receiving institution.
This creates maximum time and financial efficiency for students, recognizes the
true scope of work by college faculty, and saves money for the taxpayers if
effectively implemented for students who know what major they wish to pursue.
This will also elevate the reputation of community colleges as academic
institutions and simultaneously creates a sense of purpose in A.A. students who
identify as being started on a major. This all leads to retention and completion.
I would love a more simplistic plan to continue to a university. The transfer
process is confusing for those looking for help. I can't imagine how hard it is for
those that don't ask.
1) Make sure the MN transfer allows for major pre-requisites to have been met. 2)
Allow for underprepared students to afford to transfer and to dream of a four
year degree.
Distinguish between transferability and uniformity. For some programs this is
not an issue; however for institutions who are responsive to the communities in
which they are located (business, community need, K-12 system in the area) rigid
transfer criteria for access to achieve transfer students could intervene with the
system's stated purpose of engaging/responding/being involved/communities
love the thought of enhancing knowledge on articulation agreements and
transfer. Accreditation should be same among colleges. Same admission concepts
for MA?
Articulation agreements take a lot of time, and often only help a handful of
students. Would rather focus on transfer equivalencies.
Currently our articulation agreements are not even with our 4 year state colleges.
They have not been willing to come to the table to discuss accepting our 2 year
college courses. We only have articulation agreements to accept our 2 year tech
degree at private colleges.
Guarantee Acceptance of 2 year college credits at four year MnSCU institutions
OERG
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OERG
More 2 years transferring to 4 years - ideally all of them bit unrelated but I
believe MnSCU employees should be able to get tuition reimbursement at a
MnSCU 2 or 4 year - regardless of which type of institution they work at.
More scholarship money for transfer students. This will help with financial need
when transferring from 2 year to 4 year college/universities. Transferrable credits
from 2 year prerequisites to 4 year degree.
Need faculty input. Need input from 2 year colleges. Transfer needs to happen in
both directions 2 to 4 year (and vice versa)
Common course numbers, More degree (bachelor's level) in rural area
Continued support for online tools to facilitate transfer between MnSCU colleges,
more pathways to MBA
Ease of transferability - but understanding about how credits affect other areas especially financial aid for remotely registered classes
Fast track the recommendation to eliminate need for unique transfer agreement.
Common course numbering
Make transfer easier and give grants to people who will appreciate them. Let
people go to the school they want.
MnSCU can have 1 transcript similar to UM transcript with all credits listed.
Duplication of services at every campus. Also 1 degree audit system wide - less
confusion. Common course numbering for common courses : e.g. Intro to
sociology, Intro to Psychology
More classes better food
More credits that transfer, more opportunity to test out of classes you already
have knowledge of
More equalized credit transfer, discounted cost, education gap testing/training
More focus on transferability across MnSCU, Affordability issues better
addressed
More options on our campus. More all online programming for this. Same
requirements at all MnSCU institutions
This should be the core of MnSCU working as a system. I believe that MnSCU
credibility will continue to suffer if this is not accomplished.
I would like to see this AAS degree included somehow in the articulation
agreements
I would like to see this concept amended in order to allow some flexibility for
individual cases where students might need more than 60 additional credits to be
truly equipped to meet the workplace demands in their field. The main goal we
all share is to produce graduates who are truly prepared for success. While
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moving students through their studies as efficaciously as possible is certainly
important, efficiency should not supplant quality in our overall vision.
"current state" section was most helpful would've like to see more details about it.
#2
1 system wide articulation agreement makes no sense and devalues the individual
institution uniqueness. preparation is not addressed crescent on perception by 4
years vs reality for transfer student?
1.4 clarity is critical
1.5 would be important
1.5: Stop repeat classes. Stop repeating similar classes across majors. I'm a double
major that had to take college computer and technical communications which are
very similar in curriculum. It was annoying!
1.6 is not possible for the licensure programs
1.6 minimum of four years will students be able to complete early (such as
myself)?
60 credits should equal an associates degree
60 credits?! If this plan was implement education for education programs, it
simply would not work. As director of comm arts/lit education, I can testify that
the program - also mandated (through state standards and accrediting agencies) requires more than can be accomplished in 4 semesters. One entire term is
dedicated to student teaching alone. In additional, students must take 60 upperlevel credits. Perhaps in the case of secondary education programs, it could be 4
semesters and one for student teaching! Or perhaps secondary education
programs could be considered a double major?
A higher connection between staff and students
a lot of improvement
a nationwide credit transfer system
Acceptable
acknowledgement that many students from open enrollment campuses will take
longer than 2 years to complete a 2 year program
Adaptive computer guide
Add veteran transfer outcomes such as clear prior experience points that would
transfer into credits.
Additional funding or support to assist with the seamless transfer and pathway of
transfer credits
addressing more than 20% of the transfer challenges
Advertise transferring -? have never been told about how or what
OERG
85
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OERG
All courses transferred must meet goal outcomes. Can there be a way for us to
challenge or question why some courses are transferring?
All I know is our students come to sometimes unwarranted conclusions regarding
whether a course will or will not transfer to another school. They make decisions
on faulty or incomplete knowledge.
Allow access to articulation agreements to all faculty and staff involved in student
advising and success planning
Allow for more opportunity for nontraditional students to earn credit for prior
work/life experiences. i.e., military experience
Although not directly related to transfer, open tuition waiver to technical and
community college system employees at system universities. For example, an
office employee at a community college should be able to get a bachelor's degree
at a state university. The stronger our college workforce, the better. Same for
people with bachelor's degrees to acquire master's degrees
An Associates does not prepare for or replace the 1st two years or lower-level
equivalent general education courses at a university level. An AA or AFA would
not necessarily include base-level information for any particular major. Jr/Sr
courses should be building on and synthesizing that material, not covering it as
new information
An improved guide in helping students. Understand advancements and
educational opportunities beyond DCTC and their degree. To further degree with
an adjoining college/university or job prospect
Any development in regards to PSEO students?
Are you speaking with State of Minnesota licensure groups (board of nursing,
board of teaching, etc.). Many degree programs are bound by standards from
these groups. How will community colleges handle different standards
configurations of various 4 year schools to whom their students will transfer?
As a transfer advisor in chemistry, the transfer issues seem outside my discipline.
As an electrician I need a certain amount of hours to become a journeyman. I'd
like to see some of those hours credited to some of the credits required here
As long as the student sees the results we are good. As a student, transfers are the
number 1 complaint I always hear about
As the web marketing tech, I'd like to see the website use plain language and deal
with the concept of transfer in a customer - centered way. Example: start by
asking our users if they think of themselves as "transfers" or as something else?
Perhaps someone "seeking a four year degree"
Avoid one size fits all. Each student is different and special
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Being able to branch out further
better class opportunities
better class planning
better class planning
better class planning
better class planning
better crossover for military experience
Better high school. Take notes from AP
better opportunities
better recognition by 4 yr. college that what we teach is valuable. They need to
remember that they are the faculty that prepared many of us and should trust
they did a good job!. If we are not doing an adequate job preparing students then
they should look at themselves
better scan tools in the shop
better transfer agreements with school like Augsburg, U of M
Better transfer of credits as it affects funding - many of my PSEO credits now
count against me financially (FAFSA) and reduce my prospects of graduating
with a good degree
Better understanding of where students are academically
Better withdrawal
Bigger posters
can’t think of anything
cc has been under whelming in terms of student commitment, readiness,
technical, and verbal skills. They are not functioning well at college level. Great
idea- you need to make CC destination not place holders
Cheaper
cheaper tuition
chocking for grades, scholarships and tuition
clarification of financial aid process and this plan
Clarification on transfer - college to university or is this to facilitate transfer
between MNSCU universities.
cleaning up the mess of transfers for student ease of a college pathway for their
degree
Clear and concise generally diversity should be clearly stated and guided in
academic planning.
Clear understanding by all employees where all transfer information can be
found
college should one are earlier times
OERG
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Communication is highly important. More communication between students and
faculties.
Complement military training
concept 1 - articulation agreements need to be updated prior to being marketed
Concerns are centered around the obvious lack of focus on graduate education at
both MS and Doc levels
Consider ease of transfer to schools outside of MnSCU
Consider stronger emphasis on high-demand and high paying careers like
engineer, computer sciences and pharmacy
Consortium improvement
Could the need to apply at different institutions be eliminated? If you are
accepted to 1 MnSCU school it could facilitate transfers.
Courses not always transferable between institutions. Depends on instructor,
textbook and pace required for an individual class. Have noticed that students at
different institutions are not entering or leaving at the same level of competence
Cover more college/university to send transcripts without having to pay
Create an environment of collaboration between institutions instead of
competition. Fighting for enrollment and money.
Create peer review to look at how colleges "do" transfer
credit
credit for prior learning
Culture and discipline's ethics needs to be considered as transfer students more
into program
DARS data and ISRS data being exportable for research, cohort analysis. Allow
more course substitutions for general education requirements of specific degrees.
DARS is very one way. How about a system that shows which schools will accept
a certain course for xfer?
Decreased access to information for students
Developmental courses which require retaking if transfer occurs before taking
college level. This is a drain on resources.
Directly show of work related experience and military experience can apply
toward a degree
Distinct paths short of an AA. That doesn't require each program to create/you
have that good.
Diversity
DNA
Does FYE help with transfer, advising options and resources?
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does the proposal include core curriculum?
Don't have had to.
Don't plan on transferring
Dual admission for all
Dual enrollment opportunities (students who enroll in a two year program are
automatically accepted into relevant program at four year school upon
completion of a two year degree). *MCTC has this type of agreement in place with
Augsburg for nursing
e-textbooks become easier to access
earlier availability for classes for transfer students
Easier course transfer agreements, more education to traditional and
nontraditional students about the benefits of transfer/transfer agreements
easier process for developing articulation agreements
Eliminate agreements need
Eliminate articulation agreements
Eliminate the need for institution to create and maintain multiple unique
articulation agreements for each degree? why? How do you reconcile the needs
for educating a student in biology vs English. My fear is a failure to acknowledge
education needs. How much do we sacrifice for consumer demand?
Eliminate transfer to four year school
Eliminating need for institutions to create multiple articulation agreements - this
would be a very positive step
Enforcement of all campuses to follow the guidelines
Equality and respect of all MnSCU institutions. Metro U not superior to other
MnSCU Schools!
establishment of "common principles" should be inclusive process with input
from all stakeholders as well as sufficient/appropriate level of flexibility
Everything
expand knowledge
expand my knowledge
Expectations of 4 year MnSCUs articulated and followed - I don't want anymore
emails saying "they want to see your syllabus"
explore the requirements put out by the whitehouse in regard to the proposal of
free college
Failing student in class shouldn't have to pay twice to take the same class
free college
General credits transferring better from state to state
general credits transferring easier between states
OERG
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OERG
General credits transferring easier state to state.
Get rid of articulations agreements. Use DARS instead.
get rid of StarID on Wi-Fi
get the legislature uninvolved, boring back faculty discipline specific. Make MnTC
work
Get this done now!!
get to learn knew things from different teachers
Goal to increase the number of pathway programs
Graduate education is not mentioned. This is a major omission.
Graphic design/art courses
Greater recognition from more varied institutions.
Have more to save
Have more to save
Have to think and read more on this. Thank you for the links to the team's page.
have transfers based on courses as well as programs
Have we addressed why students are campus hopping? Do they lack accurate
information about offering and so enroll in the wrong school for their goals? Are
they not making career decisions soon enough in their educational journey?
Endless transfer lacks cohesiveness and should not be a goal just because people
do it. Why do they do it, apparently so much? Should they? How can we help
them steer a straighter course?
Having a seamless transfer of credits not only leads to the success of a student
(retention/ graduation) but it also helps with the commute and natural
progression. Students will know up front what transfers to save cost. Need to
have "Experts" in the field of transfer into rather than "guessing" such as
counselors as experts and advisors not. I believe we are on the right track!
help make transferring high school credits to AAS
Honors students programs also transferring
How can we assure transfer students are "as equally prepared as direct-entry
university students"?
How do we overcome opposition that is rooted in "institutional pride" and
convince all schools that we are working toward the same goal.
How do you determine what institution you graduate from?
How does CPL fall into this transferability. Research more individual degree
plans system wide. How will this be marketed
How is MnSCU preparing to Right Size, with shrinking demographics how do we
prepare for budget reductions?
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How many credits can be transferred like 17 or less if possible
I am very concerned about the blanket agreement/articulation idea. It is too
difficult to know if other schools' courses will cover needed topics
I believe just a way for ppl to be educated
I believe that the: Baccalaureate degree does not have to be identified as the
terminal degree - less emphasis - many AAS technical degrees are terminal
degrees
I do not know how to do multi-campus transfer. All transfer is one to one
I don't intend to transfer
I don't know
I don’t know
I had a horrible experience transferring college credits to Ridgewater. I was told
as a senior in high school that the college credits I earned would take the place of
my general classes at Ridgewater, but during the 1st semester I was told I'd need
to fulfill credits not accounted for, and after a stressful process of gaining back
the credits from CLC, Ridgewater told me I had the credits all along, they were
just "hiding". I hope Ridgewater's DARS system improves so future students
don't have this problem
I have no idea what this is for
I hope academic related more efficient
I like the fact that my private 4-year school could find all my class descriptions
online and most of them are transferring. (I've been here for 2 years and am
graduating in May.)
I like when you know how much the cost will be. What you need for each state for
a actual job.
I see some improvements
I think it would be great if we had more 4 years make a presence for our students.
Advertise more than signs when they will be on campus.
I think that the transferability is less frustrating and more cost effective
I think there are some issues related to transfer, but we also do some things very
well in transfer. Articulation agreements are good, but specific to certain majors
at certain colleges. More agreements won't necessarily make things better
I think transferring seems easy but I have never tried it so I wouldn't know for
sure.
I transferred from a 4 year college to DCTC and I have taken a higher level math
class. When I transferred to DCTC they almost made me take a lower math class
as a prerequisite. There are some of the improvements that would help transfer
students
I want to receive the required credits to attend a university
OERG
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I want to see each school represented in the academic planning. Right now
Mankato holds majority.
I want to see more like how to transfer from HTC
I want to see more schools
I would enjoy to see more classes expand or improve in a two year college
I would like to know more about why our students transfer and how we will use
that data in this plan. Also how will we use analytics to inform the transfer
pathways program?
I would like to see a cohort approach
I would like to see all credits become valid for longer periods of time
I would like to see more about improvement east transition
I'd like to know what "equally prepared" means when talking about direct entry
vs. transfer students.
I'd like to see one articulation agreement for the institution - That would be
wonderful and students have such a difficult time with transfer - a guarantee that
they're not wasting time and money is essential to keeping students.
I'd like to see the feedback item previous implementations of plans such as these
particularly from a student perspective as I feel it could alter the project outcome
I'm not sure
If a student wants to transfer to a different college, the student should be able to
use the same student ID through out their academic edu
If CTE does nothing it must fix transfer problems. This is a hugely negative
customer service problem.
If there was a way to see which credits/classes can transfer to universities outside
of MN, it would be easier to plan what classes to take.
improve/shorter articulation process timeline. Equal decision making between cc
and univ
Improved 4 year co op
in order to leverage transfer pathways - came to cause transfer will need to be
addressed
In the bigger picture perspective, a college exists to provide documented learning
so employers and institutions know and trust that the student is capable of
completing of performing the task attempted. It behooves employers, students
and colleges to complete study in a reasonable timeframe to allow for the most
amount of productive time in the workforce. Focusing on CBE and CPL benefits
everyone. It keeps the cost of an education more in line with what you get out of
it. No one wants to pay for what they already know. As a non-traditional student
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not being able to receive acknowledgement for my experiences really deterred me
from attending in the first place
Include graduate education. Grad enrollment has been maintained AND
(underlined) grows!
Instructors give more weight on whether or not a "type of course" is similar to
another at a different school. Ex. English 101 = Writing 101 more instructors
review syllabus and decide if applicable
Iowa (where I wanted to transfer before I came here) does this really well. Two
years work with high schools on higher education credits with four years on an
articulation both public and private - start anywhere to go a 4 year.
It is embarrassing to have these problems. After ISRS this is the 2nd most
important change needed.
It is important that each campus's uniqueness be sufficiently valued and
appreciated in the development of this plan to implement multi-campus
articulation agreements.
It just seems the universities still get to pick and choose on what they will accept for example - SCSU situation not choose if they take the SCTCC A and P
It need preparedness and awareness
It was confusing and frustrating to transfer in from another MnSCU school.
Having to retake the Accuplacer after being at another MnSCU school was
stressful
It would be great to have regular 2 yr. and 4 yr. faculty discipline meetings
Job experience should be a great way to earn credits
Job market with baccalaureate, LOL
Job placement for all
Just make it easy for students engineer the process based on student needs - use
a "user- experience" method to collect qualitative data. Get business and IT and
students involved to design a project on "The MnSCU transfer student user
experience"
Keep it simple
Knowledge and use of the articulation agreement
lackess being put on campus for the students
Learn process applied to them before implementation
Less advisor and student time spent doing petitions
less charts
less hassle for paperwork
less money focused more accepting
Less money for school
OERG
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Less paper documentation
Less requirement for grades or time limitations
loss tech
Lots of emphasis on 4 year degree what about the 2 year option? Will this be
emphasized to students? What about stackable degree options?
Lower gas prices
lower prices
Lowering the cost of education allowing more people to get the education they
want
Make it easier for veterans to bring credit
Make it happen
Make it not be as much paperwork
Make it simple - its great to reduce number of articulations because the current
form/process is ridiculous and students don't know about them anyway
Make schools that are for profit that charge $35,000 in tuition credits transferred
to the MnSCU system
Make sure articulation agreements are in place
Make sure development education classes are in this conversation. Students now
can start a developmental education path, transfer and have to start over
Make sure we're working with K12 because many of those students would qualify
as "transfer" students because they've taken classes, PSEO, etc. The
process/message is not clear here either.
make system wide mandatory
Make the classes cheaper. Take the profit out of school and everything will get
better
make transfer an objective transparent process. Use LOA and Use Competence
Many degrees require prereqs started during the first semester. Students who do
not know their career goals until later are required to extend their college years to
make up for their delayed progress on that degree. Although this is to be
expected, many students are to extend their education by 1-2 years because these
prereqs are only offered certain semesters. This causes students to give up, drop
out, or gather more debt.
MAPE
maybe the transfer for the other degrees
Midpoint competency test. How will student enter workforce sooner? Are
partnerships with Corp. America available?
Military credit must (underlined) be weighted higher
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Mine went fun
MnSCU to provide guidelines for captioning
More 2x2 agreements
More articulation agreements are needed
More articulation agreements. More transparent
More articulation of transferability
more classes broke down into groups
More collaborative conversations across the system. Admission Directors need to
be consulted system wide.
more colleges
More ease in the agreements or information regarding transferring credit
More emphasis on 4 year graduation timeline
more flexibility from 4 year colleges
More funding
More incentives given to students to complete AA/transfer degree - perhaps a
small reimbursement or scholarship to next college
More input for students with disabilities (i.e. deaf and hard of hearing)
more input from staff
more lower division major courses
More of a Trio type situation for everyone not just Trio.
More on campus activities. On campus housing
More online courses to help with transfer process
more opportunities
More options scholarships
More pictures would be good or a PowerPoint. This is a lot to read and try to
comprehend
More programs for older people
More representatives of colleges on campus. In house like BSU
more schools available
More specifics - get started on planning and implementation
More specifics as they relate to how PSEO students can easily transfer
credits/complete credits
more sports
More student knowledge related to the transportation interested
More student success help provided by faculty
more studies form top transfer schools to see what out credits will transfer from
More to get them involved with the same. More school activities.
More universal
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OERG
More universal articulation agreement would save time for small groups all trying
to reinvent the wheel. It also makes them more marketable for students
undecided where they plan to attend college.
More walking for transfer
Move quickly. This is a high need.
Much like career day, we should have a course plan of study day each semester to
help students stay on track and modify their education plans
Much more than 20% of issues need to be addressed. Need comprehensive
reform of "transfer"
Much stronger connection to a quality liberal education
Multiple pathways at several schools
Need to call budgets before entering schedules into ISRS. 1. Articulate in
agreement. Transfer easy
Need to look at equivalencies and repeat transfer issues. Unclear about transfer
of AS? I think AS doesn't provide an adequate base. Should be AA only? Yes repeats need to be addressed.
Needs to be clearly articulated that starting a 2 year program is equally
(underlined) valued by the system and maybe even preferred as this overall
system money. 4 year faculty see 2 year programs as a threat to their enrollment
numbers. Need to clarify that the students best interests are the driving
(underlined) force
new ideas
No MSCF Representative for faculty representation for academic planning?
Administrative staff serve as subject matter experts?
Not an improvement but just want to make sure all programs are high quality
and students are prepared for graduation/transfer
Not interested in transferring
Not only at the 2 year level but also at the 4 year public and private (underlined).
It's great when you can work with articulation partners for the benefits of the
students. Having my program widely available at multiple campuses. If they were
more widely available, some students wouldn't HAVE to transfer.
Not sure how this info will be given to students.
Not to use the California model. Didn't really work fair, why should we use it?
Not transferring
NOT transferring
One D2L login portal for all MnSCU - with so many students enrolled in more
than one school...
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open communication between new student and staff. Not to be treated as if your
time here doesn't matter or the staff has better things to do
Other than credit transfer, campuses need to support transfer students with
special regards shown to changes in the way things get done at each university
outline of HLC impact
Part-time students who have to work need flexible options and clear pathways
too. Most of our students work.
Pathway to baccalaureate. Student can save money and reduce debt
Pathways for students
Pay attention to the type of school. Tech/community. Two different animals.
people coming together
People time (advisors, cost) is necessary for student planning. DARS goal courses
list must be links to course descriptions! How can they not be?
Perhaps structure learning to be more reflective of what employers want/need.
Mane-dual enrollment to transfer to ensure seamless transition
places for questions
Potential bridge programs stemming from the smaller colleges allowing for high
school students to enroll and gain an associate's degree.
Primary focus is on transferring - important to make sure we are clear on this
with potential students
Process needs to continue to improve to make the transfer process easier for
students to understand
Quality of education that makes me feel prepared.
Quarter semester credits
quicker transfer
Re-evaluation of older credits
Re-evaluation of the LEP
really this seems like a great goal. I'm troubled by the presenting and have a
problem getting past the poor grammar and bad usage. this is stuff that make us
look like hillbillies.
reasons why things wouldn’t transfer
reduce cost of tuition for students
Regarding "student knowledge of program prerequisites" shouldn't the
prerequisites be named at the top of course information where students register?
Regional approaches will work best
Remove general out of education. Remove the 2 years that we waste in college.
Moving education in high school
Remove or reduce variability of individual faculty determining course transfer
OERG
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Remove transfer from traditional function. Need to build a separate independent
unbiased function.
Removing road blocks for us students to alleviate additional courses and
expenses. This is great for our students and system reputation as a whole.
Review campus "exceptions" to encourage equivalences within (underlined)
programs vs. the processing of individual course substitutions. Be specific about
true "credit" transfer and have all four years on the same page. i.e. also look at
remote consortium and one financial aid system (underlined).
Scalability: recognition of how it works for students on all campuses regardless of
size and mission.
Scholarship for STEM fields when getting B's in science engineering, etc.
see this across the state regardless of being part of MNSCU
service across state
sharing of performance data of our students who transfer to 4 years
Should be ongoing dialogue and involvement of students. A system or process of
troubleshooting and or appeal for when things aren't transfer as they might.
Build in some flexibility. Really promote collaboration. Through collaboration we
all succeed.
shouldn’t affect athletics
show importance of a community college, other than just accomplishing ones AA
smooth sailing
Some people that work in TRiO isn't as knowledgeable or don't tell me stuff that
would be nice to know
Some sort of transfer forgiveness especially for non-traditional students who
received low grades in the years in college after high school
Some student knowledge receiving college.
speed-up process
Stay the course on multi-campus implementation
Still unfair practices within MNSCU. If we see a course transferred in as meeting
our certain goal area - why does it matter if the original MNSCU school doesn't.
We accept outside/for profit courses based on our assessment.
Stop making exceptions - if they don't have enough credits to transfer or GPA to
do so then - no at this time!
Student interest about the cause. feedback from others that have been through
this problem
Student-teachers cannot understand why they need to do!
students first
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students may not know what they want to right away, so how do we
accommodate the electives? Some courses be transferred even if the course
numbers are different and the same
study habits, time management
success
success
Success tracking
system level verification that university are properly following articulation
System Wide articulation agreement and process would be beneficial
System wide transfer and articulation agreements. Fix only 20% of transfer
problems? You/we could do better. 4 year schools need to be more flexible.
Take a universal approach
Take away some power from university faculty. its often that group that courses a
problem with transfer.
Technical education - don't understand how this affects a 1 year diploma
program?
That they graduate here
That transferring is a great way to improve your education
The reasons stated for the inconsistent outcomes are about knowledge of the x fer
process but then the goals state that the core is quality education for students.
When talking about schools, education can be an ambiguous term as in this case.
I don't know what kind of education makes up the core. Is it xfer education or in
class education?
There needs to be a more obvious inclusion of A. graduate education B. Research.
The discussions need to address graduate education and support by MnSCU and
the campuses
This is undergraduate based and does not apply to any of the work in my
department
This is way overdue
This won't work unless you establish "readiness to succeed" after 60 hours
time
Time frame
Timeline and cost per various school choices in a student user friendly systems.
Like e services. Dates reports. Rough draft of cost and timeline if you enter a date
To enter my major to university
To see where specific programs (not General Education) can lead
Tools, evaluation ability to document seen in delivered information and with
design. Converted evaluation and assessment
OERG
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OERG
Training/simplicity
transfer
Transfer all college readiness classes from community college to community
college
Transfer students enter as equally prepared
Transfer students need to know if the best economized course of action is to
complete the AA prior to transfer. If there are prerequisites into program
students are unaware it takes extra semesters and extra credits/money.
Transferring into a major. Some steps are unclear, also what do you do when you
aren't accepted first time around?
Trying to improve
Two very simple to fix problems seem quite apparent to me as a transfer student.
When completing a science major I must take chemistry, physics and calculus;
but these classes are offered exclusively at the same time slot. Because of this I
must now take summer classes. Class time, slot scheduling should be coordinated
between departments. We have a wonderful system for wait-list entries online;
yet some departments refused to use said system, why?
Ummm...I guess I didn't realize this was an issue. Not too long ago, I was a
student and was looking at going back for a four-year degree. Is the MN transfer
curriculum not working? I understood and still understand what I would need to
do to transfer to another school.
Universal articulation agreements fail to allow for assessment of student learning
outcome expectations. How will these be measured (SLO's)? Who creates the
benchmark? HLC and others demand SLO's be measured at local levels, but this
is not addressed here or elsewhere in this document.
Universities need to recognize the validity of 2 year college curriculum and
faculty. Accounting is a particularly thorny articulation issues?
university requirements for new students. If a student transfer from college then
what year they will be in university
Up to date + readily available articulation agreement info @ ARCC… much of the
info is outdated
Use a team approach to simplify the roadmap to success
Very general information on posters. The "how" is not explained on the posters.
**The credit for prior learning concepts are very good and well described
Very hard to offer anything of value based on the information provided
Way to shorten time to do transfer students reviews at each institution
We have MnTC - make it work as transfer as it was intended to do
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Will it transfer to all or most college? How will this affect enrollment?
What about transfer credits for continuing or training classes taken through
MnSCU? Can we address how a student might be able to apply these classes to
any degrees?
What happens when someone decides to change majors/programs?
When a student receives a BA/BS, credit those institution that are community
colleges that the student attended
When attending part-time classes expire and student must take it over.
where can we find help?
Which 2 year colleges contain more of the prerequisites of specific baccalaureate
degrees, compared to other colleges. Begin planning before you're already
enrolled.
While it does need to be student-friendly/focused, it must also maintain
alignment with the needs of the "industry", which students may view as
"obstacles"
While transfer is important we have developed a system now where students
indicate a shopping cart approach to education
Who manages and makes it work?
wider articulation transfer to more universities
Will this address the issue when students transfer without an AA, AAS, where
receiving their degree would show completion of a degree, if they stop out of a
four year program
With a full load of 96 credits to complete a traditional degree program nearly 2/3
of required coursework would need to be completed at an "authorized" or
"system" university. This model presumes a larger load for the student. I don't
think students are aware of this. Informed decision making is important.
Would they have an automatic associate's degree no matter what they went for at
the vocational school?
Yeah to 1.5 & 1.9
You already know
You can do some class online after completing the AA. How cheap or expensive
are the classes in universities? How much does the state assist the students?
All course should transfer
Articulation agreements shared w/students in first year at RCTC
ease of access
Any general classes
The "competition" for enrollment is inhibiting much of what could be done enrollment = $$
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Not transferring
Question 2: What unintended consequences might arise from
these suggested improvements? What are your fears?
Theme 1: Stripped of Uniqueness
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1. Fear of technical credit transfer between like programs within MnSCU that
strips programs uniqueness and identity. 2. Concern that technical credit transfer
will allow students to obtain a degree "cafeteria style" with little ownership of
student by any one campus - this could impact student quality and program
reputation. 3. Such a model would impact program progression, program
management of enrollment, advising. 4. Concern that heavy emphasis on gen. ed
courses in a technical program for transfer purpose negatively impacts technical
curriculum for those students not pursuing advanced degrees
Dilution of the value of current 4 year programs if "streamlining" courses means
taking lower division major courses are equivalent at 2 year and 4 year schools.
Currently, this is not always the case. Are there faculty on these committees?
Students transferring in and completing a degree in 2 years will not be wellprepared for their earlier entry into the workforce.
If a "one-size-fits-all" articulation agreement is imposed mandating that all
baccalaureate degrees be able to accept 60 credits of any AA, AS, or AFA degree,
then this would cause some problems - some baccalaureate
degrees/majors/programs, by design, have extensive sequencing of courses that
have pre-reqs that have pre-reqs and so on, making it impossible to fit them all
into a mere two years - yet, almost all baccalaureate degrees are (by some
mandate) required to take at most 120 credits - to subtract 60 would yield 60,
which would typically occur within two years. It is possible that for some of them,
it could be done in 60 credits, but not within a two-year time period due to
sequencing? - yes, but this might be improperly communicated to students in a
manner that could result in resentment from transferring in and believing that
they could complete in two years but finding that they can't.
faculty grievances, concerns over academic freedom
There could potentially be decreased competition between schools, which could
result in lower quality classes, and a one size fits all system
"One simple system" is probably not realistically synonymous with the large
number of schools in the system. How to keep/maintain the uniqueness and each
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institution within this "one simple system". Tech schools have a different focus
and emphasis or a reason.
1 agreement might not fit my college & what they expect. Students should be able
to transfer but some books might not be up to standards at all colleges.
A diluted education. Limiting creativity and flexibility
all campuses aren't going to want/choose to get on board with what would be
better for the students in the long run.
All programs look/feel the same, and individual schools begin to lose their
uniqueness
Any cross-MnSCU regulation also creates barriers to innovation
By easing transferability of credits students may not have the exact knowledge for
particular and unique courses
Canned curriculum elimination of campus freedom. One-size-fits-all solutions
Central/system office control of curriculum. Less diversity in curriculum
Classes too similar between institutions
Concern = one size fits all is not a good model
Cookie-cutter degrees and less originality and flexibility to students
Creativity - use of "canned" curriculum
Diluted BA/BS degrees
Dilution of name brand recognition, dilution of value of education
Diversity of thoughts is what provides innovation and restricting or dictating
specific things within curriculum lowers diversity
Each campus may lose its unique vision of liberal arts and technology. Will might
become one huge mediocre institution.
Every institution want to do its own thing per academic freedom practices
Fear - the uniqueness of each campus might be lost.
Fear: cookie cutter programs/classes
Fears of centralized program
Fears: an unnecessary centralized bureaucracy
fears: lack of academic freedom
Having a simple set of pathways implemented at all institutions ignores the
varied strengths and weaknesses of the faculty at the different institutions. There
needs to be flexibility.
Homogeny across institutions and a lack of variety of courses and faculty
teaching style may be suppressed
I believe we need the ease of transfer - but what makes the university unique?
That is the fear - is it then a MNSCU university no matter which you attend - why
choose Bemidji over any other?
OERG
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I fear that two-year would result in a "canned curriculum" approach. We have
programs that specifically to industry employers and we want to maintain that
identity.
I think it may be naive to expect one (underlined) system wide articulation from
all programs. Those with technical AAS degrees really can't transfer as seamlessly
as a AA degree grad.
I'd be concerned that pushing university articulation agreements too far might
sterilize some unique programs to the point that there local and community
benefits is lost
I'm afraid faculty autonomy toward course design will be threatened. Relegating
college instructors as mere classroom teachers with no control over curriculum
design and implementation
Lack of control of own programs/courses
Lack of flexibility
Lack of individual department flexibility in evaluating student preparedness
based on transfer coursework
Lack of instructor autonomy
Lack of unique courses - faculty not being able to offer districts and innovative
courses
Less freedom for individual programs. More centralized government.
Like above, There should be both integration and differentiation mechanisms to
bring about coordination but preserving unique institutional identities.
Likely there will be less variability in basic courses, but I think that would be a
good thing.
Limitations on the variety and scope of liberal arts classes students can choose
from. One size (or type) does not fit all
Lose the creativity of courses. Instructors will spend too much time worrying
about making a course that can transfer, rather than adding flare and making it
enjoyable and unique to the set of students. Colleges will lose their creativity.
Loss of "uniqueness" for a program to their particular are a "rural" nursing focus.
Loss of a unique, local control. Creation of a cookie cutter curriculum.
loss of individuality and uniqueness of campuses
Loss of individuality of campuses. Students become a number.
loss of institution identity, regional response to too much hierarchical top/down
control of curriculum ( by admin who have us husian in this area)
May become too standardized
may discourage unique progress that aren't easily replicated at all institutions
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May move toward common curriculum or challenge academic freedom
My fear is that we are turning into one system-wide school. It is impossible to
have one set of pathways that will work for all two-year schools into the 4 year
schools.
My only concern would be that well-established programs would have to make
sacrifices to meet these needs. Although it is important students are able to
transfer credits it is also important programs. Keep unique features that set them
apart.
No fears as of yet, although streamlining programs too (underlined) much might
reduce the reality of some college's education
No individuality in classes
No originality. Fall classes are the same - credits should be equal - but for the
same class instruction shouldn't be the same
Not providing unique individual coursework and different university college
setting.
One thing I fear about streamlining currently is statewide we try to differentiate
us from other colleges to offer courses relevant to what our advising board
recommend for our sector or area, we will have to eliminate classes to be the
same statewide.
Only one "online" college that could have all online gen eds
People might worry that universities become cookie cutter
Perhaps constricts a bit of intellectual freedom on course design.
Possible lack of oversight leads to weak courses at some institutions carrying the
same weight as strong courses at other institutions
Potential for "fly by night" schools.
Programs differ by schools, so what standard must be maintained in order to
qualify for the new articulation agreement standard? What happens to schools
and programs who don't meet that same standard?
Quality of courses transferred
Schools may become homogenized and lose their identity
Schools may become too standardized/similar and may lack differentiation
Some lack of depth and breadth in general education
Some programs with multiple levels will be eliminated - for example PN
programs (diplomas) and miss a workforce that is needed
Standard from one college to another
Standardization will help transferability but shouldn't keep programs from
innovating and growing
striving for consistency might force conformity
OERG
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OERG
System-wide agreement would inhibit a diverse academic culture. Why would
someone come here if everyone was the same throughout the entire state?
System-wide articulation agreement may take away institution autonomy
Takeaway university culture? Tunnel students and make it harder to change
major.
The comprehensive university, like MSU Mankato, has very different needs than
two year schools. I see nothing related to graduate studies. I see nothing related
to the importance and value of critical thinking, liberal arts, and world languages
The identity of institutions would not be unique. My fear is that it would not
implement system wide.
The loss of unique programs and features of different colleges and campuses
located across the state. The college in northwestern Minnesota is not the same as
a college in metro area. All colleges cannot run same programs and some small
programs could get lost if no other college runs it. Standardization eliminates
diversity and response to diverse needs.
The schools will lose their uniqueness. Too many things the same.
The schools won't be separated anymore. They seem to be meshed together. then
students are basically choosing on location.
Trying to make it one size fits all - unique situation or "outliers" fall through the
cracks
Universities losing their identity
Want to maintain the uniqueness of each institution
What does equally prepared mean? We all need to remain unique institutions
When standardization is applied, local unique needs might be ignored.
Is it possible to have system-wide articulation? Are the technical programs that
much alike?
If you eliminate unique articulation agreements you run the risk creating too
narrow of an interest and actually chasing students away because it's all too
standardizing. Institutionalized comes to mind.
Won't all system colleges essentially become "clones" without any unique
academic courses or programs? Who decides what content courses will cover if
all courses are essentially the same at all system colleges? (i.e., Comp 1 = Comp 1
everywhere else)
Faculty and colleges will think they will lose their identity
106
Theme 2: Increases in Cost
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1. Funds cut from new entering freshman. Tuition increase. Room/board
increase. Staff salary cut. 2. Accreditation value and value of quality work and
teaching (applied learning) 3. limited staff of transfer advisor and staff retention.
Are jobs created by this? How much would it raise a tuition?
Confusion at first. Cost reduction.
confusion, more money
costs/retraining of staff how long would it take to implement
I fear that universities will be more selective with acceptation trans. Students. I
also think they could raise costs since it’s a possibility they will lose students
It may seem unfair. It may cost too much.
lack of info for the students. lack of resources and finance to complete the BA
faster
Missing information/knowledge you might gain from a specific instructor. Cost
per credit could rise
students not getting the college they want and higher tuition
Students will need to be aware of these pathways from Day 1 so they declare the
appropriate major a the two year school. More funding is needed for advising at
the two years!
Better information and higher quality information. Costs too much to do. Less
courses being sold, which means for courses. Institutions/faculty may not like
that.
Can't think of any ancillary consequences, but it should reduce cost, time to
degree and frustration
More enrollment, more retention, more work/cost at MnSCU level
Universities taking students away from each other, and funding being taken away
from university losing the student.
$500,000 for planning seems high
Budget
Budget cutbacks
cost and transportation issues
Cost increase
Cost involved
cost, budget cuts due to less required classes pertaining to individual colleges
accepting previous school course to replace.
cost!
OERG
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OERG
Cutting classes/defunding programs to bring them in line with the rest of the
system would be a very bad thing - I am especially concerned because our new
2015 catalogue cut credit hours for this reason
Debt and paying
decline in university freshman in CC tuition
Difficult to prove, additional costs who decides and how the degree will be
awarded? Which school?
drop outs debts
Financial aid mess
higher price
How much overhead will be required to handle the proposal? Will it cause an
increase in tuition?
How to pay for that staff - should it be funded by MNSCU, the campus, or a
combination
Informational - expected income/time and cost to complete
It costs students too much money to retake classes and takes longer
less money
less money for state institutions
Long overdue! Funding roadblocks and push back from other schools
Loss of revenue for four year institutions for to lost credits with transfer courses
me not receiving what I get from school financially
Money needed to meet the needs to meet laws related to universal design and
accessibility for all
More cost
More students interested. Loss of revenue and credit if you give credit for
experience.
most cost for college
My fear is that this will increase administrative costs.
my fears are that $ may go up
No one shows up. Cost increase for tuition
not enough funding from the government
Not everyone will be aware of the opportunities. The cost of it all
not many people will have money to pay for tuition cost
Paying for the same class you already took
paying too much
paying too much
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paying too much
poor students might not be granted access based on prior grades
possible in 4 year enrollments, stressing the finances of whole system
Prices will rise because students won't have to pay for an transferred credits.
School would lose money but gain students
Schools could go into debt or not have enough money to hire the teachers they
need or provide for the students in other ways. My fear is schools would have to
shut down from lack of funding
Schools may not have money to hire more staff but I think it could only benefit
students
Some courses have to be re-taken. This cost the students more money and can be
frustrating when there are so many pre-req courses - develop better pathways
Some educational institutes will further raise their price per credit touting
reputation/make admission more difficult
Some institutions may need to raise the bar of their course offerings. 2
year/technical classes need to prepare for 4 year degree - not just a general ed.
course to pass
That freshman and sophomore at universities have no reason to pay more.
The cost that may be infringed upon the institution, causing tuition to rise for
students.
The costs to add these resources and instead the institution has to attach that
responsibility to another position which in turn takes away or spreads the focus
from the student and their needs
This will add costs for the university. We need to make sure this doesn't drive up
tuition too much.
Too much loans
We will have to pay to leave
Will the universities lose money by having students coming in with an AA and
only needed to continue here until they get their Baccalaureate?
Theme 3: Academic Rigor and Preparedness
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There could potentially be decreased competition between schools, which could
result in lower quality classes, and a one size fits all system
A student may not be prepared for an upper level class if uniform
standards/curriculum aren't big used in lower level classes.
We are very much concerned about the potential of loss of control over our local
curriculum. We develop our curriculum based on American Psychological
Association rigorous standards, with lower level courses providing some
background that prepares students for upper level courses, including the
OERG
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potential for research experiences. We are concerned that we may be forced to
recognize courses involving shallow coverage, without knowing the criteria
developed for assessing student work, or the degree of work involved, beyond
assignment of text readings. Already 200 level courses exist with titles similar to
our upper division courses. Are we going to be forced to recognize these courses
as equivalent, when they are not? Course outlines do not provide information
about the nature of assignments or additional readings. / / We are also
concerned about students coming in with too many lower-division electives and
then needing to take extra courses to satisfy our upper division graduation
requirement. / /
Difficult for faculty to agree on consistent set of standards
This vision will require adjustments at both two year and four year institutions.
My fear is that because there are so many more 2 year institutions, the 4 year
institutions will end up making most of the adjustments. A possible unintended
consequence is that 4 year institutions may have to lower their learning outcomes
in order to make room in curricula to teach prerequisite knowledge and skills that
are not taught at 2 year institutions. This would result in a less prepared work
force and citizens less equipped to navigate the complexities of 21st century
living.
Students transferring to universities may not be prepared for the teaching styles
waiting for them
That the standards are different in many places and the content is different so
that impacts how much person actually know when transferring
2 year colleges may see students moving to 4 year universities before completing
programs at the 2 years
2 year students may not be prepared for a 4 year school
Acceptance of a course that finds a student lacking in a future course
Being unprepared within my major after transferring
Certain programs at certain colleges would not be as rigorous as others, which
would lead to inconsistent preparation for students. Great need for excellent
education for roll-out of this new program. What about students who have taken
classes before this?
class may not align
Classes do not meet requirements
Classes may differ between institutions
Classes may not cover the same material, leading to the missing of content letter
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College hopping to find the easiest versions of transfer courses -> more rigorous
courses lose students
Degree preparedness and quality of education will be diminished
Difficulty in determining what experience would fit into what courses.
Elimination of degree programs at university with the advertisement of statewide
articulation agreements. Concerned about preparedness of transfers from 2
years.
Fear rigor takes a back seat
Fear: conflict among state college/universities over content and rigor for transfer
Fears - NA. Consequences - Is training across all 2 year colleges consistent
enough to prepare students for higher level 4 year classes? Is "English"
curriculum the same across all campuses
How do we ensure the quality of a course at one school equates to another's at a
northern system.
How will campuses ensure rigor in one campus = level at another?
I fear transfer students entering as prepared as direct entry students to a
program. Adjustments would need to be made to rigor of courses.
I think if they make it too easy to graduate learning will be dumbed down.
If it is streamlined will students who graduate really be ready? My fear is
specialized courses will be taken away.
If students enter the workforce sooner, is it possible they will be unprepared
In some subjects, community colleges cannot appropriately prepare students.
Requiring these courses to transfer creates havoc.
Is course content and expectations the same for similar courses at different
institutions? How can this be handled? Transferability of courses with different
expectations could cause huge problems for students. Too many institutions to
make sure courses are identical.
is the class the same? or same materials offered?
Lower standards in upper level courses
Lowering the expectations for rigor
Many incoming transfer students are not ready for math and science courses
needed for science courses. The build-up of courses is often impossible in four
semesters, even if a student has an associates degree. Why were there not faculty
on this team? They are the foundation of academic planning and experts in their
field.
Most of the students who transfer a lot say 2 year college might not be prepare
when transfer to a four year college
OERG
111
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My fear are levels of courses that doesn't meet my standards and taking classes
that I am not sure about
my fear is that same school will not teach enough in class then the student
transfers and his or her classes does to but there lost because they didn't learn
enough from the other school
My fear is the perception that one college's credits are not of the same quality of
another's will never go away.
No downside for 2 years. Would suspect 4 years will push back.
Not sure how to ensure that transfer students will be as equally prepared - equal
preparation is difficult to achieve even within one institution.
Positives - courses should be more standardized for 2 year degree. That's a
positive, not a negative. Students need to be able to take courses on Fridays.
Sometimes needed courses - are offered at overlapping times - so you can't finish
in 2 years!!
Propose concept #1: Under 1.6, the goal of students completing AA in two years
and BS in four years is a good idea. But where is MnSCU addressing the reasons
why students take longer? (e.g. lack of prep for college level work, financial
challenges, etc.). Proposed concept #1: desired future state: Eliminating/ending
multiple articulation agreements and replacing with single, system wide
approach will (underlined) require programs to accept marginal/poor quality
preparation at other institutions. How do we control for this?
pushing students to complete in 2 years or 4 yrs. for BA may set up students for
failure. busy live, work, family, etc
reduce of courses (viable via enrollment) CC faculty can teach, More division
between 2 years of university and 2 years of CC. More focus on hierarchy.
Same problems, just more "MnTCs" It doesn't help students who came into
education rather unprepared or unknowing of their plans. (credit by credit)
See above. I want a student who has completed AA on prerequisites for a BS to be
admitted to a major and have the knowledge to be successful!
See above. Transfer students are MORE prepared than direct-entry university
student. They already have degrees and proven records. State U's need to realize
this. The private universities already do!
Seems that if you want to pursue a four year type program you basically need to
go there and spend the time and effort to get it done. People nowadays are
basically too busy or unmotivated to do that. They want everything for free and
without effort!
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Someone may not potentially have all the knowledge of a student who took the
equitable courses
Sometimes I feel that the courses offered at community colleges need to be
reduced in content, due to lack of student preparation. Transfers would then
potentially put students at a disadvantage when entering a 4 - year college.
students moved along not ready for college level. they don't want to read follow
direction, etc.
Students not prepared for advanced course they are allowed into
Students who are unprepared are being set up for failure. The idea of
incorporating developmental work into college level classes doesn't work for
everyone.
Students who transfer from a 2 year junior college are not prepared for university
level course in the major.
Students will not meet mandated requirements and will fail state licensure
exams.
that all courses are not taught the same
That some schools do a better job with certain areas of learning and some people
will lag behind even though they took the coursework
that students don't feel prepared and aren't aware
The fear is certainly loss of rigor, but that can be resolved.
Transcripts holding previous credits for students from 20 years ago and then not
being prepared from these prerequisites and slowing the rest of the class
Will all two year degree students be prepared equally by every two year to enter
any four year?
Will the same quality of education be obtained in the first place?
Worry about common core
Wouldn't get the same training as the other school
You need to select the best available program to standardize on. Don't let politics
select the program. Get the employers involved in establishing the best
curriculum.
If general classes are transferable to all MN state colleges and universities, class
could be much harder than past because all of university and college's
educational expectations for students are different.
Increase in perceived difficulty
Theme 4: Transfer Issues
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Students transferring to universities may not be prepared for the teaching styles
waiting for them
OERG
113
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That the standards are different in many places and the content is different so
that impacts how much person actually know when transferring
Loss of credit hours potentially, but more students enrolled.
when you finally transfer to the school you want, and finding out you have to
take most of classes that were supposed to transfer and didn't
A clearer and more consistent transfer policy
A lot of anecdotal "my credits didn't transfer" situations that cross my desk come
down to two issues: 1. the courses are not applicable (i.e. welding classes do not
count towards a nursing degree) 2. Lack of alignment of curriculum which only
could be resolved by a common course numbering and curriculum across the
system
additional and unneeded steps for transfers. Not ever being able to transfer for
missing one of the steps
as a technical college with skills development as a key component in all we do,
transfer credit needs to be granted, increased, for skills as well as academics.
many times our classes don't look like or match on paper, but they are a match in
student learning and should receive credit.
Better transfer of credits
Complication in transferring before a set deadline
Consequence - student changes major and still thinks a course will apply to new
area of study
Course content needs to be the same across the system in order for all to transfer
seamlessly
course equivalency
Courses might not transfer
credit loss or high school college credits earned
Credit mismatch. Different school has different objectives to what needs to be
learned.
Credits that "say" will transfer but in fact don't
different course/course quality at varying institutions - makes equivalency hard
Different standards among different institutions or types (underlined) types of
institutions
Double edge sword of creating equivalencies may equal more repeats.
Ensuring the curriculum from each of the original colleges is of equal quality and
makes for a successful transfer
fear or transferring and still missing pre reqs required for degree, changing my
mind after transferring
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Harder to keep track of credits
Have a good reputation for accepting transferred credits
Having to repeat classes already taken at a community college. When transferring
to a university.
hopefully you won't have to retake classes
How would these transfer credits fit?
I don't have to worry that the courses that I take from this school will not transfer
I don't want to take a course and find out it won't transfer and then have to retake
the course
I fear that some school won't be able to accept all credits
I think it would be nice to have open transfer for credits and students
I would need to take another class when I transfer
It wouldn't be easy for me to transfer schools
Just make sure everyone is on the same page - the MN transfer curriculum is
something that comes to mind. Retention is key here.
Kids will have to retake classes they already took
Knowing what schools credit will transfer too well all schools have same
requirement for same programs
Knowing whether the class is acceptable to transfer and what I would need to
take those measures to allow the class to transfer
Limiting college transfers credits by institution
losing all my credits I work hard to get.
Losing credits one school to another
Loss of credits
Loss of credits
Loss of credits
Make credits transfer easier
Make curriculums all similar so the credits are not questioned.
Make it easier for students to transfer. Classes should be standardized, maybe
hard as a "whole" to make sure the student has the subject material covered and
for faculty to fit the "cookie cutter"
My fear is taking classes that will not transfer
My fear is that my college courses will not transfer to my private colleges
My fear is that when I transfer that my credits may be to MNSCU specific and not
go to other systems
my fears are credit transferring
My fears are that all my classes are not going to transfer, and have to take it
again. More money to pay. No time for that.
OERG
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My fears are that my credits won't transfer
Not getting enough credits
not getting things transferred well
not having all credits transfer when wanting to go to a different college
Nothing really but having students completing things on time
People might take a class and it may not transfer
Potentially non-transferable course may appear if not done correctly.
probably harder to transfer credits
Problems arise with confusion of who can transfer and who cannot
Repeat of classes of similar content but different subject title
Schools with different policy and requirement
some classes are similar to other colleges but often have more requirement or less
requirements then the same class
Some courses are not at same rigor at other colleges in the system so transfer is a
challenge when/if that course is transferred and student is not successful due to
that. E.g. Certification, exams, etc.
Some of the current course offerings at each college may not be included in the
transfer curriculum.
Some schools of your choice might not take your credit
some students may not have requirement to transfer
Standardization of courses between schools. Schools offer different content for
the same courses - so students are not learning the same things.
students fulfilling colleges with special agreement may experience a delay in their
education in the system
Students may have credits transfer and opt out of courses that they could
practically use within their field
Students may not feel included in the conversation of which credits transfer,
students needs are paramount over other groups.
Students may not know what they want to do right away so how do we allow
students to explore options and don't lose credits
students may want transfer class to much which could not be good
Students might have to take classes that don't involve in their major
Students start a program here and can't transfer their classes to another college
and therefore never graduate
students still not being informed of the transfer not working with counselors
Students transferring into similar but distinct majors having trouble
understanding what transfers
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students transferring outside of MNSCU might get mixed messaging about how
credits can transfer.
Students will still have many difficulties transferring
Taking classes that will not (underlined) transfer. Unnecessary money to spend
That credits for individual courses would be inconsistent causing nontransferability.
That I will need to retake courses at my transfer college
that it might take a transfer student longer to graduate
That it will take longer than 2 years to complete needed transfer credits
That it won't done. Consequences arise in the areas of study, while transferring
with same major to new institution. That still not all credits will transfer.
That not all classes will transfer
That not all the credit taken will transfer
That some credits may not transfer
That students can transfer all of their or majority over to other
colleges/universities
That students may not get the content they need. it's challenging when 1 school
requires a 2 credit nutrition class and another requires a 3 credit. Are they getting
the same information/
That taking a class may not transfer or unable to graduate
That the classes I already took won't transfer
That you could still have issues that your credits won't transfer. Like many people
in the military don't
the credit might not transfer
The flexibility for all campuses to accept another school's courses/grading/etc.
transfer not working
Universities will find ways to continue to block the transfer of credits
well if we make these transfer improvements would be great but at the same time
I fear that what if you do transfer and you took a course you didn't need
Will similar classes at different colleges be accepted as one and the same
working with 4 year universities. Acceptance of 2 year courses at transfer
university
"Course 101" at Campus A not being equivalent to "Course 101" at Campus B
My concern would be that it may be challenging to coordinate MnSCU campuses
in the process of creating a universal plan
Theme 5: Competition Between Campuses
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There could potentially be decreased competition between schools, which could
result in lower quality classes, and a one size fits all system
OERG
117
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This vision will require adjustments at both two year and four year institutions.
My fear is that because there are so many more 2 year institutions, the 4 year
institutions will end up making most of the adjustments. A possible unintended
consequence is that 4 year institutions may have to lower their learning outcomes
in order to make room in curricula to teach prerequisite knowledge and skills that
are not taught at 2 year institutions. This would result in a less prepared work
force and citizens less equipped to navigate the complexities of 21st century
living.
More enrollment, more retention, more work/cost at MnSCU level
Universities taking students away from each other, and funding being taken away
from university losing the student.
course syllabus's can change from year to year. So what works in one year may
not the next. With a unified degree requirements there is a risk of a race to the
bottom to be the cheapest and easiest place to complete a degree
Fear of it being too easy. Things slipping through the cracks. Losing students
Finish sooner. In job force sooner. Program closure for some, not ours because
ours is the best.
Amongst faculty at four year schools that they are far superior (underlined) to
faculty at two year schools. What will result? What courses will be "accepted" at
four year institutions? Who gets to decide (underlined)? I see their plan as
potentially destroying any broad curriculum offerings at two year schools (in the
liberal arts) if we cannot figure out a way to "fix" these underlying beliefs about
superiority/inferiority.
Faculty will not be supportive of the 2 year to 4 year credit acceptance.
Institutions will not be open to working together.
4 year institutions may lose enrollment without improving and division to
students
4 yr. feel 2 yrs. are taking their courses away from them
Better enrollment at a 2 year college drop in 4 year
Bigger colleges should be equal to smaller ones, no fears
Campus closures
Closing of colleges.
Colleges may have more internal competition for students
Colleges with less resources will become extinct
community college will lose.
competition
Competition between schools
118
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Conflicting requirements from different universities may be difficult to resolve
Cooperation vs. competition. Need to undo competitive motives in allocation
formula to drive cooperative behavior
Encroachment of curriculum from 2 year college
Enrollment in 4 year institutions might decrease as a result
higher enrollment more non-traditional
I could see how some schools might be concerned about being competitive
enough to maintain/increase enrollment numbers
I'm concerned about maintaining enrollment in CEP courses at SCSU, but
recognize the importance of enables students to take greater control of their
education. How can we maintain unique distinctions among our institutions?
Less enrollment here
Less graduation rates
Less graduations
Less people get in
Loss of faculty jobs at 4 years as students select class of convenience at 2 year
schools
Lower enrollment for two year schools, but two year schools need to expand their
offerings to LOCAL business to help fill their immediate workforce needs
Lower enrollments at least for 1 semester in classes with the new prerequisites.
More for profit school enrollment increases making less enrollment. Community
colleges/universities
More people leaving the college
More students may use 2 years first and 4 years will lose out on money.
Need to assure collaboration around student learning and not get hung up who
has the superior degrees.
not effective method. # for transfer rate stays the same + completion rate
One possible unintended consequence might be a drop in enrollment in some
courses. A reduction in the menu of splines (??) isn't necessarily a bad thing, but
I think it is likely
people leaving
People lose interest in further education and settle with what they have
people might not finish
people might not finish
People might take longer "breaks" off of school
Private school enrollment may be affected. Variety and options in MN for
education is still important. Benefits: Get students in workforce faster, reduce
OERG
119
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student debt due to classes that to be re-taken, Potential to keep students more
local in hopes that they may return to SW MN after graduation
Rivals between schools/students
Single articulation agreements may require small institutions/campuses to offer
really low enrollment classes
Some campuses MAY lose students to the more "popular" campuses
Some colleges will lose out on prospective students due to all the information,
provided and the decision will already be made for the student on where to go.
The colleges will end up with larger than ideal class sizes. This isn't a sense of
discovery with everything streamlined.
Some of the 4 year universities may lost enrollment because it would be more
affordable to attend a 2 year college
Stronger institutions controlling requirements and/or curriculum
students fail to finish AS/AA degrees
Students lack commitment to a particular institution. Taking sequences of
courses at one institution increases chances of an education with fewer missed
concepts.
Students may drop out
Students may not elect to begin at four year colleges. Which may impact outstate
universities
Students who are unsure about their actual career goals could get pressured into
a 4 year program that does not give them the same flexibility that starting in a 2
year program might. Since 4 year partners are openly unaccepting of program
specific courses student could end up taking more courses at 4 year which costs
them more money
that less students will come
That some institution - universities won't comply easily to degrees from
community colleges
That universities with major bachelor programs would protect their pocketbook
over students' access and program simplification, or that colleges that specialize
in two year programs would use the increased demand to raise prices.
The need for fewer 2 year campuses
Too many people will be at our school
too many people will come here
Two-year colleges become only stepping stones
Universities might be viewed as simply continuation of 2 year colleges - harm to
reputation.
120
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We thought that 2 years might steal the gen ed cash cow, but what I saw was an
increased access for all.
What happens to students enrolled in two year programs? What incentives can
we offer them to stay within the MnSCU system?
Who get to count this student in enrollment statistics?
Will we lose students to other colleges
would lose many universities because more people would go to a cheaper
community college
Would more students take their general studies at a vo-tech rather than a fouryear? Making four years less.
Would universities reduce enrollment from potential students to other 4 or 2 year
universities
Tension in the college. Part-time workers will lose their jobs
Competition between schools
Theme 6: Faculty Concerns
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Amongst faculty at four year schools that they are far superior (underlined) to
faculty at two year schools. What will result? What courses will be "accepted" at
four year institutions? Who gets to decide (underlined)? I see their plan as
potentially destroying any broad curriculum offerings at two year schools (in the
liberal arts) if we cannot figure out a way to "fix" these underlying beliefs about
superiority/inferiority.
Faculty will not be supportive of the 2 year to 4 year credit acceptance.
Institutions will not be open to working together.
Difficult for faculty to agree on consistent set of standards
Better information and higher quality information. Costs too much to do. Less
courses being sold, which means for courses. Institutions/faculty may not like
that.
faculty grievances, concerns over academic freedom
confusion on faculty end
The principles being dictated from above and/or being too rigid. Also faculty not
fully involved or aware.
Better for students but could be difficult for faculty
Could create undo stress on overworked faculty and staff
Faculty are already disillusioned by CTF. They may be difficult to enroll. Could
their faculty leadership champion this?
Faculty discord
Faculty will derail this when they rejoin the process
OERG
121
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OERG
Faculty will not accomplish the job of creating common pathways and honoring
paths
Fear - lack of input from students and employers - we need them so that faculty
don't dominate any chances - need "real-world" affiliation & input
Gridlock on faculty agreeing to what transfers and how. Reluctance to change
curriculum. Time it will take to develop and implement system-wide change.
Grumbling faculty!
Hackers getting information. I have no fears for this.
hacks
harder to get transcript
have the intro specialist tech and CC faculty be the standard setter for the intro
courses
Individual faculty would like some control of their product
Instructors would need to become more involved in assessment and
recommendations; may not be willing
Is there anything faculty members can do to aid in process? Please keep us
(faculty) informed
Lack of participation from faculty
need for additional advisors. Couse/program mentors
Need for counselors/advisors
Need more staff re: transfer, advisors, transfer ology, recruit meters
Not enough time for counselor to find each student
Not enough time or staff
Schools to look at programming, highly qualified faulty
Show moving faculty - must be done in 3 years - you'll want to have a final report
to legislature that proves MNSCUs worth
Some may think that the general courses available for advising may be able to do
that. However, I think we need people who specialize specifically in the transfer
program to give the correct assistance.
Some students may not understand transferring by solely getting their
information online reading material and may need one on one help. De we have
enough resources with staff and faculty to help them achieve this?
Staff not wanting to take the extra steps needed to get this done
Start up money to gather data. Ongoing staff to decimate information.
That staff may be overwhelmed from the work load
The implementation of it. Possible backlash from faculty buy-in by all
participants
122
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the important question is what are faculty fearing? The union at the four year
school refuses to cooperate to help ease class/credit transfer
there may not be faculty to teach such classes
Unforeseen competition between faculty
Faculty Buy-In. We've legislated transfer SOOO much already that some of what
we have done makes it easier to transfer out of system. Ex. Must apply eval. Areas
by school - great but sometimes there would be advantages if that did not exist.
Theme 7: No Additional Consequences/Fears
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Can't think of any ancillary consequences, but it should reduce cost, time to
degree and frustration
I don't see unintended consequences but fear resistance from 4 year institutions
for multiple reasons.
I have no fears this is in the best interest of students. It is important to remind
anti-CTF this is response to restrictive mandates continue to remind them.
Increased time for applications to be reviewed by intended institution(s).
Positive, no fears, change and innovation are needed. Competition for applicants
Transfer in advisors that assist in these areas even if student may not be fully
accepted. 2. Can't think of anything
none
all positive
Can't see any.
Can't think of any
Can't think of any
cant think of any
Don't see a downside
Don't see any
Good
Good ideas.
I can't think of any
I can't think of any
I can't think of anything, from a parent and student perspective
I can't think of any
I don't see any problems, seems like a good thing
I don't see any.
I don't see any. No fears
I don't see why - I think it sounds great!
I don't think there are any that come from knowing more
OERG
123
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OERG
I don't think there would be any
I don’t have any concerns with this at the moment
I don’t know. It’s a hard thing to determine by just reading these boards. I do like
them though
I don’t see any
I don’t think there would be consequences
I only see it as a positive thing
I see none
I see none
I think it looks great
I think that those are all great ideas and no need for improvement
I think the suggestion are great
I think what I suggested might defeat the purpose of the transfer idea, but other
than that there's nothing.
I'm not sure that this could result in any negatives.
It would improve a lot. I don't fear nothing.
No
No consequences
No fear (underlined)!!
No fears
No fears
No fears - hope that flexibility and adaptability can be retained to support student
interests and needs
no fears as of yet
No fears, please move forward. I just don't want an AA degree to go to waste
No fears, positive
no fears!
No fears.
No fears. Just think we could be helping more students by developing the
individualized BA program to meet the needs of students currently entering
Metro State. The individualized BA helps student chart their own futures.
No fears. Maybe improve picture wise. Update regularly.
No fears...MnSCU institutions need to start acting like one organization for the
benefit of learners
No issue this time
none
124
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NONE
none
none
none
none
none
none
None
None
none
None
none
none
None
none
none
none
none
none
none
none
none
none
none
None
None
None
None
None
None
None
None
None
None
None
None
none
OERG
125
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OERG
none
none
none
none
None
None
None
None
None
None - sound good. May have better enrollment in elective courses.
none and none
None at this time
None foreseen
None improvements are good
None that I can think of.
none that I could see
none that I know of
None that I see
none-great idea
None, at the moment. Well, me. That because we are an economy based society,
that we are not looking at coming humanities with industry and service programs
and courses
none, I fear nothing
None, it will only improve our state
None, no fears
None. I believe that many transfer students become frustrated with the multiple
departments they need to contact in order to transfer to SCSU. We may be losing
potential students.
None. It won't happen.
NONE. JUST DO IT.
None. There won't be anymore stereotyping amongst "good" or "better" schools all will be viewed as equal
None. This is a great idea
nope
Not all colleges offer the same curriculum for the same degree. Regional
differences
126
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not all colleges teach the same way
Not all credits needed to will be able to passed through
not as specified
Not being able to finish school
not being able to transfer
Not being completed
nothing
nothing
Nothing
Nothing
Nothing is done
Nothing really.
Nothing, fear is useless
Ok
See above - single articulation would be great for student transfer
This is a great concept and it's a win-win for the students and the institutions
This seems clear and makes sense to me. I am sure that the committee is thinking
about how to allow each college/university to maintain its own identity.
This system is great for MnSCU -> MnSCU but doesn't address any other system
We will function as a system. No fears
Would benefit all
None, I see no problems
None
I don't have any
Theme 8: Other
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I don't see unintended consequences but fear resistance from 4 year institutions
for multiple reasons.
I have no fears this is in the best interest of students. It is important to remind
anti-CTF this is response to restrictive mandates continue to remind them.
Increased time for applications to be reviewed by intended institution(s).
Positive, no fears, change and innovation are needed. Competition for applicants
Transfer in advisors that assist in these areas even if student may not be fully
accepted. 2. Can't think of anything
confusion on faculty end
The principles being dictated from above and/or being too rigid. Also faculty not
fully involved or aware.
OERG
127
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OERG
Faculty Buy-In. We've legislated transfer SOOO much already that some of what
we have done makes it easier to transfer out of system. Ex. Must apply eval. Areas
by school - great but sometimes there would be advantages if that did not exist.
course syllabus's can change from year to year. So what works in one year may
not the next. With a unified degree requirements there is a risk of a race to the
bottom to be the cheapest and easiest place to complete a degree
Fear of it being too easy. Things slipping through the cracks. Losing students
Finish sooner. In job force sooner. Program closure for some, not ours because
ours is the best.
Tension in the college. Part-time workers will lose their jobs
Loss of credit hours potentially, but more students enrolled.
A student may not be prepared for an upper level class if uniform
standards/curriculum aren't big used in lower level classes.
We are very much concerned about the potential of loss of control over our local
curriculum. We develop our curriculum based on American Psychological
Association rigorous standards, with lower level courses providing some
background that prepares students for upper level courses, including the
potential for research experiences. We are concerned that we may be forced to
recognize courses involving shallow coverage, without knowing the criteria
developed for assessing student work, or the degree of work involved, beyond
assignment of text readings. Already 200 level courses exist with titles similar to
our upper division courses. Are we going to be forced to recognize these courses
as equivalent, when they are not? Course outlines do not provide information
about the nature of assignments or additional readings. / / We are also
concerned about students coming in with too many lower-division electives and
then needing to take extra courses to satisfy our upper division graduation
requirement. / /
You need to select the best available program to standardize on. Don't let politics
select the program. Get the employers involved in establishing the best
curriculum.
1. Funds cut from new entering freshman. Tuition increase. Room/board
increase. Staff salary cut. 2. Accreditation value and value of quality work and
teaching (applied learning) 3. limited staff of transfer advisor and staff retention.
Are jobs created by this? How much would it raise a tuition?
Confusion at first. Cost reduction.
confusion, more money
costs/retraining of staff how long would it take to implement
128
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I fear that universities will be more selective with acceptation trans. Students. I
also think they could raise costs since it’s a possibility they will lose students
It may seem unfair. It may cost too much.
lack of info for the students. lack of resources and finance to complete the BA
faster
Missing information/knowledge you might gain from a specific instructor. Cost
per credit could rise
students not getting the college they want and higher tuition
Students will need to be aware of these pathways from Day 1 so they declare the
appropriate major a the two year school. More funding is needed for advising at
the two years!
1. Fear of technical credit transfer between like programs within MnSCU that
strips programs uniqueness and identity. 2. Concern that technical credit transfer
will allow students to obtain a degree "cafeteria style" with little ownership of
student by any one campus - this could impact student quality and program
reputation. 3. Such a model would impact program progression, program
management of enrollment, advising. 4. Concern that heavy emphasis on gen. ed
courses in a technical program for transfer purpose negatively impacts technical
curriculum for those students not pursuing advanced degrees
Dilution of the value of current 4 year programs if "streamlining" courses means
taking lower division major courses are equivalent at 2 year and 4 year schools.
Currently, this is not always the case. Are there faculty on these committees?
Students transferring in and completing a degree in 2 years will not be wellprepared for their earlier entry into the workforce.
If a "one-size-fits-all" articulation agreement is imposed mandating that all
baccalaureate degrees be able to accept 60 credits of any AA, AS, or AFA degree,
then this would cause some problems - some baccalaureate
degrees/majors/programs, by design, have extensive sequencing of courses that
have pre-reqs that have pre-reqs and so on, making it impossible to fit them all
into a mere two years - yet, almost all baccalaureate degrees are (by some
mandate) required to take at most 120 credits - to subtract 60 would yield 60,
which would typically occur within two years. It is possible that for some of them,
it could be done in 60 credits, but not within a two-year time period due to
sequencing? - yes, but this might be improperly communicated to students in a
manner that could result in resentment from transferring in and believing that
they could complete in two years but finding that they can't.
Is it possible to have system-wide articulation? Are the technical programs that
much alike?
- possible bigger classes/overpopulation on campus
OERG
129
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OERG
# of credits for BA 120-122 what if the completion program isn't 60-62 credits
#1
1) Pre-requisites are different for all majors. 2) Underprepared students are an
issue not realistic considered - financially & career wise.
4 yrs. will still do what they want
60 credits should equal an associates degree
60/120 was irrelevant waste of time implemented without regard to reality of
education needed in programs. Cutting critical skill development time
A lot of colleges would have to change regulations
A lot of work would be needed for statewide articulation agreements (though it is
a great idea)
A lot of work, or a lot of
A. a big decline in graduate enrollment which is an area of growth b. Giving
graduate education in education over to private institutions thereby decreasing
access to advance degrees for marginalized groups
Absence of graduate education would diminish awareness and support
Actually, it will help faculty be more productive, too
Additional complication and confusion
Admin must help assured that quality of content remains
advanced
Age at transfer (59)
Always the "trust" factor - that colleges are teaching what they say they are
teaching!
Articulation agreements are tricky now - I worry that universities will stall on this
because two year courses aren't "equivalent"
Articulation terminology needs to be clear. For example, the state wide
agreement for "allied health" could be misinterpreted as a pathway also suitable
for biology, leading to the pre-professional pathways...This articulation does not
suffice for a student desiring to finish a biology degree in two years at the
culminating institution. A different articulation needs to be in place that truly
affords a student the chance and finish remaining requirements within 2 years.
As we try to make a universal articulation agreement for MnSCU, how will that
impact our students that transfer to non-MnSCU institutions? If one student
happens to have an issue, it doesn't mean lots of students will have the same
issue.
backlash to staff
Balancing - keep even between schools. KEEP IT SIMPLE!
130
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Be open to consider what we need to invest to scale up to do this work. May not
have the infrastructure to address seamless transfer process for students
Benefit 1.7 - "enter workforce sooner". Not all students are here to "enter the
workforce". Education is not (underlined) job skills training. Job skills are a very
nice by-product of a liberal education. They are not the only endpoint. This is a
false assumption that undermines the purpose of the academy and further
corporatized higher education.
Benefit to "feeding" a program is? Students stack in a program because they felt
too committed to change?
better services, better learning
Better understanding of student expectations and program outcomes
biased choices or different ideas
Broad scope, more difficult to accomplish
Busy
Catering to students who do not plan....good/bad?
Centralized or cooperative transcript evaluated. True review of programs
submitted for system approval / we over saturate.
Certain courses relevant to an area or region. Could be eliminated unnecessarily
(e.g. An intercultural class needed in homogeneous area).
Certification should be part of the equation
change
change in degree refl curriculum chance mid degree
Change in the list to peering a bad list
Change is always hard
charts keep people engaged and moving collaborating
clash of stereotypes
Clearly the plan is to make transfer easy for within MnSCU. That is great…
however we do need easy paths for other institutions as well and that will take
additional planning w/ U of M and private colleges in MN
colleges think they will lose money, but I think they will see just the opposite by
having students continue on to higher education
Combing courses online, with some larger tally sections that will not allow for
proper instructor contact and feedback.
Communication problems with regard to who is favoring what agreement
computer might crash accessibility may be limited
Concerned that students are put into slots (underlined) and if they change major
are hurt by the change
confusion
OERG
131
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Confusion
Confusion among institutions as long as the policies and procedures are solid and
understandable/enforceable we'll be ok
Confusion for new students. Needs starting support for online resource - clear
interpretations
Consequences could be not enough consistency, having UA participation, etc.
Continued communication needs to occur between institutions. A gap in
communication could lead to students receiving outdated information
Continuity between colleges will be a challenge
Could be confusing at first
Could become complicated. When I transfer schools I want all my credit to
transfer so they count. I didn't take the classes for nothing.
count more
Course framework becomes stale and static because change becomes difficult to
achieve systematically as opposed to an institution being able to amend/
customize "quickly"
Degrees must be easily attainable and clear for students of all ages and education
levels
Departments could feel like they are losing control over the foundations for their
degree
Differences of opinion
different requirements per state
Different state requirements for colleges
Different state requirements for different colleges
Differing marketing needed. Work must be given attention when already short on
faculty and staff because of funding challenges
Disorganization w/ advisors when communicating with students
Dissention in credit-honoring
Do not neglect career tech programs
drop in credits
Early glitches with agreement on standards. Fears always include out state
schools not having as strong a voice as metro when making decisions/policies
employment and school attendance
errors in the system
Errors, mistakes, false information
Everyone wins. Employers receive competent works in a more timely manner.
Students aren't paying (in both actual cost and in labor hours) for duplicate
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knowledge. Faculty aren't "preaching to the choir" on topics that could be tested
out of. The system is streamlined as a whole; working toward the advantage of all
invested parties. Institutions appeals to students with partial "life" educations,
which increases enrollment by drawing in potential students looking for a
tailored education that is convenient to their life goals. Traditional belief that if
you do not have a four year degree no matter the cost is proving to be unwieldy,
cost prohibitive and to not be universally applicable to all students. Two year and
trade school institutions are a step in the right direction but CBE and CPL are the
pinnacle of an effective education system
failing
Failure
Fear that students may take more courses as a 'visiting' student, making things
like purchasing books more difficult
Fear: Some colleges don't check for course pre-requisites. How will this be
addressed?
fear: collaboration between 2 year and 4 year colleges/universities will be
challenging - work will be derailed
Fear: that it doesn't happen
Fears are around issue that graduate education is on the rise yet seems to never
be on the agenda
Fears: That the four years will hold up the process
Financial aid running out to complete degrees because of students needing to
take developmental courses
finish designing it
Fix articulation process if we are going to more - we must have a new process
Flexibility must be of primary concerned. Programs, classes and credits should
have maximum flexibility to accommodate students.
Floating students (underlined) focus - finish completion of degree
Frustrated student, feeling of unwelcome
Get it done!
Getting everyone on the same page
Getting out of school too early if students continue to bring increasing amounts of
PSEO credit.
getting rejected from a college
Go to go transfer is too rigid. Students need flexibility
Goal 1.7 is misplaced. Entering the workforce sooner is not a desired outcome.
No, zero recognition of differences between campuses
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OERG
How do private/for profit courses fit into x for? Lots of public still don't know
why for profits are so dangerous to public transferability
How do we accurately measure what students have or "count" as CPL
How do we interpret students as the "primary and fundamental focus? How
about emphasizing student learning?
How does this affect similar degrees with different names? Will there be more
MnSCU standardization of majors? Will this make each campus "identical"?
how does this impact students who change majors
How does this work for stand alone techs?
How will all agree? Will this consolidate? Will positions be lost?
how will part time students fit into the equation? How can a streamlined process
still allow for students to choose coursework of interest?
Huge programs to keep track of transcripts
I am afraid that I will waste time because of the lack of education. Students be
supplied with more education on transferring outside of MnSCU system
I am hoping this committee merits with the diversity committee on how the
process could impact students of color and veterans
I did not see how counseling, advising, or other support service programs like
TRIO are involved in supporting the transfer, articulation, and academic
planning.
I don't personally feel this way BUT... I've heard pushback from faculty resistance
because they feel standardization will hold them to a lower bar (underlined) and
will reduce their opportunity for creativity. My argument to that is WHY do they
assume this would set the bar so much lower than their current curriculum? Isn't
the POINT to challenge students and engage them to a high standard. Stop
(underlined) focusing on your ego and focus on the student. Isn't that why we're
all here.
I fear quicksand, this is not good stuff
I fear that many upcoming students are not aware of these so we need to get the
word out more
I fear that my experience as being "brand new" pushed threw a line will happen
will happen to another student. It's hard enough to make the commitment to
come back to school.
I feel like there isn't any solid evidence that this will be successful. I also feel that
RCTs new student president should be chosen for the two student picks
I felt like that would be a lot of work for not much gain among students other
faculty members
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I might be missing info
I think that attitudes will get in the way. I fear people not wanting to try new
things and just shutting them down
I worry about being unable to understand the BA programs
I worry that the universal activation agreement may not meet all criteria for a
number of 4 year colleges.
I'm afraid many people wont show up
I'm afraid of the little human interaction of transparency
I'm afraid that the availability of lower division general education courses, may
bring the wrong type of students.
I'm not a fan of online
I'm worried that, those these gauges might create streamlined path to degree
completions students may not know or understand their options because of lack
of support services, especially for students from underrepresented populations
If drop to part-time, will classes be offered every semester so they aren't set a
semester behind waiting for a class?
if improvements do cause suggested there might be unfairness to the
improvements
If it really becomes that easy than students are unlikely to begin at a 4 year
institution. Could ruin campus community.
If students would transfer more often or not.
If there is more than one way to reach your goals - multiple institutions stackable
credentials
implement trust there still will be issue
Improvements to current and planning. It is really (important) important to
continue one on one end of students regarding student loans - they will be paying
them off for years! Make sure they take each class purchase seriously.
Inability to accomplish this
inadequate class time. Training for core concepts difficulty in classes further into
major
Instead of being able to cover material at the high level needed for graduate
school admission (and prerequisites), or workforce needs, we will be forced to
cover base material for jr/sr students. No synthesis will ever be taught. Especially
a problem for sequential-nature programs (STEM, foreign languages, etc.) It's
unrealistic to assure every institution prepares students in identical ways.
Students come with different knowledge based on their HS curriculum. Local
institution match local knowledge. Outcomes will vary to some degree as a result.
Institutions will remain inflexible with regard to offerings and credits that will
transfer in
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OERG
Institutions will still create a need for multiple articulation agreements
Institutions within MnSCU will oppose collaboration and reject credits proposed
to frill requirements. Ego is tough to overcome
International student requirements
It can be hard sometimes
it could conflict with some schools
It has been discussed with for a long time fear is more delay.
It may be harder to adapt to a larger college
It may be too much to keep track of
It may create more students in the 2 year program! Hopefully more students in 2
year colleges.
It may not be possible for all degrees.
It might allow students of lower academic level to be admitted
It might get too busy and you can't get help
Job elimination
Job loss
Kids could want to transfer maybe too much which sometimes isn't good
Kids might transfer without thinking it through
Kids would want to transfer
Lack of bachelor degree.
lack of resources
Large opportunity to faculty
less availability for classes for returning students working for a degree at the
school
Less diverse
Less diversity within fields
less transfer
less willing to go to college
Like what are different and same
Limiting! We might go from Universities accepting 60 credits down to 6 credits
(universal agreed upon). Students need to know all options and that they won't be
"punished" for tech ed. by not being able to transfer program courses.
Loose academic integrity
Losing track
Losing track
Loss of communication between students and other campuses
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Loss of digital data
Loss of health experts teaching health courses as transfer excludes HLTH courses
and loss of transferability for student's delaying workforce entry with forcing.
Repeats or forcing use of biol. credits at the expense of limited tech credits.
Biology faculty are NOT better prepared to teach health topics such as Medical
Language (mid terms) or Human Body Systems courses focused on Health care
many masters level Health Care faculty are available to teach these courses
loss of jobs
Loss of programs
loss of specific class needs on campus
Lots of talk - little action
lower class sign for colleges subject due to students taking lower level courses at
comm college
maintain flexibility in the degree pathways for each institution while streamlining
transfer
Make sure students are aware of this feature - setup with an advisor to help with
process
Make sure that the information provided is in a variety of formats. Online alone
creates a barrier for many students.
Mandated antiarticulation agreements will negatively impact students' ability to
study abroad, which is supposedly important to use in a 'global outlook' world.
Two year schools generally don't offer study abroad. Going away for a semester or
year, requires advance planning and can't usually be done during the senior year.
Short-term study travel tours are not the same as study abroad. So, AA students
transferring will not have the opportunity to study abroad unless they add time to
degree completion.
Mandates on how web info is provided that don't align with college web structure,
visibility, content strategy, and is never really communicated to web staff
Many colleges have multiple missions. Career prep, liberal arts learning - lets be
clear about that. Both are good!
Many fears?
many many fears
Many of our students need pre-college reading and/or math - especially our 35+
population. Making their pathway direct with dignity is important
may be difficult to make understood
Might not happen
Mis-communication - changes that are not communicated
Mistakes being made. Students being disappointed.
OERG
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OERG
More classes and more to a transitional pathway
More complexity
more credits would need to be took.
More graduates!! Oh, no!
More knowledge of the process is better in my eyes. I feel all colleges need to
work together.
More leniency with degrees being accredited
more organized
more people to employ, different info from each person
More people will apply/attend school
More people will show up and they won't have enough classroom space. They'll
make it cheaper after I leave.
More policies will be created and no training provided leading for continued
misinformation and inconsistencies.
More students less credits taught
More students might take more credits at a less expensive school within MNSCU
and the transfer - could negatively our enrollment.
More time spent with advisor type people.
more travel
More work
More work and collaboration between schools
Move from MN transfer will be frustrating to students and staff
Must I fear that
my biggest fear that little changes
My fear is there will be no follow through and in 2-4 years we will be having the
same conversation
My fear is you create a utopia that doesn't work - what's the plan of action for
failure
My fears are around schools like HTC not getting "credit/recognized" for students
who don't want a degree/diploma - just taking a professional certificate. Not sure
if this fits here but...
my fears are failing classes
my fears are not getting what our requests are as students
my fears are some classes not being available because there is not enough
professors
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My fears include such rigidity in program requirements that essentially force
students to be able to confirm their degree objectives from the very beginning of
their educational careers
My fears??? Really?
My greatest fear is related to the modality of the course the student completed at
a lower level and their capacity to perform in 300 and 400 level writing intensive
courses
necessity of employing a large number of counselors
Need AAs transfer options. Have % of students wont benefits without one
Need mechanism to resolve quickly unexpected issues
Need to ensure that everyone knows we do already have transfer opportunities in
place - not just waiting for this project to be finished
need to recognize where our students are at. part-time may be the only option for
some of our students
Needing to audit courses to regulate across institutions, need for increased
oversight
new high level system input into program planning rather than micro analysis of
individual program components
NHED does not have much rep in the overall concept
Non compliance of bigger universities - may stop the process
Not broke don't fix it. I fear that changes will be made, and then things will be
really screwed up
Not enough coffee
Not enough direct correlation to field of study. As an electrician I don't want to be
required to take "unnecessary" filler classes per some government requirement
for funds
Not enough space to fulfill the classes
Not familiar with current transfer process
Not graduating on time because have to take fundamental classes
Not know/remember all they need to know
not sure
Not sure
Not sure
Not sure if there will be
Not sure what the training process would look like
Not sure why affordability and accessibility are the main focuses. It seems that
students having a clear goal/ path for transfer and a plan for how to get there
would be the main focus which would result in cost saving
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OERG
not taking certain classes
not wanting to come
Not, seen credits transfer
Old courses not under the new numbering will be challenging to articulate
One problem with this proposal is that many of the remaining courses (beyond
AA) are upper level literature courses. Students should limit the number of let
courses they take per term because there simply are not enough hours in the day
for a student to keep up with the reading requirements. I feel this proposal sets
up students to fail.
Only if individual colleges have unique certificate programs that are connected to
broader degrees... Can that be standardized?
Our teacher education programs must meet state BOT standards for licensure.
We can't address all the standards in 60 credits of coursework including student
teaching. We have tried to look at how to make this happen and thus far have not
been able to.
Overpopulation on campuses
oversight
Pass my opportunity to transfer and being doing my professional career by myself
Pathways may result in more people choosing AA, AS rather than AAS
People are resistant to change. Watch out for own numbers
People faking credits
people in general
people might not evaluate the classes they take leading to unneeded classes and
credits wasted, can cause people to be lazy in choosing courses
people might take advantage of the benefits and abuse it
People that have received in the previous 3-5 years of this being implemented.
People who work harder than others will have the same opportunities
people will get more confused
people will travel everywhere wherever they want
Pigeon holing students too early
Please respect the autonomy of local campuses, and of the individual
departments on each campus, to make decisions regarding transfer and
articulation, so that they can suitably meet the needs of each of their
programs/constituencies.
Possible some credit would have to be looked at and brought up to a universal
standard for system
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Potentially cluttered, how best to make available to students in hard copy or
online? Could these brochures quickly become outdated? Can they reach a broad
enough possible transfer options?
Push back related to change
Push back related to change
Rasmussen has a clearly written structure along with other private colleges to
students. us an example to bring that across all of MnSCU for everyone benefits
Rejection!
required classes hard to get into
Rework of programs at a campus level to meet the "equity prepared us directentry ...students"
Same as above
Schools will add goals for the sake of ease not because the course deserves it
See previous answer.
shortage of the global pizza supply
Sign language classes leading to interpreting sign language or education in deaf
and hard of hearing field. No. St. Paul College.
so many personal situations
some colleges want to co-operate
some courses no longer needed and you have to take a new course in place of it
some good/ relevant classes could get lost
some of us are having trouble keeping up
Sometimes having one system wide process isn't always the best especially for the
exceptions
Standardized testing is a major issue causing problems at K-12
State mandated books and courses seem inevitable with this seems likely and
unfortunate
Statements like "the potential...is strong." should be backed up be verified,
transparent, and readily accessible research and materials.
student might drop out due to exposure to workforce… but with proper
advising/counsel they might not drop out
Students (some) won't take the advantage at the improvements, and make it go to
waste
Students are confused
Students are more willing to stay if they are helped instead of feeling lost
Students better understand and are able to articulate their own competencies. I
teacher to people for sign language.
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OERG
Students getting lost or alienated by the process. Increase in student stealing
from other MNSCU schools
Students jumping from school to school trying to figure out where they are
headed careerwise
Students may be taking more courses than needed to graduate.
Students may change schools more frequently if it is easier.
Students may choose schools based on their the schools ability to collaborate when theory continue to be transfer difficulties, students may simply vote with
their first and go elsewhere
Students may move from one school to another. Have less complaints and faculty
may feel valued.
students might find that IHCC doesn't meet their educational goals
Students might graduate earlier
Students wanting to opt out of our required courses because they know they
won't count beyond here
Students who are unsure of the path they want to take could feel pressured; less
room for exploring your academic interests
Students who have a fear of change
Students will more than likely not take those classes and completely avoid them.
They could miss out on things they more than likely would have never learned.
Students will not seek advising on transferability and section selection for courses
because they will assume they already have it figured out
Students will use this to "float" between universities trying to find the easiest
place to take a class.
Take 5 years to fix the problems
Taking and paying for classes unrelated to your field of study
taking MnSCU degrees to their outside schools and having the credit apply to
degrees not losing credits
Tension and initial chaos but I honestly don't think things will change until we
take the leap...
that a student will be lost of advice and choose a school that is not the right fit
whether it be a financially or geographically
That articulation agreements/requirements change from freshmen/sophomore to
college senior
that depending on the school will your experience be the same? why would you
choose one institution over another.
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That expectations might not actually be what is possible. Students get upset with
knowing this information and when they get to the school that school might not
process the same way or the classes could be too old.
That it might further communicate the process rather than simplifying it
that maybe some other people had problem besides me
That not all MnSCU colleges will follow the recommendations
That nothing will change
That people may take advantage of the college pathway for transferring and
switch schools to avoid penalties
That perhaps that one class taught up north doesn't mesh somewhere else.
That students transferring might not get the true college experience in
comparison to students who are direct entry.
That students will experience a sense of failure if they don't advance at the
quickened pace.
That the timeline for students that are transfer will not be long enough
That there may be a lag in the process as far as getting the desired outcome
That there will be no responsibility on the students part to figure out and decide
what schooling they want
That things might be changing too quickly
That those already used to prior systems (returning students, continuing
education, etc.) have a hard time adjusting to the changes even though they're
technically simpler
That we fall back on program by pressure/what we know
that you can't finish your courses
The "improvements" are vague and worded in a way that does not show benefit to
the student and their pathway to success
The board might not approve the recommendation
The campus community life could be ruined
the desire to increase transfer benefits should not be at the expense of increased
regional governance.
The fear that students won't use the technology the school/colleges provide the
students they take advantage of the future plans
The goal of system-wide articulation agreements is laudable - but how do we get
there??? We have a devil of a time getting to articulation agreements with
individual four year institutions as it is
The IFO will not comply - this is my biggest fear
The lack of addressing graduate education. Fears that if we accept the Charting
the future then graduate education and research will get even less support
OERG
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OERG
The notion that "all 60 hours" are equivalent is bogus - you'll set roles up for
failure, unsure attention, and multiply costs for remediation.
The process might be a little confusing for some students
The reduction of Wi-Fi-chaos
The test is can a student transfer to the U of M easier than to another MNSCU
college?
There are complications and consequences no matter what you change or don't
change
There could be limited resources to accomplish this
There is a certain level of educational exploration that happens only at the college
level, which may be lost with too much "pathway" restriction in an effort to get to
a completed degree
There is always push back to change, but the change is needed
There may be confusion on which schools have articulation agreements and
which programs are included
There should be summer classes offered as an option to fulfill these prereqs at
either the home institution or at 2-year colleges. The transferability and
availability of these prereqs would help enormously.
There will still be some stipulations regarding transfer due to some bureaucratic
hoo-ha
they still wont transfer just by will, change their mind
they tell you the credits - transfer when they don't count towards your major
things may be not as complete
This model presumes full time traditional students, which are becoming rarer.
This will make more steps for students and parents to attend and they won't
really want to.
this would make a lot of improvements, I don't see anything bad about it
Time limits (underlined)
Time. When will all these be fully implemented?
Timing of students enrollment in lower division general education. Some will not
enroll in time
To go to M.A
Too broad of a subject
too many students burned over this
too much tech
Too much information will be added to an area - time to keep it simple while still
getting your point across.
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too much technology
too much to do being overwhelmed
Too rigid a system will continue to land to declining enrollment. The focus should
be on helping students succeed.
Transfer can be a slippery slope, right now given the emphasis in training for the
workforce - being a technical college that is what we do. Transfer is important but
maybe not for a majority of our students
Transfer technicalities and course-comparison minutiae are lost on customers.
MNSCU classes should be valued at every MNSCU school
Transferring credits is causing havoc for courses that require prerequisites. What
counts in some community colleges as communication in Goal 1 does not meet
our expectations so students are not prepared for upper division courses
Travel
Unhappy transfer students
Uniform standards limit (arrow up)er level class offerings selection refined
Unintended consequences might be not wanting to continue with a degree, or
getting into programs more easily just be transferring credits.
unions interfering, time and resources not available
Unknown structures over content = accreditation issues, licensing/credentialing
staffing needs unmet to support this change
We may have too many educated people which is not necessarily a consequence
we will learn more
We will learn more, with a more active day
We will need to coordinate with the systems offices.
We would have more collaboration on recruitment system wide rather than
campus specific emphasis
what about students transferring out of state. How will this information become
available to students?
what about the students who have already earned more then 60 credits. What
does this do for those students
What control of curriculum and specialization is lost by allowing "system"
universities to drive programming? I think we lost market agility.
What happens to our technical students?
What if a student is undecided on a career path?
What is the role of graduate education (underlined) in this plan? Does MnSCU
plan to reduce/eliminate graduate education?
what makes the teachers working here loss there teacdors working in other
colleges
OERG
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OERG
When classes change/curriculum changes there is a lot of other things that need
to change as well
When enrolled at two or more campuses will enrollment be reported to the
national student loan data system so they are half-time - on better- and not as
less than half time at two campuses?
where I would be replace and how I am going to be doing in class. After left
school seven time
who will keep all of this up to date? Hard to do on individual campuses
Who will regulate and develop curriculum for the coursework that meets mult
institution transfer regulations. This could slow the development or change of
system course alignment
Why wasn't the Florida Plan considered?
Will it really (underlined) happen or will there continue to be roadblocks?
Will MNSCU be able to provide the technology needed for university/CC/tech to
follow through?
Will students get the job they are aiming for when they graduate
With online and students taking classes at many colleges they may not be well
advised. Ensure advising and college success is driven by student success and not
money.
with technical credits there is not a smooth path that can be covered - if an
agreement can be made about acceptance of technical credit too
With these improvements students would feel more confident with their
educations
With time slot planning around what students need to take together MNSU could
reduce time wasted by students and increase student retention significantly. I
can't see a single reason why the physics department shouldn't be force to offer
online waitlists; it's frustrating to me and every other student I've spoken with
regarding it.
Won't get information to you in time
worried that folks won't be willing to change curriculum
Worries: That even with the new changes that future students will have an
advisor tell them they don't need a particular class only to find out after
graduation they indeed did need that class. Our advisors need updating.
Would a single course still be appropriate for cert. Dip and AA level?
You are killing initiative and experimentation. Each campus can be a laboratory.
This "desired future state" destroys those labs.
Academic rigor not ensured so student feels they accomplish "real" college
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Require additional faculty/staff advising on the front end but the payoff would be
student's preparedness for transfer
Simplicity requires standardization. Helpfully, the degrees won't become too
"cookie cutter" to attract students.
We are "inheriting" student loan debt from incomplete 2 year programs and
spend resources helping students with loan repayment. This can leave a bad
impression of SCSU if high loan payments that are really from 2 year schools.
Other cuts in other departments to add advising staff. Fear: not enough people on
the campus to carry out to work.
Question 3: What improvements to current academic planning
would you like to see?
Theme 1: Student Focus
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Making sure the improvements are affordable for students.
Scheduling classes out at least one year in advance and two would better, so
students could count on when they might pick up a needed requirement
Tuition freeze - continuous affordability for transfer students
Developmental piece. Provide financial to support for underprepared students so
they don't need to assume additional financial burdens. Address K-12 issues graduating underprepared students.
If we ease for student attending multiple institutions during one semester, we
need help with financial aid.
the affordability of credits. the mobility of student to campus
Will a student have to pay for prior learning experience (CPL) (test out fees) or
something similar?
As early as possible - have students look at lay term costs of not having academic
plan
Measures that would allow students to go where their major is offered without
funding like they like wondering because they not competing
Academic advising and psychological counseling is not (underlined) uniform
across campuses. I'd like to see students having guaranteed (underlined) access
to these things in similar amounts
None I like more planning and the way they work you
not involved with academic planning
Academic advisers with a working knowledge of curriculum by class (for instance,
into to business) to facilitate program planning and prerequisite needs to be met
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Actually have designated academic advisors, not just faculty who have to add
advising on top of teaching
Additional support for advisors - advisors wear many hats and support is needed
advising
Advising services expanded
Advising that knows specific programs
Advisor training
Advisor training and education regarding other institutions and pathways for
students. More grad follow up to continue their education
advisors communicating with each other between campuses. The same consistent
message is delivered to all states
Advisors to new students
As stated previously, I feel the advisors from both levels of colleges need to work
together, making sure the students academic needs are met
Availability of quality knowledge counselors is so important
Better advising
better advising
Better advising on proper transfer preparation
Better advisors
Better advisors to improve our academic goals
Better help and advising
Better undergraduate advising, prevents students from taking classes they don't
need.
consistency in advising. more training for advisors in working with low-income
first generation college students
Consistent advising
Consistent information given to advisor and students. Easily access to
information available online.
Current academic planning is poor. Mandatory advising meetings are needed.
Departments need to be more aware of what classes are needed, how many are in
program. Better advising would greatly help.
Don't stop development classes, PSEO-specific advising
Good and experience and knowledgeable advisor
Have more information the planning part other than meeting with an advisor
having unlimited time with advisor
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Help make sure there is a one-on-one meeting between the counselor and student
at lease once a semester
Higher level of standards at department level. Let faculty member handle all
advisors.
I think our advisory and counselors do a great job.
I would like to see advisors. Advising students to take courses that can really
make a difference. Like: cultural anthropology and sociology
I would like training mandatory for advisors to know curriculum requirements
and policy requirements. Especially MNSCU policy.
increased access to academic planning/ on all campuses. Counseling
Intentional, proposal and possible mandatory requirements for students to meet
with advisors to complete academic plans
Intrusive advising
Knowledge of front-line advisors about program requirements
Mainly more counselors - my kids both had ineffective counselors, or those who
never had time to actually do counseling.
Make mandatory for all undergraduates. For each semester. They need direction
and understanding of how close they are.
Make sure all advisors receive standardized training on changes/updates
more academic advisors, ARCC has 1,115 students per advisor
more academic advisors!
More academic advisors. Make it more obvious to students what classes they
need to take.
More access to counselors
More active involvement of advisors.
more advice
more advising more knowledge of technical degrees
More advising services available for students meaning more staff to
accommodate having assigned advising/advisors for students. A specific
requirement for students to know DARS
More advising. I have sent that I have nobody to talk to regarding my academics.
I did not receive my DARS til my last semester had I received it earlier I could
have enrolled in classes and received my AA degree
More advisors one to 600 students is not practical
More advisors to create easier access to them.
More advisors to help students
More advisors. All faculty should be trained
more availability with advising for a greater academic success
OERG
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more consultation and academic meeting
More counselors to help with career counseling
More guidance in choosing a major
more individualized advising w/ an advisor that knows the student
More informed advising
More input/help from instructor/staff
More intensive advising
more knowledgeable academic advisors
More purposeful advising of A.A. students upon entry
more student advising throughout the course here
More support for general advising either inside or out of the department for
students to get from one end of their degree to the next.
More unity with developing the future for transfer students
more useful counseling/ advising staff. literate in PSEO
My son (at U of M) had a poorly informed academic advisor. That cost him time
and money and delayed his graduation. Make sure all (underlined) advisors are
fully informed re degree requirements
options for students to meet advisors from other schools
Require intrusive advising
Require more students to work with advisors
Require students to have an advisor sign off on their registration plan for the first
three semester
Specific academic advisors dedicated to transfer students
students get more "early alerts" even if not having issues. Intrusive advising could
pair advisors with classes.
Students need assistance in planning. As a faculty member in daily contact with
students, I am keenly aware of their need for guidance and information to do
their individual academic planning.
Students need more "one-on-one" with their advisors. As time goes by the
meetings are fewer and not as critiqued
Students should begin academic planning before starting and be required to meet
with advisors regularly over the course of their degree.
Students want clear, understandable, constant (online) access to what their
options are. Require some communication: before enrolling first time, during
enrollment, before graduating.
Systematic academic advising
That advisors meet with us individually to see what we want
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That the counselors are thinking ahead in terms of the student age and
internship.
there needs to be more communication between students and staff
Think prospective students should meet with instructors and advisors as well as
the admissions advisor prior to creating courses schedules for technical programs
Training advisors
Underserved population students need additional mentoring and advising
Make fully informed so they can best plan their academic path
More help
More help in course planning
more knowledge of courses that would help you in the long run for your program
and would be beneficial
There to be more one on one help for students
To help students achieve more than an AAS or AS onto a BAS or more
further discussion and encouragement from teachers and the college. Events
designed to help students plan or thin about transferring
better teachers
Better teachers
more one on one time with teacher
Teachers more involved with student
The academic planning I've done with Heather Bundie has been exceptional.
System wide content contract as use of Hobson's Agile Grad - from what I have
seen it is an excellent advising tool. Course schedules are posted for future
semesters well in advance.
More check up on student and help readily for the students who are struggling
Making sure students are more aware of what classes actually help their degree
We need better accountability for students when advisors aren't required to
register for courses
make students check in every other semester somehow
career center implementation. Intensive and assigned advising
I think appointments should be offered to schedule online
Provide services to students admitted that are underprepared. With the
discussion of remaining dared, that could be detrimental for many students.
Either that or don't admit them.
Too rigid a system will continue to lead to declining enrollment. The focus should
be on helping students succeed.
Engage students immediately upon getting admitted to a college/university - in
planning their academic future accomplishments
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helping pick classes around a major
people should know if going the right path from the start
Knowing what classes I need to take. Need a list of classes I should be taking
clear understanding of why a course is needed in a curriculum
Not focus on the level of a student's level of knowledge but where the student
wants to go.
bigger women/men ratio
Let freshmen students grades not count towards your GPA so you can learn
Accurate and up to date. Have hard copies for students
Addressing our divergent student body: students, who need remedial work vs.
student who are academically ready and want to transfer to a university.
Again, focus on the student making this process timely and 'student centered'
rather than 'faculty centered'
Agile grad. take students through the full arc from prospect/suspect to
completion of graduate degree
Data about paths of students from previous years would be helpful for current
students - perhaps % that transfer to a certain type of school or with a specific
higher degree in mind.
equal opportunities by all students
Fellows students and I have a hard time verifying if certain courses will count as
credits toward our degrees. A list of applicable courses that pertain to our
individual degree would help out a lot.
Focus on students needs in an ever changing environment
Giving a chance for people graduating no conditional program to have a test on
the course get no credit toward an associate degree a bachelor
Giving students a class to help them decide when major is best for them
have more activities for students. especially athletes
helping students better understand what they are getting into
I know a few Esol students who have been in this school for way to long
more options for all types of students
Retention plans
Some students graduate and do not use their degree. The degree benefitted their
career, but did not end up being their only skill. Prepare them for multidisciplinary work.
Split one and two year students
Student direction data
students being entered to workforce sooner
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To see a lower rate of undergraduates in college
We have to address the questions about student learning outcomes and
expectations or else we will (underlined) weaken the knowledge, skills, abilities
they take forward.
When you start your math classes making sure students get on the right track so
they don't have to wait a year for another class
Would like to see more cohort based programs, with clear specific path for
students
I would like to see students apply themselves more
More offering to working adults - night/online bachelor's offerings
Opportunities for students to advance independently into qualifying courses. For
example, can students work with ALEKS PPL and advance to an appropriate
math level with paying money?
Focus obviously on graduate education!
Graduate education
Increase graduation rates
Offer courses based on need of students, not offering simply because that's
"what's we" have always done
Pamphlets and brochures that have many different paths. Also offering
graduating and graduated students the chance to share their experience,
suggestions, insights, warnings of how to navigate the system.
Retention - there concepts, but I would like to see some programs specifically
geared towards retaining students
Encourage but don't mandate it
High school needs to prepare for better degree choices
Developing hybrid graduation programs
Enter workforce earlier to meet needs
Following technology and what the fields are trading. Example: I'm in IT
Network Admin. A huge part of IT is Database, but there are only 2 basic
database classes available to me. Everything that involves business is run on a
database. This is why I am choosing that career path. But continuing to attend
here at DCTC. I will not be even close to prepared to enter this field at any level. I
just don't understand why more classes are not available for database when it is
such a large field in IT
Improved awareness of prior learning maybe a detailed interview for nontraditional students like veterans
Lessen time to graduate access learning principles.
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more opportunities for "trials" to give students the ability to try out what they
think they want to do
More room for class that actually need it
more visual process
Most focused one day lead to test at a F to A time.
More times and selections offered with major classes
Should test out
clarifying how much college credit you earn from exams
In school, there is the simple "goals" to accomplish, but I'm finding that the
courses I chose only satisfy as without being the right choice for continuing a
major. I would like to see different tracks so I don't waste time and money
should be able to test out of classes
I would like to see better use of course-by-course articulation over program
articulations as students are very fluid in their educational (can't read). Students
may not intend to transfer to the college/university connected to a particularly
articulation agreement resulting in additional time, energy and expensive over
the course of their college career
I would like to see that we can be awarded more than 1 scholarship per year
through ARCC
more directed at chosen field, less gen eds
specific and clear to major or degree without extra and unnecessary time wasting
Take one class at a time when you want instead of several classes at once. Could
still do this too. For online courses/degrees - have option to take anytime. EX
take one or two classes at your pace then start the new class when done.
Easier to understand and register
Students NEED 1-1 advising to make this work. There is no one-size fits all (will
need marketing of transfer and CPL so St. know it exists)
Offering the classes on a more regular basis. Some of the classes of interest may
not be offered in the time I'm there.
New all MN college and university transferable classes.
More counselors for planning a holistic approach to the students' goals and
expectations
Wider range of online classes when use on campus books
Pathways for students to move from college to university should be encouraged
for all of us. i.e. RCTC - Winona State for many programs (not competitive
between each other)
Jobs for students
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1 tool (preferably electronic tool) designed so all students in MnSCU may see how
all of their courses may transfer to other programs internally and externally
Theme 2: Supported
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none, concept as explained is solid
Students NEED 1-1 advising to make this work. There is no one-size fits all (will
need marketing of transfer and CPL so St. know it exists)
Agree
Good
I had no issues. I felt it was a smooth plan.
I like the proposals.
I think it is nice
I think that all the improvements made so far are good ones, & I don't have any
other suggestions.
I think the concept is good enough so far
Improvements seem good, especially the need for statewide use.
It looks to be very developed and on the right tracks
Looks good to me
Looks great
Looks like it is being addressed
The concepts all make sense as written
These seem well
This looks good as well
seems like a solid plan
Currently doing a good job
I had a friend in accounting class who basically knew everything being taught
from work and was just paying for the acknowledgment of her skills. I love that
that won't be such an issue!
I like in Proposed Concept #1 in testing out of certain subjects already known.
seems like pilot will help figure things out
Make sure there is a need for training and keep it up
Theme 3: Collaboration
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A joint collaboration between the high schools, workforce center (laid off
workers) & military to address underprepared & prerequisites. Don't forget about
technology skills needed to start at com-college.
Best practices collaborative models shared with all.
Collaboration and cross training but not eliminate positions or not fill vacancy.
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collaboration educational pathway planning. Two year advisor brings in 4-year or
grad advisor to help students plan future educ path
Coordination and consistency between schools
Coordination and transferability of CTE programs.
Greater coordination between colleges and campuses
Have a coordinated progress
Have a coordinated progress
Have a coordinated progress
Have more business collaborate with Charting the Future so you can learn on the
job and count as credits
more collaborate classes
More collaboration among institutions
More collaboration between metro area schools - system office top level guidance.
More collaboration between MNSCU colleges. Technical college vs. university.
More collaboration process should also be part of structure
More collaboration with counselors
More collaboration with the high schools to ensure that entering students are
prepared for college demands and expectations
System collaboration that will serve the student not the faculty member
What could be better than coordinated academic planning? However it needs to
be flexible to change with new ideas.
Better communication between faculties and students. Communication between
school.
Better communication with university faculty about the implications of new
transfer regulations
BS Competition @ community college
just be able to work with all the schools together
Less competition between schools
More cooperation between MnSCU schools
More cooperation with debts
More intra-campus communication on course offering schedules
A consistent platform for grad planning which includes ability to account for
"drops" and withdrawals and completion consequences for choices
Better partners with high school. Grades 12,13,14 blended together.
Cross-system articulation
Discussion with 4 year programs.
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make it uniform across the MnSCU system
Master plan (agile grad - MSU based program) shared or a similar programming
system across the board
More classes consistent with my major. For example not having to take math.
When I've already done college math. Possibly a mandatory worldviews and
language course.
One system wide process for CPL same at all schools
Similar curriculum for the same program
Standardization in online courses - content, outcomes, learning goals - quality
and rigor vary greatly (underlined) also faculty interaction with student varies
Standardized core curriculum (perhaps co-listing with standard name to avoid
changing entire curriculum with standard credits and standard pre-reqs)
standardized credits across all universities
Standardized degree planning
Transparency
Uniform course number name throughout MnSCU
Uniformity
Common course numbering. Broad field degree programs would be a benefit to
students. Institutions need to figure out how to do this better. Collaboration and
mutual respect is key!
Consistency
Consistency among all schools
Consistency in programs?
Consistent course offering at 2 year colleges that lead to degree completion
outline
Consistent IDH's (Star ID) among two and four year
Consistent structure - same goal area transfer across all MnSCU campuses
Stronger support for state education organization to collaborative (Teachers of
English, social science teachers, all math instructors). CTL use to support these
meetings - they got the whole issue of transfer rolling!
More transparency more pathways
Work together as one not as individual islands
Better/more transparent reporting of core competencies and planning how they
will compare within MnSCU
everyone on same pg.
Better faculty and staff partnerships consistent rules to be followed - clear to the
students so that faculty cannot override and work around as they see fit for some
and not others students.
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I really like this one. Representation should be across all sectors: i.e., students
and community partners
More articulation agreement for every degree, more articulation agreements
between schools that are located closely and if no option locally then go to an
online partner university.
More partnership
More partnership between academic and non credit options for students
more transparency and efficiencies
Partnership with business and industry (fluid with market needs)
Organization
system wide CRM
System wide academic calendar
The programs at different schools to be closely related and teach the same things
"auto" acceptance of MnSCU . Common course numbering
1 database to easily track progress towards potential schools. DARS? More
satellite programs bringing back programs to smaller communities -reduce
online
Apply MnTC guidelines across the state
Classes being the same at all schools - English 101 is the same number across all
MNSCU schools
Classes in every university or college that teach the same "classes" should have
the same outcomes. Maybe have reps from each college/university come up with
desired outcomes.
Classes that are similar throughout the system to get the same degree
I would like to see more involvement with the campus
More joint programs
Each student should have a program plan that is a consistent format across
institutions and MNSCU
Great idea but making certain the "quality of the institution" is standardized are
equivalent across the institutions.
Have members from all colleges (a rep) come together and discuss
involve management
Stronger talk between institution to make sure topics are parallel between schools
MnSCU institutions can learn from the 4 yr. colleges who are much easier to work
with for the 2 yr. schools in the system. Examine best practices at 4 yr. schools
and the systems
More broad representation
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more connect ability to exclusive programing available to other MnSCU
Continued work on elimination of articulation agreements and having one system
wide articulation agreement instead
continuity
From prior experience I would like to see more support from school faculty
Getting more university from around the state involve having them count credits
The document needs to be more inclusive. It is not just about two year schools.
Include graduate education!!
There needs to be standards in articulations agreements across the MNSCU
systems. Too much inconsistency!
Broaden input from local and regional employers
Each college should offer fewer programs - We are all duplicating each other
greater surveying of faculty
Increase articulation agreements w/ 2 & 4 year schools for 2 + 2 programs
integration of technology and support
Involvement of faculty who teach courses being transferred at TC, CC, and SU. I
have been involved with these discussions in the past and learned that sometimes
administration rather than faculty who teach the classes make determination for
transfer imply cost TC/CC. Administration staff doesn't necessarily know what is
happening in the classroom.
Just reach more people
One system wide agreement
One unit system for all MNSU schools
regional focus, more partnership, reg faculty to get together often, system
leadership to assist in renew and professional dev
See what the students and community think
Universal systems between campuses and quality control measures in place
more outside input, corp leaders input = what are out leaders looking for
Create one system-wide online tool to help students know what classes are
required. Could we make class schedules for all MnSCU colleges available for
search in one integrated system? It would make it easier to see when/where
classes are offered to help students decide where to go.
Good common online tools. Integration of those tools with orientations and
college success strategy courses
To help students to be more connected with the colleges and universities
Establish one standard for each class - especially the basic gen. ed classes
Having all classes set up as equal
Increase opportunities and access system wide for learners
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Standard for same programs in any MnSCU programs then going to all schools
Consider SME input from non-MnSCU sources
Eliminate special articulation like you are recommending
Improved focus for each student as an individual and not a number
During program navigator. Adopt system wide data management system to allow
curriculum and programs to be linked to student needs and enrollment
It would be nice to have one website that had a list of all major and the classes
associated with them, semester availability, prerequisites, courses description.
Then all MN students could go to one site and see all majors available. Each
major would also show campus availability and cost per credit. Thank you!
Regional discussion for shared curriculum rather than "approved" or "denied"
based on geographic
Since they want MNSCU to be one big family then they should all have some
standards and requirements
Continued opportunity to communicate with "content"/academic - same faculty
on other campus
I see most of the outreach coming from the community colleges to the 4 years
colleges/universities. I would like to see more outreach coming from the 4 year
community college
More work with math at high school and colleges - vocational focus
Clearly defined program offerings and connections between preparing of the
various institutions
CPL and degree programs should not vary across the state. That is frustrating for
unexpected life occurrences
For example at MCTC I was told to follow a degree plan that hadn't been
approved by the state yet. So they kept changing the program, that shouldn't be
allowed.
Draw from program offering from over all the US
I'd like to see more attention paid to what the local area needs before
implementing new programs.
Centralize curriculum development to ensure the best product possible.
Theme 4: Cost
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Making sure the improvements are affordable for students.
Scheduling classes out at least one year in advance and two would better, so
students could count on when they might pick up a needed requirement
Tuition freeze - continuous affordability for transfer students
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Developmental piece. Provide financial to support for underprepared students so
they don't need to assume additional financial burdens. Address K-12 issues graduating underprepared students.
If we ease for student attending multiple institutions during one semester, we
need help with financial aid.
the affordability of credits. the mobility of student to campus
Will a student have to pay for prior learning experience (CPL) (test out fees) or
something similar?
As early as possible - have students look at lay term costs of not having academic
plan
Measures that would allow students to go where their major is offered without
funding like they like wondering because they not competing
Provide funding so campuses can here professionally trained academic advisors
Work to keep tuition low more pressure placed on faculty to use cheaper
textbooks
Affordability is fantastic. Transferability needs to be more clear cut.
Not having to plan around budget, but plan around what we want!
Associate degree tuition reimbursement, national
Cheaper books
Cheaper classes
cheaper college education
Cheaper more affordable
Cheaper tuition
funding available
I would like to get more money for education
I would like to see cheaper tuition
I would like to see cost of college more affordable
If planning was more thought out people wouldn't "waste" money on classes not
needed
Increase in academic funding
lower prices on book
lower prices on books
lower prices on books
Make college courses more affordable
Money management
more affordability
more affordable
more affordable
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More money for individual program
More money for technical education
On a state level, adopt the POTUS proposed to provide two years of college
tuition-free
Same course different college. One instructor across system for into to psych.
Saves salary. Systematic closing of courses with low enrollment
schedule academic planning day (at least for freshman) after orientation
affordability
Affordability
financial fairness - seen to many kids profit off financial aid when I don't qualify
for any
Information, being aware of all transfer/scholarship/financial aid app on time
Budgets rolled easy
Definitely affordable
Earlier budget planning/hiring
Plan should include developmental classes and how will students have access to
college if this is not affordable
Pricing model the same across the board
Standardize per credit cost
Benefit and breakdown of costs associated with savings when new transfer
mandates are in place
Clear goal and objectives for transfer students. These goals are "key" to
graduation and making the student feel that MSU was a good fit for them in their
career.
make courses more affordable
Begin by defining the student. Drop FTE funding/broken funding models. Either
look at each student as being the same or create a better way of "tracking" online
vs. on-campus
Want to see free education system here
Centralized trades training. More funding for those established training centers
Free post-secondary education for all, if not students should be able to take out
loans at .75% interest
Theme 5: School Focus
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Provide funding so campuses can here professionally trained academic advisors
Work to keep tuition low more pressure placed on faculty to use cheaper
textbooks
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Affordability is fantastic. Transferability needs to be more clear cut.
Academic advising and psychological counseling is not (underlined) uniform
across campuses. I'd like to see students having guaranteed (underlined) access
to these things in similar amounts
Not having to worry about transfers
credit transfer
direct class options for transfer
Don't accept all credits in for transfer (military, 2 year schools, proprietary
schools). Hold more Friday and weekend classes
Ease of transferability of courses. IE General Biology is General Biology
elsewhere
Easier access to transfer credits
Easier credit transfer
Easier transfers
Easy transfer and getting in to two colleges
For athletes, making sure they take the right classes that transfer to NCAA
Four year schools helping with developing two year programs so transfer of credit
can be seamless
high education transfer to university
I like how the transfer is
I will like to see a better march of credits = meaning if I have taken a biology
course it should be able to transfer to any college.
I would like credits to transfer to universities overseas.
I would like every course to have a list of places that credit would transfer
I would like to see a clear system for credits to be transferred to get a desired
degree
I would like to see transferability statewide. Like credits transfer to all MNSCU
schools.
Introduce degree pathways for veterans. Either as using ACE credit or waiving
transfer curriculum.
just tell me what I need to transfer
Major transfer flaw. Address inequity in consideration of technical courses vs.
liberal arts vs science courses. If course goals are the same and faculty are
qualified, why would a HLTH course be excluded from transfer as an elective?
Make classes/credits more compatible to each school
Make sure students know about transfers
More clarity about transfer credits
OERG
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More classes that count toward the school that will be transferred to. Some of the
classes didn't count
More help available for 1st year transfer students, similar to freshman, map out
for each year
More knowledge on credit transfers
more transferability
More transferred credits.
Recognition that articulation, transfer, and credit for prior learning lead to more
credits and higher completion, not less
Required competency in transfer classes for 2 yr. colleges to ensure
understanding in 4 yr. universities.
Right now a student transferring into ARCC gets mixed messages on how classes
transfer
Seamless transfer
Seamless transfer of classes from two year colleges to four year universities
Streamlined transfer process. Easier payment system if taking courses from two
different schools
student knowledge of available resources. Transferability
students will be facilitated to the transfer process
That all MNSCU align for transferability. MM lenient on what special courses
transfer and then be approved at new institution.
That more credits transfer
To facilitate effective transfer - and to ease some crucial components on faculty
time - it seems relevant and important to consider bi-annual curricular change
instead of current annual processes.
To give students more access to clearly see how their courses transfer
Transfer advisors
transfer credits
Transfer credits easier transcript for job opportunities release at NO COST
Transferability
Transferability and access to programs
Transferability ease for students to have the possibility of going to any college
(MnSCU) and succeed.
Transferability of courses to program major at the universities
Transferability to all 4 year schools, including private colleges
Transferability. Why do we only have agreements with certain colleges to do a 2 +
2, it should be across the board
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Transferring between colleges should be easier. It appears MnSCU is competing
with each other.
Verify transfers are prepared to succeed at a university. Passing classes doesn't
always guarantee it.
View transfer classes by outcomes/not name or description
why revenue not transferable to U of M
Work together. Seamless transfer. Support - clear understanding/guidance.
Tutorials for faculty.
A promise that all credits will transfer to all MnSCU schools
availability of transfer info and requirements
Being able to transfer credit to each schools to apply the degree
That all colleges are the same and you don't have to repeat classes
A required transfer class where applicable
Adding work to improve transferability of prior learning experiences
All courses added online to transfer site immediately and comparable to
equivalent courses at other institutions
allow pre-req appeals for students who transfer in with a course completed (but
the course specifies a pre-req)
As a student I would be willing to take a course that is a little harder if that's what
it took to have my classes transferable
Faculty training on the use of programs that are available to understand transfers
between institutions
Having opportunity to be accepted as a transfer in a program like a student who
has always gone to that college is nice
no double doing
Less duplication
No more repeat classes!
Reduce number of duplicative programs
State the importance of taking the right courses to transfer
More of a smooth transition for students
No one would have to take a course twice. 100% visibility into what's offered
where
Credit for prior learning
Departments in universities not accepting certain courses from certain two year
institutions because they are not equivalent or lower division or pre-requisites
and the four year.
OERG
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Emphasis on different majors have different requirements. What might be fine
for one major won't necessarily be fine for another seamless transfer depends on
students deciding major early and staying with it.
Instead of more requirements on the MTC, reduce the number of credits needed
for an AA or to transfer.
More reciprocity for credits
getting more knowledge
Keep information accurate and up to date
More information
more information
More information available about the program
More information on searching for career placement prior to selecting programs
More knowledge among faculty regarding MnSCU system
More knowledge. I feel like I pay too much for the little education I have received
so far. I feel like I could very easily learn the entire two year program in one year.
(Photo program)
more learning, not enough is covered in classes
more new things
Move information
student knowledge of program prerequisites
The office people could be more knowledgeable instead of giving generalized
answers that don't answer questions such as if FAFSA will cover summer classes
and FAFSA refers me to school office. Wow! Not impressed with office help at
SCTCC!
Better understanding among high school career counselors of the many options
and pathways that exist. Most do not seem to understand the role of 2 year
institutions can play and how students can benefit
better understanding of classes needed to graduate
Better understanding of what classes you need for your specific program.
Bigger pool to pull ideas from
better learning
classes should be more hands on and not plow you with just lecture slides
good teachers
hands on
Hands on
more hands on
more hands on
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more hands on learning
More hands on/correlated activities being done
more hands or work, seeing it, doing it, 2nd reading about it
more outside work. more hands on
Move quicker
teacher being confident
Teacher competencies of students attending school
teachers more prepared
Absolutely more (underlined) community-based learning experiences. Students
gain SO MUCH (underlined) practical experience volunteering in their field of
study. I don't understand why this isn't (underlined) standardize already. Inver
Hills has a pretty great model to learn from.
better classes
Better information about how much longer it will take as a part time student
Better information that is clear, that students can use to better plan their career
(i.e. difference between AAS and BAS, etc. and transfer issues)
concise and clear information about all of MnSCU
increased support of class career. Learning, Intern
Internship opportunities
More activities
More class about how to get ready for college
More classes and courses to take to know more about specific courses
More classes available to different fields.
More classes better suited to smaller areas
more classes offered. Variety
More hybrid classes offer
More hybrid classes or pick up where you began to fail
more internships/research opportunities so people can get a clearer picture of the
field they're going into
More paid internships in IT
More speakers! People who make future planning easier.
More student involved activities
Remove ineffective faculty
Variety courses offer in the college
Variety of major
A more diverse curriculum
Classes offered every semester for greatest student options
OERG
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Classes offered on Fridays and weekends - especially cor classes need for 2 year
degree. Often the campus is "empty" on Fridays. Often class offerings were over
scheduled mon through Thursday
classes that offer more support and more experience.
Develop a plan that can simulate real life work that provides students with actual
courses and requirements that will increase their knowledge for workplace
experience.
I would like to see less online classes and more face time classroom experience
More career - based academic planning and help/aid for students to find and
choose career paths that match their gifts, strengths and passions
more career counseling rather than registration assistance
More career-oriented programs. Significant vet-tech program
More info on programs such as nursing programs and what will be done to
improve them
more outside work
more trial courses to test things out
Perhaps a required 1st year experience course for all students that thoroughly
prepares students to efficiently and effectively pursue their degree
Provide credit for industry experience. Seems to reflect military only.
These thing I have seen already here are a problem with knowledge but have to
take the class anyway. It is a great move forward for those with experience and
previous schooling
More real world classes
More real-life, real-time simulations
More talking to employees
more technical programs/classes
Incorporating experiential education into curriculum for all students as they
work toward their degree
I would like to see a more diverse curriculum
Job placement
Job placement
more experimental courses
more guidelines
Degree oriented info
DARS integration to show paths on online
Is this going to be web-based?
More online credit
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More online offerings or repeats vs. a semester offering. More summer, online, if
they don't fill don't run, but offer and develop a "needs" model for offering.
More online options
Online chat availability
Online classes should have the same setup
Online curriculum proposed submission
Add graduate education
Get rid of generals. It is redundant. Nobody overseas has heard of generals
less generals
More academic programs in certain academics
More attention to the technical classes
More definable classes and sure to have a classroom for said classes
more in depth studying on certain projects
More programs
Requirement to take developmental courses first
selected bachelor degrees at community colleges
to get more opportunities in the majoring areas and more offers
Wider acceptance of non-standard areas of study
There could be more online or bookwork people could complete to get their
degrees along with final tests
Core major courses would be valuable, but I think this is about creating process
and supporting financially the work of inter-campus faculty mentoring to develop
these effects in a positive environment
Courses offered that set you up for more schooling and a track you know will all
transfer
courses that relate to things/ changes in todays world
Academic planning for me was pretty easy. I wasn't quite sure what I wanted to
do but I took a variety of classes and I figured it out.
Articulation agreements which are easy to find on all MnSCU sites
Earlier (arrow up) school involvement, 8-10 grade parent info session, how to get
your kids in, how to select (arrow up) schools courses to make room
Ease of registering for classes among all MnSCU, specifically in the general
education area
ease path/clarify process
Easier to register for classes
Easier to understand admissions processes
Easier to understand online
Easier way to understand a path
OERG
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OERG
Easy access from all connects of the state
Easy entry - fear if can boundaries but students who are prepared.
Easy scheduling
Easy to use
Even more streamlined for students
I like the academic planning as it is right now. It is easy to follow.
It's too easy and way too convenient, they are taking advantage of technology to
do less work. You are sacrificing the quality of education. Also try more diverse
learning models that give more power to students. Active learning is a very
powerful model I have experienced it and studied it. I can give information about
it. J.pablo.moreno97@gmail.com
less changes so its easy to advise students
less complicated
less complicated
Less complicated, straight forward
Make it easier
Make it easier for growing programs to get more resources. Use SAP to make
decisions
Make it easier for students to learn about the classes offered
Make it NIMBLE! when trying to neutralize and standardize, it usually becomes
slow and bureaucratic
Make the application process easier and streamlined
More organization and easier to figure out classes
more organized
more organized
more straightforward
Streamline program offerings - especially for programs with expensive
infrastructure and equipment
streamline quicker degree development
students need access to easy tools for planning students need support and info.
1) Template that can be used at any institution. 2) More flexible with degree gen
ed requirements where applicable
a more hands on class would be nice for a change for this campus
Increased flexibility regarding the generals program
Integrated processes that are both intuitive and flexible
More campus and college flexibility
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More flexibility in course offerings
The current access to e-Services isn't seamless if a student is switching between
multiple institutions. e-Services isn't integrated with D2L - classes on e-Services
should link to their corresponding D2L class - they should also link to the
corresponding bookstore's page so that students may easily see course content
and buy course texts.
less paperwork/make it less complicated, if you get this, this and that done you're
good sort of thing
make planning more straight-forward
Make the system one process
to maintain feasibility of your degree without overloading student to 5 years.
make things as simple and transparent as possible
I Think they are good but could be less complicated
Straightforward acceptance of all CLEP exams
Faster paperwork. The "fees" and everything need to go faster
1 year schedule so I know how to plan my personal life around work
A better cycle for course offerings to help a timely graduation
A clear path to students starting at a 2 year institution that ends with a Bachelors
at a 4 year institution (AA, AS, AAS to BA, BS)
A comprehensive "plan of action" as each student enters. In depth understanding
of all campus personnel that dually involved student have a different set of
"bundles" than the "typical transfer"
A forecasting or mapping tool to see what and when courses can or need to be
taken.
A step approach. Step 1 do this - etc.
Ability to MAP current classes - move to a "DARS" report for various degrees at
different campuses. A "what if" scenario
Academic students sticking with their plans. If plans do change, making sure they
stay on tasks with their plans not falling behind.
Allow students to see course schedules at least one year in advance to allow
students to plan
An academic plan for all majors and programs. DARS is not easy to read/is not
user-friendly.
better course planning
Better pathways - clearer for students and for campus plans and scheduling
Current planning of tech courses is done by instructors must be done from an
advisor instructors are not appropriate for advising
OERG
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Degree planner! Make it mandatory to help ensure courses offered meet student
demand.
General area on website for academic planning
good planner
Have plans sent to high schools so they can take classes to learn their future plan
I would like to see focus on quality of education and academic plan, not just a
focus on pathways
I would like to see more research into academic planning
I'd like to see a plan - currently no plan exists, it's just program approval minus a
coherent plan
Inclusion from bottom-up student & faculty driven planning
Intentional planning with regard to technology/online
It would be nice to be able to show a student their academic plan for 2 years given
their path of choice
Laying out a plan for credits and majors, too broad right now
Layout of classes
Make sure to plan for "step out" of the pathway with a re-entry at a later date
more academic planning
More additional options and support in planning the logistical and planning for
classes
More advertising of classes, more college fairs, in depth planners and discussion
more agreement on planning software/programs (DARS, etc.)
more clear holistic planning understanding of transition points
More planning for future
More required academic planning and corresponding facilities planning
more ways to plan fulfillment in class requirements
Nice looking academic plans from start to finish (i.e.: cc to state U or U of M for
engr, edu, bus) maybe the top 5-10 transfer programs. I think students crave
being told what to take ewe error the side
Plan out each semester offerings for a student to complete the program within
two years
plan out multiple degrees in process for one social work should also get LADC
Plan out the entire plan (two year and four year) during initial advising session
Planning across institutions regional employer K12, ABE, community, instructors
factors worries as appropriate
Planning so classes are not so split that it delays gaining a degree
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promotion for academic planning on campus
required long range academic planning for 2 year students so all 2 year or 4 year
plans are determined at entry
Requirements that all students participate in planning strategies prior to
choosing courses
Should start earlier in education
Should start eelier in education
sounds good, lets recognize that plans do and should change
Tech colleges have to be nimble but some planning to help weather programmatic
"down cycles" is necessary
The use of a common academic planning system/technology. Much like all
campuses use DARS - all should also use some Academic planner resource i.e.
Hobsons, Agile Grad, etc.
There seems to be inconsistencies with process. Many students have little to no
assistance with planning
To improve the academic planning for students it would be easier
to see an online course planning/ schedule building with options of times, days,
credits, colleges and to see costs. To have a degree schedule builder
Utilize the centers to focus efforts on academic planning - system office staff
working with centers on program applications
after orientation for the school, a second presentation for those who know what
they what to do and what steps to get there
Again it would be nice to ID some systems steps that work for most students
clean design pathways and fin students. Identify recommended sequence of
courses that support outcomes. decrease courses in goal areas for maning and
confusing for students
Courses offered for a pathway that are offered on a different schedule at a
different campuses can be taken without whole transfer to that college/university
i.e., class transfer for campus from PTCC to HTC
I made classes that fill goal areas easy to see.
I would like step by step programs to get various degrees
Pathways
provide simple pathways to MnSCU
The pathways/online charts would help a lot
Yearly goals set. Received electronics.
MnSCU should keep providing academic help and planning that will help sticking
to a plan
OERG
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OERG
more clarity as to what classes will apply to a 4-year degree so more guidance can
be given to those taking general courses
A more structured D2L grading system (make all faculty teacher use)
Adding in more degrees at all colleges (underlined)
All employees no matter what union should have equal access to take credits at
ALL MnSCU institutions
allow community colleges to pilot awarding degrees
allow the 2 year campuses to offer baccalaureate degrees
Annual events where instructors from each discipline are given time to work on
common course outlines and a state faculty, instead of repeating at each college
Campus centered. department centered. aasc centered. not system/ admin
centered
Concerned that there are no faculty on team (understand why) but need to be
included going forward.
Could we create a system providing "nearby" access to, say, 80% of all programs?
Developmental education consistency! Integrating reading and writing
Educational institutions are businesses that sell certified instruction. The less a
product suits what a buyer is looking for or fits their needs, the less they will
spend on it and the less likely they will buy it at all. That's proportional. If you
tailor your product to fit what each buyer is looking for, business will go through
the roof. Cost becomes better accepted because each individual is paying for
exactly (underlined) what they are looking for. Advertise! (underlined). I still
don't know what CBE/CPL options are available at my school. The application
process is intimidating enough to deter people from doing the exploration of
obscure options. If you implement and focus on CBE/CPL during application and
enrollment, students would be more confident and prepared for college. Being
acknowledged for what I know makes me more confident tackling what I don't
know. Competency Based Education and Credit for Prior Learning need to not
only be implemented but need to be the primary focus of advertisement as a
viable option for everyone (underlined).
Electrical program get rid of HVAC and more time with renewable resource
Enough supports from faculties and just emailing about a question I don't really
understand
Evade individual faculty prerogative to evaluate person by person
expand doctoral options especially in areas where we need more faculty (nursing,
etc.)
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Legislative mandate for course numbering would "push" the conversation in the
right direction
Longer term - consistently, some colleges are only 1 term out! Find ways to
ensure material delivered is up-to-date. (Academic freedom shouldn't deny
quality)
Lots of potential if connect CE/CT even better to other areas of college
mainly fairness
more consolidation
more technical schools being noticed
more use of Agile Grad or similar software
Need more degrees at DCTC to expand to go to different colleges for 4 years.
Adding dietitian and PT and OT therapy and cooking class
Organization capability
Refocus on and re-evaluate the objectives of each program. It is easy to forget
what a student is trying to accomplish.
some technical classes as gen ed.
Space availability
STEM deserves its own communities
The banner of seat time vs. competency based education
work in process, continual review, and updating
Work toward encouraging all staff/faculty to advance their education
Allow and offer all books in PDF format to cut down the weight and size of books
Boundaries around course and discipline names and numbers
Change the academics education start a week on 10 days evolve in I do fade and
get out online in the spring.
Continued or increased availability for HS job related opportunities. Possibility of
graduation in 3-3 1/2 years with sorcer work
cover research about jobs and pay
Currently campus-business. A positive in many ways, but sometimes results in
duplication.
Full-term models of what is required to graduate
Less concern with duplication more with complementarity
more decisions to improvements
More of actually doing the work less videos
Providing resources to do it
Access to our programs and sensory
Again, learn process before implementation
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Cleaner, more focus on reality of outcome. Examples: Electricians to jobs. teacher
certificates to jobs. Art Masons to jobs.
Customer printouts of timeline graduation
Focus on more than just workplace
For MnSCU - nothing - focus on citizenship - living worthy and fulfilling lives and
not just being a cog in the workforce
that we get advance notice on functions
Provide materials in working order
If there were a list of common certifications in business or industry/profession
i.e., management and someone come in with a certification in project
management then why should they take a class in this. These should almost be an
articulation as certain common certifications that classes could be waived.
More in depth details about the process of the programs.
Need clearer options to show path from - 2 year to 4 year and graduate programs.
Consistent classes and requirements
Making sure teachers are able to do the course (teachers are just moved around
class to class to teach whatever class needs to be filled)
Theme 6: Other
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OERG
?Que Dejo?
Couldn't tell you
don’t care
English
free pizza
I'm not exactly sure
It is good the way it is. No problem.
More bucket trucks
More bucket trucks.
more pizza
Neutral stance
none
none
none
None
none
none
none
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none
None
None
None
none
None
None
None
None
None
None at the moment
None at the moment
none at this time
none really
not much
not sure
Not sure if this happens already - academic planning should begin in the high
schools to ensure that students are prepared to enter college
nothing
Nothing good for students to save money
nothing its going good
Nothing so far
St. Paul College
Unsure
Yes, I like to see for students children. I working Kennedy Elementary School, I
teacher to sign language for people
You know why I'm here
I don't know
I don't know
I don't see any of this - concept
I swear, I know from 20 year in the army. Just because you did it doesn't mean
you know it.
The GPA scale
where can I use the options
Where do I start? There's too much to write in this area
Allow community colleges to
Answered it the previous page.
Apples to apples
OERG
177
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daycare for students
Deadlines ASAP!
Everything broke down.
Goal 1.5
More free food
Have a nutrition major because at a school with so many sciences and hospitality
fields, most students, like myself could choose pathway and stay instead of
transfer
#2 is good. #3
60 credits should equal an associates degree
Addition of lifelong Health and Wellness to (underlined) coincide with national
initiative in the Health and Wellness
being more assertive
Military credit for specialized programs. Programs: EMS/ Nursing there are
currently nothing transfers - medics that amputate limbs which our programs
never even touch on. Sometime Experience is just as knowledge as the classroom!
Quicker start up
Closer relationship, checkolas
Do this
I would like to see more help with disabilities
more sports and a gym in Jackson MN
Better CEP
Need people
Recommendation #2 is not having in gallery walk
Why is it that a white male has to struggle while minority immigrants get free
rides
Post-Bacc programs for med school
with associates degree as well
elimination of mandatory
This is complex and quite honestly, very guarded by each college and university.
I am a first year student in my first semester. I don’t know much about the entire
system yet
link with conversion of military service
More disability services help
More individualized
physical textbooks
178
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Equal standing between students and instructors. No instructor retribution and
falsifying incidents
keep things the same
Keep this the same.
More readable DHOLS
Where does graduate education fit in with CTF plan?
SCSU should be a mentor of this group
I am concerned about making everything the same and possibly eliminating
pockets of innovation and excellence.
No shooting from the hip
what is the max cbe credits
There is a definite need for this. I spent 24 years in the military as a medic and
product management and was basically awarded P.E. credit
Clear sequence sheets.
Creditinlary of skills CAEL?
Fewer on jobs and enrollments
I would like to see community colleges be able to grant bachelor degrees. Many
health programs.
Further work - we've done a lot in our region with articulation. Articulations
should be MEANINGFUL. Some are useful and some are not useful.
Question 4: How should graduate education be included in
academic planning?
Theme 1: Student Focus
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Should include offering career counseling as well as renew & preparation for
admission into graduate schools. Need to offer more skills training for basic
computer use!
A capstone course for programs or workshops should be included for all
graduates, which includes: job search, resume writing, mock interview, social
media presence, etc.
Having training classes that connect with career plans
Communicate to current students. Help it become part of their career plan. So
include it!
Career driven emphasis of resume critiques / mock interviews, requires
internship for student before graduation.
students will be able to enter the workforce sooner
OERG
179
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OERG
students will be able to enter the workforce sooner
More mandatory career exploration to let students know about graduate school
If students have a direction in terms of a career, that community colleges are
assisting in including courses or at least objectives that will prepare them for the
longer journey of AA, BA and MA. Discipline is so important
Graduate education is next for student accomplishment
More conversations with advisors and faculty and students to discuss future
planning, better resources/ tools in advising career center. and write for more
TRIO McNare scholars programs
Making a graduate plan and timeframe with advisors
Have a seminar thesis requirement for all undergraduate students, which helps
them prep for grad school. Require a statistics and/or research methods course
for all undergraduate students.
degree planning advisors meeting with students and know who is on track
Advisors should help plan further.
Broad scope of opportunities for experiential learning experiences to help guide
students in academic planning
Set milestones as for where students should be at with certain credits
With more academic planning more students would know if they would need
grad school
To implement a time plan so students can see how they can plan their academic
schedules
prepare student for advanced degrees
Engage students in this planning when they start college and every semester
after.
add course planning for graduate students
Pathways created visually to help students to see how their program relates to
graduate education. Mentoring by graduate students.
create a pathway for students to follow so they can only take courses they need
Allow students to know the pathways that are available from each degree. Give
them an idea of what classes they should be taking towards graduate education.
The life/career planning that happens as a part of the assists students in
pinpointing an educational pathway, even into careers and graduate education.
More students would benefit from this whether traditional or nontraditional
Perhaps using a pathway from start to finish to guide the students
Always having a clear path for students to help themselves navigate the transfer
systems easily
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Students should plan their courses with their intended major based on the
requirements of the school they plan to transfer to
students should decide/plan ahead of time whether they wish to continue school
as a grad student while planning their transfer
To improve the academic planning so it could be easier for the student
make it a viable option for more students, start planning grad work earlier
it should prepare the student for future masters/doctorate schooling
I think because students need to know where they are headed and if they want to
go further
Creating bachelor's degrees that prepare students fully for graduate and
professional programs.
should be talking about and provide students with basis to enter into grad
programs whether they want or plan to move into grad program
for students who have decided on a major, they should have a way to more clearly
decide which graduate programs to pursue
One part at a time so as not to be overwhelming but some graduate courses
should be implemented earlier to see if it matches the students goal and if it is
what he/she really wants.
yes many more students are furthering their education and beyond the 4 year Ba
Bs
I like that you are concentrating on two to four year front - that's where 80-90%
of students are struggling with
it shouldn’t. graduate work should not be included unless students request it. If
grad work is to be discussed it should be discussed senior year and freshman year
Should have nothing to do with counseling. This should be with sponsoring
professors.
Include the importance of research, scholarship, faculty and student research
collaborations (including undergrad students). Importance of graduate
assistantships.
less time and cost spent for older students
Helps save people time and money they already have knowledge in that course
it should be the students but I think it should be included before every academic
talks from speakers
include it at the beginning of a student's sophomore year who is majoring in an
area that requires a master's degree to get a job.
It should be a discussion from the beginning especially if a student is planning to
pursue a four year degree. This will help streamline transfer to graduate school
OERG
181
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OERG
grad education should always be discussed when a student comes in before
registering for college. It should be presented as options.
A comprehensive look at current programs may be the first step - are there
commonalities? Grand programs are unique - do students transfer a lot within
them?
just make it a part of a student's education from the beginning
Engage students while they are still in school as well as later on
Use same systems to assist graduate students
Graduate education is typically competitive and individual programs have their
own admission requirements. Students need to be aware of the need for highlevel performance and awareness of graduate programs available in the system.
However, students often apply to programs outside the system, depending upon
their interests. In Psychology, few graduate programs exist in the system.
find ways to recruit grad students?
The students may want to commit when they graduate with bachelors
help plan goals
Advisors should help lead students towards specific goals. I somewhat feel like
classes I am taking aren't going to help me in the future.
set yourself goals
Set your self a goal
reaching goals and success know your path
re-evaluate your goals and academic achievements
If course goals need adjustment, adjust them to allow inclusion of HLTH courses
in transfer
incorporating goals
When initially signing up for college to find out their goals and improve upon to
further their ambitions
Depends on person's goals
As soon as student identifies their education goal
within undergraduate counseling
This should be discussed with students at the end of their junior year by their
advisors and revisited during senior year
there should be grad advisors. Accessible online. Maybe eservices? For those
planning to apply for professional degree programs guidance could be more
accessible
students should be advised on everything they need to know
182
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Students should be advised from the time they walk in the door about their
options not only at the current college but beyond. Possibly a seminar on transfer
options
seminar
Require mtgs with counselor or develop a plan for advisors within educational
departments to assist students with transferring develop it into a credit course
that is required for everyone to graduate and eliminated something that is
irrelevant.
plan in academic meetings courses needed to transfer and to ready students for
that career area
more advisors to work with students
Meeting advisors in person (not email) or on the phone to ensure graduation in a
timely manner
Mandatory counseling. Assigned academic counselor!
Making sure undergraduate curricula prepare students properly and that there
are appropriate undergraduate majors. Good advising for students.
Junior year should involve required advising to discuss continual education
Job knowledge. Options
It should be talked about at the high school level and in meetings with advisors in
college
It should be considered for every class -> brought up by counselor when signing
up for classes -> teachers keep it in mind
In initial advising, outline paths through the system provided to students; would
improve knowledge of what is available for graduate options and how to get there
In addition to the traditional bottom up framework of academic advising more
focus should be paid to a top down academic advising framework. This would
allow students to focus on the "big picture" of their educational pursuit and
become more goal-oriented.
have students take one or two grad level courses during junior and senior year of
their college. Also student need to meet with advisor to discuss grad school
options before graduation
Have counselor/advisor sit down with grads and explain it to them
From experience helping friends enroll. It's difficult to get any information as a
prospect with transfer credits - you hear "apply first and see" Advisors should
have accurate and comprehensive information
Develop clear pathways increase advising options. Develop mentors for
undergrads
Connection between four years and two years, Where it will be easier for student
to contact with their advisors
OERG
183
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OERG
As part of the advising of undergraduates. Not just what but how and when. Not
everyone is ready for graduate school right after undergraduate.
Advisors who will help navigate pathways to graduate school
Advisors should know something about it. Know nothing about graduate school
opportunities.
Advisors (well trained in degree program requirements for both BA's and MA's)
should counsel students with an eye to their future education
A class worth credits or weekend seminars
There to be a couple classes to help prepare students
speakers
Maybe a class
include some classes to help transfer to masters program
I think there should be classes prior to graduation to help students integrate
we need to have a lot of talk on this area to make sure we do the RIGHT thing
Meet with the transfer center
Let us know where we could possibly go. I feel lost after graduation.
learning
giving students idea of majors
with more opportunities to learn
Telling and informing students of the path they need to take to go onto graduate
education
Start the conversation if not already at 1 year depending on major
They should have a class for students that are graduating and so that everyone
can sign up and be set the same day.
show the importance of learning on the first two years or a four year degree- not
including generals - with thought that generals are finished
Opportunity to take graduate courses along with undergraduate provided
prerequisites are met
more opportunities for double majors
More hands on honest fair instructors. Colleges have more older adults now.
Consider treating us a little more like the customers we are.
More experience
more credits towards graduates
more class joining
Maybe during senior year offer students an opportunity for 4 + 1
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Make sure people understand the reasons that are learning what they are. That
what they are learning actually matters.
Just make it obvious that is an option to students
If possible have the student do graduate work early
graduates should be given the opportunity
focuses on learning and app of that learning
easier moving to college learning
Early grad acceptance programs
And standard learning outcomes. How curriculum is taught is still up to
individual faculty.
allow grad classes while undergrad
Increase online options for graduate education
their should be more web advanced classes
shouldn't have to take classes that don't pertain to our major
should have to take/pass everyone the same classes to transfer
Scheduling core classes so students can graduate on time
eliminating unneeded classes in requirements
Better access to information and resources to decide what to do - which major?
By the time I realized what I wanted it was too late and previous schooling counts
against me. How can we help students get resources to make a good decision
sooner?
we should rebuild the classes off of the information we were given in our last
years or year of high school so its all still relevant and not too hard
We should include more information of graduate education
There should be more information related to the GRE and the benefits of
graduate education
provide more information on it earlier in a students college career so its less
intimidating
Provide info to students about other MnSCU colleges with articulation
agreements their degree can transfer to
Only universities. Making sure classes are transferable.
More focus on teacher license type classes offered in the summer - many more
teachers would enroll in classes to maintain their K-12 teacher license. Not much
offered at WSU (in class/online)
Maybe sending out packets of information detailing all the information on the
different programs and services.
Information readily available
In order to do course in right time
OERG
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OERG
If all classes were offered all the time for all MnSCU schools. Students could look
@ 4 year schools and plan accordingly.
I feel that students need to be informed of the steps to achieve graduate
education. That information should be at the beginning, middle and .
I am not sure this needs freedom and occur to be a main focus. but for programs/
students who are pursuing degrees that require grad education that info should
be readily available.
How to prepare students to continue education. Make information easy to get
ahold of. Start professional portfolios freshman year
Have info available for further education levels
give an estimate of when one graduates
Give a simpler breakdown to new students on how many students, how long a
semester etc.
facilitate informational interviews with alumni
Disciplines are a postgraduate degree is considered terminal should share that
information early and often.
clean set of classes that are consistent for the degrees
classes that do more with what we are going for
Better transfer courses
Available info provided before graduation. Deadlines for applications given to the
student to spark interest. Representatives from the institution come to talk to the
students.
at the lowest level, classes should be as transparent as possible
One extra semester
More awareness in general about what's needed to prepare for graduate college
Testing? Who will conduct/how conducted? Who will evaluate? People within
the industry be included?
Offer needed majors
More hands on teaching
Make sure its mentioned to students each year
Determining if any prerequisite courses are required for lower-education
students
Credits from graduation may rank them in higher classes
Correlation to majors/programs
Consider programs
comprehensive knowledge tests or class eliminating with certifications
As the next with opportunities and avenues to attain success
186
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options/resources should be made aware
Only if that is your educational plan
Knowledge gained, lessons learned, right and wrong
I got to take and explore graduate courses at a senior level BA student
Graduate education strongly suggests research, but research and scholarship is
not mentioned anywhere. More and more employees want to see evidence of
student research skills and abilities as evidence of critical thinking and practical
abilities. Where is the research in CTF?
Graduate education should as always be run by department faculty to train
graduate students as researchers.
There should be specific schools that offer graduate level (MA) classes and 1-2
schools that do a PhD program. But, say, 7/10 schools could offer some graduate
level classes.
Students need to know what the required courses are for grad. School and these
don't count toward their major.
So you only have to take required credits
sharing of programs across institutions
It will be easier for students to complete their degree/graduate in a shorter time if
some courses are started earlier.
How to measure competency in professional programs
Discovering inner strengths to choose academic plan with more success
Connect undergraduate to graduate programs for those who want to progress to
that level
Certain departments and programs which are excellent at some schools don't
have to be dumb downed to equate to courses in lesser quality.
call credits should be transfer to any college your should be able to plan from
start to finish with one plan
By showing what is required shows a full scale picture and makes graduate
education easy to plan
By showing the needed general courses for graduate study
by gather people and collecting ideas
Broadband degrees accepting ALL tech ed. credits
Better incentives to promote grad.
bated on your degree
Students shouldn't take courses that pertain to what they will be graduating with.
They should have the option to take alternative classes - ones they may or may
not be interested in
To show them what they went through when they were in college
OERG
187
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OERG
See what student/grads are lacking and add it
Require more guidelines on writing and require networking
Graduate programming options are rarely talked about during academic planning
at 2 year college campuses.
follow through with programs
Focusing more on projects and each individual person's knowledge instead of a
cookie - cutlers list of tests and classes is always good, in my opinion.
experience when graduated occur for empowerment to learn
Should be encouraged
I think students should be encouraged to decide on specific transfer paths from
an early point. Then there should be a specific guidance plan available
(individualized)
Encourage students to consider plans when first entering college
Create a pamphlet for explaining career paths that students should have an idea
of a job, and industry and/or a passion for what they're pursuing. Encourage
students to research it, try it (volunteer, intern, entry level and career planning).
Make them accountable for where they're going. Never blindly push anyone in
higher (graduate etc.) education!!
pre-requisites for programs should be recommended with generals
It should be recommended greatly
It should be recommended
something to look forward to
something to look forward to
something to look forward to
motivate students to go further in their education
advertised in a convention to 3rd year students with benefits of it
Do what's right for the student! Remember why you're here.
That grades don't always show how smart a student is
It's something someone must desire
Find out who is interested, go from there
Using their past experience to help current students reach success.
Should all be seamless and easy for the students; faculty and staff to understand.
Should all be laid out - students should have a plan from A2.
Most students in two-year institutions plan to go to four-year colleges so making
sure the present courses align with four-year degrees are important
more retention in students
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It's good for international students because is a more effective way to prove
knowledge and don't take unnecessary classes!
Graduate students with experience should be able to use that experience to
reduce number of credits. Their experience is often more encompassing than
classroom knowledge.
Always good to know if the student is going future than the 2 year/ 4 year college.
Need to know what they took
Use the graduate students as resources for undergraduate studies
to see from land experiences and see how they felt in relationship to the current
students
How it is addressing the employment and leadership needs of the state. Support
retention through research
They should get us thinking about what we can or want to do after graduation
Need to know what credits they will need on the next school to not pick out a
class they do not need
Make sure they are on track with the correct credits needed for graduation - keep
on track
Easy for students to enter graduate programs within MNSCU and they completed
their undergraduate here.
Ensuring that undergraduates meet grad entrance requirements
Always offered and explained in the most simplistic and easy to comprehend
manner possible.
To help with the processes in applying
to help them graduate
To help students to prepare further not stop
If someone knows for sure what they want to do help them
IF I may consider grad school, we should help me consider how to plan my
undergraduate path for efficiency
Help students understand affordability and transferability not only for 2 and 4
year but also for graduate education
help students if they getting lost
help students go further
By helping people improve study skills
Better avenues to help students understand what they need to do.
Because it helps you with your future
telling students that if they graduate the financial aid goes down
OERG
189
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If the student meets pre-determined criteria (say 3.0 GPA) there should be
incentives of monetary nature for them to return to school for graduate degrees
in their field of study
Students should be made aware of viable options for grad work that follows their
current educational program. Many are unaware of potential paths they could
take.
Must graduate to continue
Less stress on students
Varies by student needs
There also should be pathways established for graduate programs
Theme 2: Against
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OERG
it shouldn’t. graduate work should not be included unless students request it. If
grad work is to be discussed it should be discussed senior year and freshman year
Not at our college
Not at all. MNSCU should reduce its graduate role, and focus on the
undergraduate system
not at all we are a 2 year college
Not (underlined)
NOT - scholarly research is individual, not classroom based
not
It shouldn't be
It shouldn't
I don't think it fits into the proposed idea.
Don't worry about it right now
Shouldn't be addressed at community college level
Shouldn't be a focus at this time. More emphasis on transferability between 2
year and 4 year MNSCU institutions. 4 year institutions need to accept transfer
courses in field for majors- not just as electives.
Shouldn't
This puts the cart before the horse. We need to improve student services to help
students succeed in graduating with their two year degree.
Graduate education should be a separate project
at a different phase of this
Shouldn't in a two year school
Lower priority - work on two year to four year first to best serve on student
population
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Again by recognizing that is not needed by all learners
Current system is very poor at providing a proper graduate experience
While graduate education is important it does not seem to be the burning need
within the system. Let's table this for now?
I think this should be presented but not focused on. More attention needs to be
on baccalaureate and technical/associate degrees
Theme 3: General Support
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yes many more students are furthering their education and beyond the 4 year Ba
Bs
I like that you are concentrating on two to four year front - that's where 80-90%
of students are struggling with
Graduate education should have a largest scope, more grad students, more funds,
and better educated communities and professionals.
yes. I feel like our graduate level courses and programming are areas we could
greatly improve on.
Very important
top priority
Top importance
There is a need for this, and students want it - it would ultimately save time and
money for both students and colleges.
Should be most important
should be most important
Sharing pathways from undergraduate to graduate level education is important
make it a bigger deal
it should be the focus
It should be required, more information
It should be required
It should be required
It is critical. the flow of student work and support for graduate programs is
critical
Implement it in the school, require it to graduate because its important
Graduate planning makes sense for those degrees where a grad degree is entry
level, such as psychology or some kinds of engineering
As a priority
apart of a required discussion
first goal
yes!
OERG
191
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Yes, in our times graduate education is integral
yes
yes
must be kept in mind
Graduate education is a part of the total (underlined) World's Best Workforce
equation. Do not ignore (underlined) graduate education in the MnSCU
equation!
needs to be part of it but not overly emphasized - not everyone wants/can afford
to pursue graduate degrees
If the person is pursuing his education after to graduate, that's awesome
I like the direction these concepts are going in. I am most excited about concepts
#4 and #5.
It is good
That should be the goal
It should be central and explicit. Without basic and applied research by faculty in which graduate students are involved - the professoriate grows stale and do not
remain at the cutting edge.
Theme 4: Planning and Preparation
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OERG
Should include offering career counseling as well as renew & preparation for
admission into graduate schools. Need to offer more skills training for basic
computer use!
Graduate education is next for student accomplishment
More conversations with advisors and faculty and students to discuss future
planning, better resources/ tools in advising career center. and write for more
TRIO McNare scholars programs
Making a graduate plan and timeframe with advisors
Have a seminar thesis requirement for all undergraduate students, which helps
them prep for grad school. Require a statistics and/or research methods course
for all undergraduate students.
degree planning advisors meeting with students and know who is on track
Advisors should help plan further.
Broad scope of opportunities for experiential learning experiences to help guide
students in academic planning
Set milestones as for where students should be at with certain credits
With more academic planning more students would know if they would need
grad school
192
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To implement a time plan so students can see how they can plan their academic
schedules
prepare student for advanced degrees
Engage students in this planning when they start college and every semester
after.
add course planning for graduate students
Pathways created visually to help students to see how their program relates to
graduate education. Mentoring by graduate students.
create a pathway for students to follow so they can only take courses they need
Allow students to know the pathways that are available from each degree. Give
them an idea of what classes they should be taking towards graduate education.
The life/career planning that happens as a part of the assists students in
pinpointing an educational pathway, even into careers and graduate education.
More students would benefit from this whether traditional or nontraditional
Perhaps using a pathway from start to finish to guide the students
Always having a clear path for students to help themselves navigate the transfer
systems easily
Students should plan their courses with their intended major based on the
requirements of the school they plan to transfer to
students should decide/plan ahead of time whether they wish to continue school
as a grad student while planning their transfer
To improve the academic planning so it could be easier for the student
make it a viable option for more students, start planning grad work earlier
it should prepare the student for future masters/doctorate schooling
I think because students need to know where they are headed and if they want to
go further
Creating bachelor's degrees that prepare students fully for graduate and
professional programs.
should be talking about and provide students with basis to enter into grad
programs whether they want or plan to move into grad program
for students who have decided on a major, they should have a way to more clearly
decide which graduate programs to pursue
One part at a time so as not to be overwhelming but some graduate courses
should be implemented earlier to see if it matches the students goal and if it is
what he/she really wants.
It should be included in academic planning by making transferability,
affordability, and access to programs and services in reach of all.
Incorporate into academic planning
OERG
193
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OERG
I see it similar to an AA to Bachelors as far as planning goes
Separate - phase 2 of project
The timeline would help
full plan laid out
be prepared for whatever will be working in the future
be prepared
A schedule
there should be a plan
Streamline a path from freshman to PhD with multiple stop out points
specific planning
Planning your complete career path
Planning complete career path
Plan everyday and write down the values
plan earlier or have the thoughts/talks earlier. ex. first year of college
flowchart demonstrating pathways to greatness
Easy steps to reach
by planning more academics events or sports
better preplanning of new courses and preparing for when thing go wrong
As the next step.
as the "next step"
An established path - balanced across geographic locations
Pathways roadmaps
Pathway discussions
Pathway development agreements!
Part of pathway
Give options for future planning.
You should know exactly when you will graduate when you do the academic
planning
yes it’s a pathway but not for everyone. It may be complete, jump-off to work and
come back to continue. Life long leaving
It should be part of the pathway listed on the courses document
Enable programs and services to support AND make it easier to have a pathway
from AA to BA to MA (underlined)
Credit those degrees and then create pathways as part of the planning to grow are
area.
Considered in developing pathways. Transfer. Accessibility
194
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Clear pathway to graduate level
Chart clear pathways for specific degrees so there can be seamless transfers from
2 year to graduate work.
A pathway should be created at all levels
More set up - long term planning - how will your degree bet further improved via
this graduate program
Make it easy to see available paths
Make a clear path to graduation
just more info or explanation/preparation I think
If a failsafe plan could be in place - that would be awesome
There has to be a light at the end of the tunnel. It shouldn't be complicated. Have
a reasonable plan.
How many credits should take each semester to graduate by goal date
How long it will take them to finish and get everything on track to finish in time
Knowing what you need to take and what you do not need to take
Smooth transition from undergrad
More streamline
Making it easy to graduate
Theme 5: Career and Job Focused
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Should include offering career counseling as well as renew & preparation for
admission into graduate schools. Need to offer more skills training for basic
computer use!
Graduate education should have a largest scope, more grad students, more funds,
and better educated communities and professionals.
A capstone course for programs or workshops should be included for all
graduates, which includes: job search, resume writing, mock interview, social
media presence, etc.
Having training classes that connect with career plans
Communicate to current students. Help it become part of their career plan. So
include it!
Career driven emphasis of resume critiques / mock interviews, requires
internship for student before graduation.
students will be able to enter the workforce sooner
students will be able to enter the workforce sooner
More mandatory career exploration to let students know about graduate school
If students have a direction in terms of a career, that community colleges are
assisting in including courses or at least objectives that will prepare them for the
longer journey of AA, BA and MA. Discipline is so important
OERG
195
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the college schoul help with job searching
college graduate need more help on job searching
Where are the jobs. Follow classes to conform with jobs available.
students should be pushed more to look for jobs so they know what to look for
after graduation
Knowing what job/fields require graduate degrees
Job seeking skills
job placement
Job opportunities
job loss
It should make a better awareness to job future outlook
It has to be flexible enough to change with the jobs in industry
help more with job placement when graduating
Long term employment included with internship
Focus on long term career growth. Portfolio/end project. Exit interview for next
steps.
More time with high schools in career pathways
graduating would give me the skills to do the job I want better
Develop greater desire for more learning and how it will truly benefit career
choices
include real work experience as transfer material
Automatically placed in internship and real-life business
Again how realistic is the degree to career and how does that enhance
Minnesota/economy?
by having a better choice that meets graduate career that they want to go to
Theme 6: Institution Responsibility
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OERG
the college should help with job searching
college graduate need more help on job searching
It should be included in academic planning by making transferability,
affordability, and access to programs and services in reach of all.
Incorporate into academic planning
I see it similar to an AA to Bachelors as far as planning goes
yes. I feel like our graduate level courses and programming are areas we could
greatly improve on.
Should have nothing to do with counseling. This should be with sponsoring
professors.
196
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Include the importance of research, scholarship, faculty and student research
collaborations (including undergrad students). Importance of graduate
assistantships.
less time and cost spent for older students
Helps save people time and money they already have knowledge in that course
it should be the students but I think it should be included before every academic
talks from speakers
include it at the beginning of a student's sophomore year who is majoring in an
area that requires a master's degree to get a job.
It should be a discussion from the beginning especially if a student is planning to
pursue a four year degree. This will help streamline transfer to graduate school
grad education should always be discussed when a student comes in before
registering for college. It should be presented as options.
A comprehensive look at current programs may be the first step - are there
commonalities? Grand programs are unique - do students transfer a lot within
them?
just make it a part of a student's education from the beginning
Engage students while they are still in school as well as later on
Use same systems to assist graduate students
Graduate education is typically competitive and individual programs have their
own admission requirements. Students need to be aware of the need for highlevel performance and awareness of graduate programs available in the system.
However, students often apply to programs outside the system, depending upon
their interests. In Psychology, few graduate programs exist in the system.
find ways to recruit grad students?
Should reside at campus level - at state level provide scholarships for high
priority areas
grants - more opportunities
Find scholarships academically
Tuition waivers and reimbursements
The costs of the competency test will be cost prohibitive not covered by financial
aid and the repeat cycle continues <- fear neg. impact
The cost of credit hours should be universal system wide
shouldn't have to pay to graduate
shouldn't have to pay to go through the ceremony
shouldn't have to pay for graduation
Should have to pay to get your diploma
Reduced fee, tuition. Move graduate options other than at universities
OERG
197
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OERG
not paying
no pay for graduation
No more online differential funding, a cleaner funding model is needed that
rewards the campuses for their innovation
cost of schools and interest of loans
In the sense of long term affordability and services
Knowing what is a priority and what isn't based on classes
system wide CRM
Laced throughout?
It should be integrated
it should be figured in
It seems to be integrated throughout the planning
It is integrate not an after thought
Included every year your here
Everything
Every way
100% integration
- It should be considered in every class. - Counselors
Should be most included
Preparation for grad level courses should be included in 1000-4000 level courses.
Independent research and writing projects for example
Pathways to grad programs that encourage lifelong learning should be included
in all undergrad program guides.
It should be included to show how much more possibilities are available and are
opened upon with a further education
It should be included from the start. Don't assume a Bachelors in the end.
It should be included at the very beginning. Decrease time spent undecided.
Implemented in initial advising.
It should be included as a "continued" pathway Universities can be
If it relates to the program it should be imbedded into same of the curriculum An example would be psychology definitely need to include some academic
planning for grad school, as this major almost guarantees grad level coursework.
I think it should be included in every year you are here
Graduation education should be included, as an additional credit.
graduate ed should be included in the sense of 2 and 4 year degree
198
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Grad. ed should be included in the regular academic planning system. Again,
create alignment with undergraduate programs and automatic admissions
standards for students who complete bachelors degree at MnSCU institutions
Be included in degree planner - require degree audits for all grad programs - try
to eliminate undergraduate/graduate knowledge split.
From day 1… we do this informally already but so many students don’t know
where they want to transfer or what program they want to complete when they
start @ARCC, degree planning for graduation is difficult
easier to make a long-term plan that includes graduate education
At the beginning of process
As a part of the picture/puzzle
Make it part of the curriculum
Early on so students know their options
at the beginning after orientation
They should be linked from the start
part of continued education
Options should be laid out at the beginning
At the first semester a clear program plan
It should have been considered from day one. The missed opportunity disgusts
me.
Graduate education should use the degree audit early on. It seems a graduate
degree is very fluid at SCSU.
Should easily flow from baccalaureate degrees
It should flow from the end of undergraduate to graduate
If the programs are planned properly from the start, and academic planning is
made seamless, the plan should work in its majority from start to finish
before you complete undergrad
streamlined programs pre-reqs for "preprograms" ex premed, pre pta. Visual
pathways from AA -> Grad degree
Streamline step approach where classes do not expire after 5 years.
Look at strategies to actively facilitate cooperation and collaboration (instead of
competition) fostering the strengths (underlined) of graduate education across
MnSCU. Make an assessment model that rewards and recognizes collaborative
efforts instead of punishing by measuring through FYEs.
if it's feasible, it would be nice to see quasi - articulation agreement between
bachelor and master programs in similar fields.
Coordinated (underlined) to enhance, build upon bachelor level work and
developing fields
OERG
199
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OERG
Also make a one system wide articulation agreement
Available for everyone
Thanks for at last thinking about graduate education! Discussion of cross-campus
coordination and communication could be one focus
Central to the process - graduate education is the new B.S.
The same as undergraduate! With the understanding that credits and courses will
differ.
the same across the board
Should be same as undergraduate. There are fewer opportunities at graduate
levels
same as undergraduate
Same as all undergraduate degrees
Similar to undergrad. Consider time frames for internships, ORE, and volunteer
hours
60 credits should equal an associates degree
Moving graduate locations
intro to abroad studies
Ascertain if current classes really apply to real world needs
VESTA has classes that can be applied to a graduate program at Missouri State West Plains, at it would be nice to have that option at U of M.
Universities should offer graduates programs order to be called universities
Need to clarify the SLOs between 300-400 and 500-600 level courses
Graduate education should be a local institution issue. There may be some
opportunity for system-wide collaboration on academic planning associated with
some graduate degrees (for example, perhaps an online Masters of Liberal Arts,
or an online graduate degree associated with any of the Minnesota Common
Transfer Curricula areas), but these opportunities would be few and far between.
Partner with DEED or other entities that are tracking fields with many
retirements in the near future
With generals gone, people will graduate faster in a spiraling economy
We currently have available with four year college to help graduates achieve a
higher education level.
ways to get credits
To have same credit to graduate all
That desperate on what the system wants of achieve and how the value of the
degree could be improved as expected.
200
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System schools should cultivate unique programs and simply replicate existing
programs
once MNSCI has a more unified or uniform program. Other graduate schools will
be able to advice from their end
need to be more expansive than just MnSCU, not sure this is possible
More space available for certain programs
individual departments and institutional contextual decision making
I think that graduate education should allow some undergraduate credits to
count if it's a comparable class
Graduate should be allowed more options for their study
Few regulations of what's required to graduate
Enhancing an awareness of graduate school and identifying different programs
that students might be in that would require additional school early
Emphasis on grad school requirements
Benefit of grad education showed in promotions more as appropriate
At the end, with how the process will be gone through in a simple explanation.
Any prerequisites required for graduate study should be considered and count
towards undergraduate majors
all the general requirements
Align the same as mentioned before
we shouldn't try to be all things to all people. graduate programs should be
distributed across the state to reduce completion of presever fiscal resources
Low enrollment graduate programs showed perhaps be centralized on individual
campuses, not where there's greater demand be available on more campuses
They should set clear standards for what is needed to complete their course so
unnecessary money isn't wasted
There should be discipline specific graduate corrals that will approve curricula for
graduate programs
MnSCU should capitalize on its bachelor's degree programs for viable graduate
degrees, based on what is required/need in business and industry. Where is the
demand and where are the viable providers?
In all aspects - many of the concept issues could have been used to address
graduate education. Graduate education is time limited with programs that are
most often accredited and make a strong mark and statement about MSU.
Undergraduate should help lead to Graduate credits need to be geared transfer
succession
transferring colleges should be easy from one school BA program to another
schools grad program
OERG
201
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The same seamless transfer should apply to BA and graduate programs.
The ability to see requirements and self-plan on approach if all courses transfer
etc. that similar to under grad
Smooth transfer between the two and four year colleges should be a goal
Should also have a streamlined transfer process if applicable
separate from 2 and 4 years transfer but hopefully transfer should be seamless
Recognition that articulation, transfer, and credit for prior learning lead to more
credits and higher completion , not less
I would like to see a cohesive cross system transferable development, credits with
numbering systems and all classes that are the same.
I think it would be awesome if graduate courses could be combined with transfer
curriculum
Graduate pathways & programs should be included in the ability to transfer
affordably, with increased financial counseling (most entering graduate programs
carry financial loans already)
Finding the fit they need in case of transfer for a higher degree
Ensure credit transfer for graduate school is as seamless at is for
undergraduates.
Credits earned in Master's, Bachelor's or Doctorate programs should count
towards a two year/BA degree in a different vocation. Example - HR or
accounting courses transfer to Nursing or Law Enforcement
Credit transfers should be more seamless within all of MnSCU
Continued availability of a larger number of classes that can be taken at smaller
colleges and transferred into universities for Baccalaureate degrees
All credits should be transferable
Easier transition to and from schools
be able to go between a couple of schools
I think the programs should not be duplicated at every university
Have an individual course guide for student based on major. Keep cost down,
grad up and job opportunities
Are going to or considering making the entry-level degree a bachelor degree.
Theme 7: Other
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OERG
You know why I am here
What Steve said
unknown
the way it is
202
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Student
Not sure...I'm not sure that it should....at least not at a two-year. The universities
should be covering this.
Not sure... Other than bringing it up in advising sessions
not sure.
Not sure.
Not sure?
Not sure, but it should be
Not sure, but I don't think it has ever been before basically most graduate
education is driven by four year graduates who can't find a job and might as well
get a Master's degree/need to split out debt associated with grad. ed.
not sure, add more classes
Not sure still haven't explored that option will be beginning 4 year soon
not sure it should be
Not sure it should
Not sure - many of our students are not on that pathway.
not sure
not sure
Not sure
Not sure
Not sure
Not sure
Not sure
not sure
Not sure
Not really sure.
none really
none at this time
None
no opinion
no opinion
No ideas
no idea, I work in a 2 year school
No idea
No idea
No clue
No clear ideas, but it is very important to consider
McNair helps
OERG
203
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OERG
It
I'm not sure
IDK
I'm not sure
I'm just here for pizza
I should graduate soon
I don’t know what you mean by "graduate education" would that be students
about to graduate college or high school graduates entering college
I don't use it (use the county)
I don't know.
I don't know that needs to be. Many graduate students are working adults coming
back whose lives have changed
I don't know enough about it
I don't know
I don't know
I don't know
I don't know
I don't know
I don't have any ideas at this point.
Hmm...good question
Hmm... Not sure since for unaware of current challenges with graduate education
in MnSCU
Good
Don't know
Do not know
Do not know
confusing question
by being there
All the time
All of it
That's a good question.
Nothing
Good question! At a 2 year institution, few students think that far...but they
could/should be challenged to do so, no?
free degrees
without math
204
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Ran out of time to answer. Sorry.
Like undergrads...?
higher levels
Without knowing numbers of students pursuing this and fields of study, cannot
provide an accurate opinion.
SCTCC to SCSU to MNSCU
Same high
In certain areas (nursing)
I think you need to take the clocks out of the bathtub
What kind you need
solve real world problems
solve real world problems
Solve real world
help do stuff forms
We need engaged citizens
This question is rather vague, but it should be included
Not pursuing graduate education
Just doing it
there should be more
I finished my two years or AA program and I would like to go 4 year school
provide easy
Very carefully, thoughtfully with deep consideration
Clearly explain like, we thought we were doing an associate degree in ELTN then
came to realize we were doing diploma in ELTN.
grades and activities
making it to school on time
It would be a nice thing if two year colleges could offer this
It has a role but less than 2 year programs and BS/AS.
Health fields have trouble finding enough room to fit in all grad school
prerequisites along with biology or chemistry major requirements. A new health
geared major would be nice.
Applicability
Being focused on find two year courses, this is a bit extra reach for me
What you learned in high school should benefit your future academics
By making some learners are available for high quality offerings
By having a available understanding part-time completion
Roadmap
?Drawing a blank here!
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Staff with goal. Find attainable base and build a plan up to maximize efficiencies
End goal up front
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Academic Planning and Collaboration Posters
Following are all of the posters presented for Academic Planning and Collaboration at
the Gallery Walks.
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Areas of Current Trade
Areas of Interest for Future Trade
Competency
and
CompetencyCertification
Certification and Credit for Prior
Learning
Credit for Prior
Learning
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Key Findings

Majority of stakeholders believe that many positive outcomes can come from this
initiative, including:
o Increased enrollment in both colleges and universities
o Degree completion facilitation and a more comprehensive transfer process
o Greater collaboration between campuses across the MnSCU system
o Increased student and faculty/staff satisfaction with the system

However, there were still some concerns raised regarding cost, implementation,
transferability of credits, and confusion about the proposed initiative.

Further efforts at making this concept a reality should seek to:
o Clarify the implementation plan
o Create concrete action steps for how to execute the plan
o Outline the budget and how this concept can fall within feasible means
o Ensure an efficient, seamless, and inclusive transfer process between
MnSCU colleges and universities, and external institutions
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Method
Participants were invited to contribute feedback on the Gallery Walk posters and
Competency Certification and Credit for Prior Learning concepts via two methods:
Handwritten Comments: During the Gallery Walk, those in attendance were given a
book as they entered. As they viewed the posters, participants were asked to answer 16
questions, including four questions related to Competency Certification and Credit for
Prior Learning in the feedback books. Participants could either turn in the books as they
exited the Gallery Walk, or to an office designated by the college or university later that
week. Participants were not required to fill out answers to every question. The prompts
and questions can be found in Appendix A.
Online Survey: Participants could also complete an online survey that included
questions about the Competency Certification and Credit for Prior Learning poster.
Participants could access the survey via a link on the Charting the Future blog.
Participants who attended a Gallery Walk were also given a card containing the online
survey link when they exited the Gallery Walk. The online survey questions were the
same as those asked on the Gallery Walk posters.
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Booklet Question Themes
Competency Certification and Credit for Prior Learning Question 1
“What are the opportunities of Competency Based Education (CBE)
and Credit for Prior Learning (CPL) for the system, institutions,
faculty, staff, students and/or employers?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
Overall %
46.1
8.9
14.4
5.6
14.0
2.7
28.5
Theme 1: Facilitate Degree Completion
A major benefit of CBE and CPL is that it will facilitate degree completion for students.
Students will be able to get credits from their previous experiences (life or work).
Additionally, credits will successfully transfer as students will be rewarded for what they
have already learned. There is a focus on prior learning for the student that will be
accepted by the colleges and universities. All of these things working together will allow
students to complete their degrees faster. Certificates, projects, work experience,
previous college courses, and assessments/tests will all be utilized to grant students
credit. Participants from colleges made comments that fell into this theme more than
those from universities, and faculty made comments under this theme the least often.
Many respondents, regardless of affiliation, said this theme was positive in some way
(would increase student satisfaction for example).
Example comments:
“Accelerate degrees, help students with costs” - Faculty
“Don’t have to pay for classes twice” - Student
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Theme 2: Collaboration of the System
The institutions in the MnSCU system need to work together to effectively implement
CBE and CPL. Without effective collaboration, transferability of credits may not be very
efficient between institutions. Additionally, different institutions in MnSCU may offer
different credits to people with similar experiences. Consistency across MnSCU
institutions is the best way to implement CBE and CPL. This will help students and
faculty at all colleges and universities. Standards will be important for accepting credit
from assessments and experiences. Faculty buy-in is going to be essential for the
implementation of CBE and CPL. Without system wide guidelines students could figure
out ways to abuse the “credits for experience or prior learning” options. Students made
comments that fell into this theme the least amount, and staff the most.
Example comments:
“CBE is very complex and needs system coordinated to insure compliance and
success. System policies and procedures to follow new model.” - Staff
“Consistency. Guidelines for best practice in acceptance. Maintain academic
integrity!” - Faculty
Theme 3: Increased Enrollment
The implementation of CBE and CPL will bring many more students to the MnSCU
system. Non-traditional students will come back to school because they can get credits
for their experiences. Military, adult learners, language speakers, career changers, and
others will come back to school. Additionally, the ability to transfer credits from other
institutions will increase transfer student enrollment. CBE and CPL will allow MnSCU
to market and recruit to new students more effectively. Higher enrollment is a benefit
for the MnSCU system and the campuses that make it up because it increases tuition.
Participants from universities made comments that fell into this theme more often than
those from colleges did, and those from campuses in Greater Minnesota made these
comments more than those from the Metro area campuses did. Students made these
comments the least often.
Example Comments:
“Large base of retirees who may return to college NOT seeking employment but enrichment” - Staff
“More nontraditional adult students” - Student
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Theme 4: Challenging to implement
Implementing CBE and CPL into MnSCU will be a very challenging task. It will be time
consuming and will probably take longer than expected with many hiccups along the
way. It will be costly, especially upfront, with expenses. It will be difficult to get faculty
to go along with it and it will be difficult for students to adjust to it. The challenges are
not all necessarily bad, but they are things that must be overcome in order for
implementation to be successful. CBE and CPL are worth the effort though and the
challenges can be handled effectively if all goes well. Some people, no specific
affiliation, believe that implementing CBE and CPL is a terrible idea while others think
it is worth the effort. Faculty made comments that fell into this category the most often,
and students did the least often.
Example comments:
“Tremendous opportunities but also tremendous barriers to overcome” - Staff
“I see possible problems in measurement. Who oversees? Who decides what is
valid experiences? Who will be ineligible in this conversation?” - Faculty
Theme 5: Costs and Affordability
CBE and CPL have the possibility to reduce costs of a college education for students.
Students who can get credit for prior learning and/or experiences will have to take fewer
credits to graduate. Since they will take fewer credits they will have significantly lower
tuition costs. This will allow students to have reduced debt, which will lead to better
outcomes for students. They can focus on school instead of on their fast growing debt.
Better affordability of education can benefit the whole MnSCU system. Participants
from colleges made comments that fell into these theme more than those from
universities, and students brought up these concerns more than faculty or staff.
Example comments:
“That students get done sooner and save money.” Student
“Streamline process for students and save student money.” Faculty
Theme 6: Confusion about the Concepts or the Implementation
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Material presented in the Gallery Walk was too confusing to understand or there was
too much jargon used. Participants felt they need further explanation on the content.
Implementing CBE and CPL is confusing or there are questions regarding how it will
work. Where will the money for implementation come from? What credits/experiences
will transfer? How will students find out about all of their options to get credit from
experiences? Faculty made comments that they were confused more often than
students or staff.
Example comments:
“Will employers accept this?” - Staff
“Will these CPL opportunities be public or does one need to seek them out? Will a
list of CPL options be openly listed?” - Staff
Theme 7: Other
Anything else that was not appropriate to put into the first six themes. A small collection
of the comments in this section referred to jobs and how/if CBE and CPL will assist a
student trying to get a job.
Example comments:
“It's about time - Let's get started” - Staff
“Prepared for your first job rather than only textbook learning” - Student
Competency Certification and Credit for Prior Learning Question 1 by
Theme for Colleges vs. Universities
Themes
Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
College
48.3%
9.1%
12.9%
5.1%
15.7%
2.5%
28.0%
University
39.2%
8.0%
18.6%
7.0%
10.1%
3.5%
29.6%
Competency Certification and Credit for Prior Learning Question 1 by
Theme for Metro Area vs. Greater Minnesota Schools
Themes
Metro
Greater MN
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Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
47.5%
7.9%
10.5%
4.4%
16.0%
2.3%
30.3%
44.9%
9.5%
17.1%
6.5%
13.0%
3.0%
27.0%
Competency Certification and Credit for Prior Learning Question 1 by
Theme for College or University Affiliation
Themes
Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
OERG
Student
Staff
48.8%
5.2%
7.4%
2.65%
16.4%
1.5%
32.7%
46.0%
12.9%
20.1%
5.8%
12.6%
2.3%
23.3%
Faculty Community
Member
38.1%
33.3%
9.5%
33.3%
20.0%
0.0%
12.4%
0.0%
10.5%
33.3%
6.7%
0.0%
26.7%
66.7%
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Competency Certification and Credit for Prior Learning Question 2
“What are the potential impacts of CBE and CPL for the
system/institutions, faculty, staff, students and/or employers?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
Overall %
29.9
9.2
12.6
22.8
8.8
4.5
34.0
Theme 1: Facilitate Degree Completion
A major benefit of CBE and CPL is that it will facilitate degree completion for students.
Students will be able to get credits from their previous experiences (life or work).
Additionally, credits will successfully transfer as students will be rewarded for what they
have already learned. There is a focus on prior learning for the student that will be
accepted by the colleges and university. All of these things working together will allow
students to complete their degrees faster. Certificates, projects, work experience,
previous college courses, and assessments/tests will all be utilized to grant students
credit. Many respondents, not specific to affiliation, said this will lead to more students
graduating. Participants from colleges made comments that fell into this theme more
than those from universities, and from Metro area campuses more than from Greater
Minnesota campuses. Faculty made comments that fell into this theme the least often.
Example comments:
“Additive work on behalf of students to "prove" what they already know” - Staff
“Would be nice to shorten school time by testing out of classes already learned” - Student
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Theme 2: Collaboration of the System
The schools in the MnSCU system need to work together to effectively implement CBE
and CPL. Without effective collaboration transferability of credits may not be very good
between schools. Additionally, different institutions in MnSCU may offer different
credits to people with similar experiences. Consistency across MnSCU colleges and
universities is the best way to implement CBE and CPL. This will help students and
faculty at all institutions. Standards will be important for accepting credit from
assessments and experiences. Participants from Greater Minnesota campuses made
these comments more than those from Metro area campuses, and staff made these
comments more than students or faculty.
Example comments:
“How is CBE and CPL transcripted? How can it be uniform system wide?”
“Develop and implement a system wide policy” - Student
Theme 3: Increased Enrollment
The implementation of CBE and CPL will bring many more students to the MnSCU
system. Non-traditional students will come back to school because they can get credits
for their experiences. Military, adult learners, language speakers, career changers, and
others will come back to school. Additionally, the ability to transfer credits from other
universities will increase transfer student enrollment. CBE and CPL will allow MnSCU
to market and recruit new students more effectively. Higher enrollment is a benefit for
the MnSCU system and the universities that make it up because it increases tuition.
Participants from universities, and those from Greater Minnesota campuses made these
comments more often than their counterparts, and staff made them more than students
or faculty.
Example comments:
“Fantastic veteran enrollment” - Student
“Increasing our PR, therefore increasing enrollment” - Faculty
Theme 4: Challenging to Implement
Implementing CBE and CPL into MnSCU will be a very challenging task. It will be time
consuming and will probably take longer than expected with many hiccups along the
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way. It will be costly, especially upfront, with expenses. It will be difficult to get faculty
to go along with it and it will be difficult for students to adjust to it. The challenges are
not all necessarily bad, but they are things that must be overcome in order for
implementation to be successful. CBE and CPL are worth the effort though and the
challenges can be handled effectively if all goes well. Many respondents, regardless of
affiliation, talked about how CBE and CPL implementation could potentially reduce the
amount of tuition the colleges bring in and therefore lower profits. Participants from
Greater Minnesota raised these concerns more than those from Metro area campuses,
and faculty raised them more than staff, who raised them more than students.
Example comments:
“The institutions may not make as much money as before but it will certainly
improve the costs to students” - Student
“This might dilute the mission of higher education”
Theme 5: Costs and Affordability
CBE and CPL have the possibility to reduce costs of a college education for students.
Students who can get credit for prior learning and/or experiences will have to take fewer
credits to graduate. Since they will take fewer credits they will have significantly lower
tuition costs. This will allow students to have reduced debt, which will lead to better
outcomes for students. They can focus on school instead of on their fast growing debt.
Better affordability of education can benefit the whole MnSCU system. Faculty made
comments that fell into this theme the least often.
Example comments:
“Student success at lower cost” - Staff
“As the display says, I think this will save students time and money, which is
important for and to college students!” - Student
Theme 6: Confusion about the Concepts or the Implementation
Material presented in the Gallery Walk was too confusing to understand or there was
too much jargon used. Participants felt they need further explanation on the content.
Implementing CBE and CPL is confusing or there are questions regarding how it will
work. Where will the money for implementation come from? What credits/experiences
will transfer? How will students find out about all of their options to get credit from
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experiences? Participants from universities made these comments more than those
from colleges, and faculty made them most often.
Example comments:
“Implementation of assessment seems very tricky and almost impossible to
standardize across such different students. Students in these situations will by
definition be non-traditional, so each case will need individual evaluation. Good
ideas. Not sure how it can be implemented in a fair way that retains quality of
programs. Worth working toward.” - Faculty
“Reward life experience/informal learning. Would it devalue/worsen degree
rather than supplement it? Put people in higher level classes they may not be
prepared for.” - Student
Theme 7: Other
Anything else that was not appropriate to put into the first six themes. A small collection
of the comments in this section referred to jobs and how/if CBE and CPL will assist a
student trying to get a job.
Example comments:
“Significant particularly if the university can be innovative in delivering what
employers need.” - Staff
“Showing college time required” - Community Member
Competency Certification and Credit for Prior Learning Question 2 by
Theme for Colleges vs. Universities
Themes
Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
OERG
College
32.0%
8.9%
11.4%
22.5%
8.5%
3.5%
33.1%
University
23.1%
10.4%
16.2%
24.3%
8.1%%
6.9%
34.7%
228
Competency Certification and Credit for Prior Learning Question 2 by
Theme for Metro Area vs. Greater Minnesota Schools
Themes
Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
Metro
33.1%
6.3%
8.5%
20.4%
10.2%
3.9%
36.6%
Greater MN
28.1%
11.4%
15.5%
24.5%
8.0%
4.8%
32.0%
Competency Certification and Credit for Prior Learning Question 2 by
Theme for College or University Affiliation
Themes
Facilitate Degree Completion
Collaboration of the System
Increased Enrollment
Challenging to Implement
Costs and Affordability
Confusion
Other
Student
Staff
31.8%
3.9%
8.2%
13.2%
9.6%
2.5%
45.0%
32.5%
13.3%
18.0%
26.3%
9.8%
5.1%
25.5%
Faculty Community
Member
18.3%
66.7%
8.7%
0.0%
10.6%
0.0%
40.4%
33.3%
3.8%
0.0%
6.7%
0.0%
25.0%
0.0%
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Competency Certification and Credit for Prior Learning Question 3
“What are we missing?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Positive
Transferability
Collaboration Across the System
Clarity
Other
Overall %
18.1
41.2
8.5
11.1
29.3
Theme 1: Positive
Participants whose comments fell into this theme believe that nothing is missing from
the team’s ideas. All the important aspects are covered. Ideas for implementing CBE and
CPL are solid. Ideas for testing for prior knowledge are good. No issues were found and
there was agreement between where the ideas were and should be. Additionally, the
ideas may not be perfect but there was nothing else that could be thought of to add.
Students made comments that fell into this theme far more than either staff or faculty
members.
Example Comments
“Looking good so far” - Student
“Looks very comprehensive” - Staff
Theme 2: Transferability
Important information regarding transferability is missing from the ideas. There is a
lack of information on how prior learning will be converted into credits. Tests and
assessments need to be better thought out. There is a desire for seamless transfer of
credits from one institution to another. There needs to be explicit training to help
faculty deal with the transfer of prior learning to credit. The main goal of CBE and CPL
should be to make transfer easier and reduce stress for students. Students made
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comments that fell into this theme the least often, and participants from colleges
brought up this issue more than those from universities did.
Example comments:
“You have to be careful about making it too easy for individuals to get credit for
"why they know". The issue is people don't know what they don't know - but
think (underlined) they do! And will claim they do!” - Faculty
“Training of faculty to do the assessments and for faculty to have the ability to
make the decisions about CBE” - Faculty
Theme 3: Collaboration Across the System
There is missing information about collaboration across MnSCU. There is missing
information about consistency of CBE and CPL across MnSCU. There is not enough
information about the standard processes that will be implemented. There needs to be
information about who sets the standards. More consistency and collaboration will
improve the implementation of CBE and CPL. Consistency for military, business, life,
and trade experience will be useful for faculty and students. Participants from colleges
made these comments the most often, and students did not bring it up often.
“Who sets the standard for the credits earned for prior learning?” - Community
member
“The ability to get credit for competency and prior learning needs to be more
available. And it needs to be standardized across the system.” - Student
Theme 4: Clarity
Participants whose comments fell into this theme believe that there is a lack of clarity
with these ideas. There is not enough information in general. The ideas are confusing
and too large to fully understand. Terminology used makes it confusing. There need to
be more clear ideas in terms of transferability, collaboration, consistency, and credits for
prior learning. More clarity will make the ideas more easily utilized by MnSCU.
Participants from university made these comments more than those from colleges, and
staff made them more than students or faculty.
Example comments:
“Would we limit how many credits we would accept through this method?” Staff
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“Perhaps clarifying through which means students academic ability is to be
assessed. Is it going to be assessed from assessments, essay, a verbal interview?
(etc.)” - Student
Theme 5: Other
Anything else that was not appropriate to put into the first four themes. There is some
consistent mention of how these ideas will relate to students gaining employment in the
future (not different across respondent affiliation).
Example comments:
“There needs to be some kind of pilot to see how this works. Have you asked
employers what they think of this? What's the likelihood of it working? How do
you determine what is credible experience?” - Student
“Research paper for theoretical overview” - Staff
Competency Certification and Credit for Prior Learning Question 3 by
Theme for Colleges vs. Universities
Themes
Good
Transferability
Collaboration Across the System
Clarity
Other
College
18.1%
42.0%
9.2%
9.6%
29.4%
University
18.6%
39.5%
6.0%
14.4%
28.7%
Competency Certification and Credit for Prior Learning Question 3 by
Theme for Metro Area vs. Greater Minnesota Schools
Themes
Good
Transferability
Collaboration Across the System
Clarity
Other
OERG
Metro
18.4%
41.4%
8.6%
10.2%
29.7%
Greater MN
18.1%
41.4%
8.1%
11.4%
28.9%
232
Competency Certification and Credit for Prior Learning Question 3 by
Theme for College or University Affiliation
Themes
Good
Transferability
Collaboration Across the System
Clarity
Other
Student
Staff
31.8%
27.9%
1.6%
6.2%
34.5%
8.0%
50.9%
12.5%
17.0%
24.6%
Faculty Community
Member
4.6%
50.0%
58.6%
16.7%
12.6%
0.0%
10.3%
16.7%
26.4%
16.7%
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Competency Certification and Credit for Prior Learning
Poster Comments
The comments were transcribed to the best of the OERG and MnSCU’s ability. To keep
the integrity of the comments, they were not edited or modified.
Question 1: What are the opportunities for Competency Based
Education (CBE) and Credit for Prior Learning (CPL) for the
system, institutions, faculty, staff, students and/or employers?
Theme 1: Facilitate Degree Completion

















OERG
A list of classes where we know what generals to take that all are compatible
A paper stating your skills
A wonderful way for students to gain credit for skills learned in past - to apply to
degree. Lessens financial burden
Ability for outside learning
Ability to fast track graduation into specific fields
Able to gain credit for knowledge and experience saves time for students and
resources/ costs for employees in institutions
accelerate degree completion
accelerate degrees, help students with costs
accelerate the degree process
Accelerated degree completion lower cost
Acceleration of course completion for individuals pre-exposed to the field and are
just seeking documented certification.
Acceleration of degree completion
Access to learn credit. Organizing principles.
ACE, military, AP, CLEP are tools to earn credit for students
Add credit for work/life experience
Additional program trades that are compressed equals increased student
numbers but need the faculty and curriculum development protected
(underlined) time. Military, Health Care - people up their system to completed ,
test outs for certain courses for those with experience
Adoption of a process that is transparent and transferable (i.e. if awarded at
PTCC - recognized at CLC)
234
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














Adult students could get credit for life experiences that aren't part of education.
This would give them a boost and make achieving goals more possible
affordability and accessibility, reduce time for graduation, increase mobility of
students
Again - the system needs to get it in gear and allow prior learning credits
All will benefit - students not wasting time and money in classes they already
know content from prior experiences.
allow people to be given credit for previously acquired knowledge without having
to pay money to relearn everything
allow people who have prior knowledge on subject so they don’t have to take
courses and maybe test out of credit
Allow students to use qualified experience toward the completion of their degree.
Will help recruit, retain and complete.
Allowing life experience by competency to another valuable way of earning credit.
Transferring colleges is key as well with earned PLA credits. Currently, some
transfer, some don't. Allowing Military credit/ experience needs to be reviewed
and accepted by all MNSCU colleges.
Any student with prior knowledge of their field of study can test into a course that
suits them and continues their education effectively
ARCC needs to have more in place for students know the process for test out
As a faculty member I would award credit for courses that would be covered by a
certification test. For instance if a person had a Cisco network specialist
certification they would get credit for intro to networking course.
As a student, I will understand more about what and why my path to graduation
is the way it is.
award based of credit and degree reduce cost of degree
being able to get credits for prior learning and not having to spend as much
money to retake classes you really don’t need
Being able to learn from outside sources to get credit for learning
Being able to write and have English credits
better situations for students
Building high quality programs of study. Facilitate transactions - ABE military,
high school to college and university to the work force. Opportunity to engage
employees in meaning
By having these, it tells students that what they're done is important and
valuable.
Campuses have increased opportunities for competency assessment and credit
prior to learning
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OERG
Can share actual job experiences with others - some things can not be taught in a
book or classroom.
Capability of getting course credit off the work training program toward a degree
CBE - from a student standpoint I think active experience is always better then
time in class alone. CPL - expansion on that would be nice for non traditional
students that have life experiences already
CBE and CPL students should be able to test out of courses without having to pay
the credits. Keep the fees (maybe) waive the credit cost
CBE will allow greater student access to programs and lifelong learning
opportunities.
CBE: focus on learning CPL: earned credit
certifications should be automatically converted to credits
certifications will transfer over
Certify student competencies and capabilities, expand pathways to accelerate
certify student competencies and capabilities, extend pathways, foster awards
based on credit and degrees
citizens that come from other countries with degrees will have an opportunity to
get credit for their work. Students experience are important and relavent.cut
down cost if students don't need certain classes
Clear, system-wide assessments for demonstrating proficiency.
Clearly define what you may qualify for ahead of time
Competency is important so anything to test competency in a non-discriminatory
way is well accepted. * Discriminatory meaning asking job-related questions
Consistency. Less subjectiveness or sense of subjectiveness
could transfer schools
Could we have standardization competency test on list of experienced need to
complete c for pl
Courses that teach students to use software could be tested out of.
CPL - provide opportunity for our non-traditional students to leverage work
experience; complete degrees sooner. Yes, would like to see expansion in
program. Many opportunities (underlined)
CPL is exciting for many students to validate learning. Process/procedures need
to be evaluated system wide to be consistent. Use institutions that do CPL well as
a model. (Inner Hills Comma College)
CPL systems would make sense because it would give credit to students who have
the prior knowledge
CPL will greatly increase persistence and completion. This will help everyone.
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Create a well defined process with specific competencies needed to earn credit
Creating a link between industry recognized credentials and college credits
earned
Credit can be awarded for college level skills acquired outside the university
Credit for experience is a great idea, especially for mid-life career changes.
Credit for life experiences
Credit for prior job/work and education experience
Credit for prior learning and placement tests.
credit for prior learning, increase in demographic
credit for what you know
credit four work experience, entry-way into college for late-starters, more
partnership with our business partners to provide educational opportunities and
services.
Credits for lifelong learning
credits for live lessons, reduce costs
Decrease cost of degree. Decrease time it takes to complete. More engaged
student focused on goal to succeed.
Decrease time need to complete course study. Students will be more eager to
study.
Decreased cost, less time spent in school, students have the opportunity to
demonstrate competency
Definitely needs to be uniform with equivalent testing's
Degrees as well as outside knowledge of the traditional academic environment
Developing consistent methods for assessing CBE or CPL will take time on the
part of faculty
Don't have to pay for classes twice
Earning credit through demonstration recognizes concept, transferring the
credits
Ease of lessening the time needed for graduation
Ease of transferability
Ease of transferability saving students time and money
easier for students
Easier transferability. Saves money. Continuous improvement
Easier transitions from one school to the next
Easy to transfer and get connected
Easy transferring to other places
Education transferring students to university
Efficiency and speed with which students can earn credits
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OERG
Efficient program completion
enhance affordability and accessibility, reduce time to graduate, prepares you for
your career
enhanced affordability, retention
enhancing affordability. Reducing time to graduate
Evaluation and transferability. Awarded credits and applicability.
Expand pathway to make students graduate
Expand pathways
expand pathways to accelerate degree completion
Expand pathways to accelerate degree completion through credit for prior
learning.
Expand pathways to accelerate. Foster the award of competency based credit.
Expand pathways. Foster the award of competency based credit
Explore transfer of credit from all MN colleges, not just MNSCU campuses.
Faster AA/AS degrees
Faster ability to get credits/degree
Faster certification pathways to accelerate degree
Faster degree completion. Cost savings for students. Earning multiple certificates
and degrees. Employers benefit by hiring students with a broad range of
knowledge. Employers having greater stay in curriculum development or
program development
Faster graduation
Faster graduation for students
Faster higher graduation rates
Faster school completion, less money spent during school, less future debt
faster time to completion. Decreased cost for degree completion. Less of a
disparity of learning needs in the classroom
Faster, easier start in education
Faster, less expensive path to a degree. A better assessment of skills for
employers, less redundant, make specific classes
Faster. Cheaper.
first students would graduate more they would get frustrated it would look good
for the college. staff would have more time for students who need it, employers
would be able to fill positions more quickly
focus on learning and application
Focus on learning and the application of that learning
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Focused on learning and how learners demonstrate what they know.
focuses on learning
Focuses on learning and the application of learning
Focuses on learning and the application of learning
Focuses on learning and the application of that learning
Focuses on learning and the application of that learning rather than class.
Demonstrate what they know and can do.
Focuses on learning and the application of that learning rather than time spent in
class
For people to be able to learn or continue learning when every from different
schools. I don't know - I can't keep my mind focused on the info.
For people to get degrees faster through experience and become more productive
for students, degrees would be completed faster and they could take more
advanced classes with generals already mostly done. Staff could have the
opportunity to teach more of the advanced classes.
Get a certificate
Get credits for life experience
get into the workforce where you learn more sooner getting credits for experience
is great. You learn more working and hands on then reading a book
Getting a degree faster for what you know. Not paying for stuff you know.
Getting done faster
Getting education, qualified individuals into the workplace more quickly,
resulting in a happy employer, happy graduates and a good representation of the
college
Getting students through faster gets positions filled faster. Why wouldn't that be
a benefit?
Give credit for knowledge instead of courses taken
Gives credit for experiential education
Giving credits for IS electives, have industry certification programs. Loss of credit
hours potentially, but more students enrolled.
giving students a change to show prior/outside knowledge and have the
opportunity to skip/participate in different classes. Teachers will gain a better
understanding of what their students already know and what they should focus
on.
Giving students the chance to earn credits will help students get out faster
Good for degree completers
good to give people credit for what they have learned or worked with.
grading/giving CBE credits
OERG
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OERG
Great idea to acknowledge what students already know
Great opportunity to provide credit for skills based learning. We are constantly
trying to develop curriculum that meets industry needs but penalize students who
work in the industry and already have that knowledge.
Great way to quickly update/include current workers.
hands on experience
Have paid internships for counselors and faculty to learn what is needed in the
professional workplace & then let faculty develop curriculum to address skill &
competing needs of students & future employees.
Have potential to lessen time to reduce cost of a degree
Have potential to lesson time to reduce cost of degree. Students ability to have all
learning validity
Have time and degree, make students more accessible for adult learners.
help get out working faster
Help with transfers.
Helping the incumbent workforce complete a fill in the blanks to document their
education and skills.
Helps you with degree completion with prior credits
Holistic/whole person/student centered skills development. Acknowledge that
transformative learning occurs outside the classroom too
How to be consistent awarding prior learning credit. I think this is very
important. Could be frustrating for students. I have been trying to get CPL at
Metrostate however I never hear from the institution
huge opportunities to streamline processes and partner with corp and
associations to maximize credit certifications
Huge opportunities. We are at a competitive disadvantage compared to private
colleges in the area of CPL. CPL rewards students for their prior learning and that
recognition will help retention and completion.
I believe a lot of students would benefit from this because many students have
been in workforce and could be coming back to school or working while going to
school
I feel that this would greatly benefit students financially particularly if the
student is current employed in the field of study.
I know many students come in with training from military and other fields which
shall be recognized
I like that people can get credit for things outside of traditional schooling
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I like the idea for credit for prior learning. How do we define it and give credit
based on years? What area will the credit fall into?
I like the idea of seamless transfer of credit within MNSCU
I see possible problems in measurement. Who oversees? Who decides what is
valid experiences? Who will be ineligible in this conversation
I these programs will allow students to get out into the world sooner and be more
competitive
I think if previous course work related should be transferable or have an option to
test out
I think it is great not to make students take or pay for classes in which they
already have the experience.
I think it will save money for both the system and for students
I think it's a great idea - as an older student (57!) there is potential to incorporate
life experience & independent learning
I would like free competency assessments for all students to take. Save students
time and money, save staff and faculty time.
If students, staff and employees already know how to do the job, we should just
credit that to them so that will not hold them back
if the student has a lot of experience working outside and running equipment
If this can be universally designed and implemented it will, allow so many more
students to get engaged with higher education especially regarding access, lower
overall cost, time in grade, etc.
increase #s of students who may have traditionally felt they would be wasting
time taking classes they feel they already know. Students may save $ Employers
may have more partnership opportunities w/ MNSCU
Increase CPL for graduate and doctoral programs
Increase opportunities and access system wide for learners to earn credit or
certification through demonstrated college
increase opportunities and access system wide for learners to earn credit
increase students with real work experiences who would be able to further their
education without starting over
Increased involvement, quicker graduations, more people in the workforce, better
for state's economy
increased opp for prior learning credit for prior learning and less time for
completion. More enrollment and faster completion
Increased satisfaction of students by engaging then to save time/money for CBE
and CPL. Value students experience. Will build respect with students legislators,
and the community. Developing tracking of courses with help with transferability
and meeting degree requirements.
OERG
241
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OERG
Increasing enrollment/persistence/completion. Adding more technical CPL
options
It allows students to compete degrees more quickly. It keeps them from repeating
already taken courses and would allow for more academic challenge and success
It allows students to pass on taking courses in which they are proficient in
It allows the student to complete their degrees sooner thus they can enter the
workforce sooner.
It can help students learn and expand on what they know rather than what they
once taught in class
It can help the employees that already have that knowledge and can be handed
down
It could help prevent students from taking classes they get nothing from
It gives students the opportunity to use life skills and get credit for these and can
then focus on completing other courses
it lessens the cost and time of getting a degree and quickens the ability to be in
the working field
It saves money + time for students. Better use of resources, class enrollment is
open for students that actually need (underlined) to learn the knowledge and
classes aren't full of students that already know the material.
It seems like this could be an early step in making students educational plan
more individually tailored
It will allow students to get more individualized success since it is more centered
to the individual
It will help for the faculty to have a set plan to accept students with prior
experiences or schooling
it will lessen time to graduation for students and make more potential workers
for employers
It will save the students time and money in completing their degree if they
already have prior knowledge in the area needed for completion.
It would get people thru programs and out into the workforce sooner.
Knowledge is obtained through experience
Knowledge would be valued
learning how to better understand and articulate competencies. System expertize
Learning needs to be emphasized. Standard certification accepted across system
Less barriers and cost to achieving degree
Less class time repeating knowledge allows students to further aid education
without repeating previous education
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less school time
less time in school, cost effectiveness to being able to get more education
Less time in school, earlier graduation
less time to degree, acknowledge experience
Less time to earn a degree
Less time to reduce cost of degree. System expertise is acknowledged
Lessen degree time. Increased enrollment
lessening student bills by ensuring they do not take unnecessary classes. better
identify what each student truly needs for success
Like we have PSEO info sessions have CBE and CPL info sessions. Since this
applies mostly to older potential students, they need to know others are in the
same boat and that they aren't asking for special consideration. It just makes
sense to award credit to save college and student resources and to speed up
process for people with right skills and knowledge to enter workforce as soon as
prepared.
Love that you can lessen the time and cost, if you already know and can test out
and earn credit
Lower costs for students by either allowing life (work experience) to count
towards final graduation credits. Employers can benefit by providing employees
with additional training to up skills
Lower costs, more experienced students, sooner to graduate rather than later
Make it easier for students
Make it easier to apply knowledge to credits. People more likely to complete or
continue higher education with these improved options.
make it easier! replace the current process
Makes degrees and certifications easier; drains students; uses knowledge people
already; have as a credit.
Many folks come to us with experience that we can't teach. We need to
acknowledge and credit that
More accessible Higher Ed degrees. Students attain degree more quickly (more
likely to persist to completion)
More education for the students based on the appeal system. Prior courses/
credits that we not taken into concern
More efficient students movement through system. More attractive to incoming
first year students considering w/ schools or U of M
More flexibility in what is considered. Prior based learning
More graduates faster
OERG
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OERG
More non-traditional students returning to college as they will be able to take
fewer classes to get their degree as they will be getting some CPL credits
More people will pursue higher degrees, because it will be more attainable with
CPL. Personally, this would be a huge decision maker for me.
More production for companies because more students graduate. More people
willing to go to school because not starting from scratch
More satisfied students. Faster grade for students
More students can save time and money in completing their degree. The process
should be uniform and the credit should be accepted at all MnSCU colleges
More students who may be able to graduate sooner since they won't need to
merely have a "butt in the seat" to fulfill is a competency that they already have.
Assists students who may have stopped out and now want to come back for
degree completion.
More transferability to get credits
More transferable credits
More usage of products like CLEP exams, DSST etc.
more well trained work force. Allow busy individuals to improve their skills
without having to give up their full time jobs. Long time = quitting
Most beneficial for employers to get best qualified workers and streamline the
very specific "certification" process
Mostly I like it as long as it not overdone (e.g. credits for anything)
Necessary and pertinent. This is part of flexibility to meet student demands.
Need to standardize the tools that would award CBE/CPL. Need to have tools
available, and students need to be made aware that they are available - beginning
of process for applying/emailing
Nontraditional students would see a faster track to a degree with less cost.
Employers would benefit with upgraded knowledge for their employees.
Not very clear what you want to know here. Veterans - recognition for prior
learned skills
Offer ways to have students gain the experience on campus and student workers
MSo earn required experience credit towards graduation
Once again many students attend community colleges who have life experiences.
These are valuable and can be related to the development of required skills.
Only takes classes you need
Open credit database more to include more credentialed schools. Make the
transfer of credits more smooth of a process.
Opens opportunity for individuals to receive credits for what you already earned
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Opportunities for consistency and more options available to students and
transfer (underlined) from one institution to another
Opportunities for nontraditional students to save time and money
Opportunity to create meaningful course based portfolio development options for
students to frame experiences in terms of academic learning equivalencies
Particularly as economies are changing, CBE/CPL can be used to help older
workers make easier transitions to new career paths that use the skills they're
developed.
Partner with local employers to further educate their workforce if they get credit
for education gained on the job.
Pathways for international students with degrees from home country - test
outs/CPL
Pathways to grad programs that encourage lifelong learning should be included
in all undergrad program guides
People that have worked in areas that they have proficiency can get credit for it
and have not had to attend four years of college. Increases enrollment. Graduate
faster, fast track programs for those students.
Possibly attract more potential students that because they can shorten their
continuing education because of credit for what they already know.
Potential credits for volunteer experience, cut debt, reduce time for graduation
potential lessen time to reduce costs. Meet workforce demands
potential to lessen time, increased enrollment, learning validation
Prior learning and on the job training should count for something. A professional
in the field getting laid off and going back to school to get a new trade should get
some things covered as they have gained wisdom, experience, problem, solving,
teamwork, etc. while in the workforce.
Prior learning should be taken into account
Promotes lifelong learning
provide a seeable completion with money being an insion many household. this
helps to assure prior learning and experience and use it creditably
provide students an opportunity to earn credits especially those adults who have
life experience. CBE might make part time attendance more possible work on one
area and complete move to next.
Push students further into their education so they have less classroom time. A
two year academic career might only have to be one.
Quicker entry into workforce, less stress, less financial costs for students and
institution
Re-certify people through competency based assessment.
OERG
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OERG
Real life work experience should count
Really focus on learning and benefits of students
really leveraging past students experience. cut out/ give credit for skills
Recognition of foreign degrees
Recognition of the students' previous ed. efforts. I am unaware of many
opportunities here?
Recognize professional experience is equal learning/education to traditional
coursework - it is often better training!
Recruiting more non-traditional students who would be entered to attend college
knowing they would receive credit for prior learning
reduce costs for students. value prior learning. build partnerships with
community. Free up classroom.
reduce time to degree, saving $$
Reduce time to graduation - integrate exp. across institutions
reducing cost to student. Giving students rewards for experience. Adult learners
wont feel underappreciated
Right now I don't feel there is enough competency in learning. I feel the proposed
ones would benefit not only the students but the staff members
saves students time and money
saves students time and money
Saving of money for all concerned, eliminate unnecessary repetition of learning
Savings for students. Ability for students to test out. Consistency across MnSCU.
Transparency for all student to know options. Focus on military students.
Savings of time and money for students. Faster degree completion. Portfolio
option may help graduate articulate skills to potential employer.
Shortening the journey a student must take to get college credentials.
Recognizing and respecting knowledge people already have
Shortens time to degree. Resulting in less cost to student
Shorter college-time saves money
speed to graduate
Speed up degree completion more workers for employers to hire
spend less time here
Spending less money on credits where learning material previously learned
would take place. This would prevent people feeling they're wasting time and
money on a class
Streamline process for students and save student money
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Streamline the acceptance of common competencies - like SISCO training - treat
like transfer course equivalency and establish agreement across system
Streamline the student's education and increase completion rates
Strong collaboration between business's and higher education, collaboration.
Students may finish quicker.
Student have the potential to lessen time to and graduate with a degree
Students - saving time (underlined) and money (underlined)! Employers - being
able to train their employees and know it'll go toward their college credits (even
an incentive to stay with the company)
Students able to graduate faster with prior professional work experience system
wide policy and procedure would provide students and staff more clear direction
to follow.
Students apply what they have learning on the job. More emphasis on what is
needed to round out their education needs
students are able to earn additional credits prior to learning
Students better understand and are able to articulate their own competences
Students can earn credit for what they already have experience in. Students could
reduce the cost? The time it takes for them to complete their programming
Students can earn enough credits time for less
Students can finish their degrees faster for less of the cost
Students can have shortened time to complete degree. More degrees actually
completed
Students can save time and money (loans) for education they received through
job training
Students do NOT have to go through classes they already have been in at another
organization. They don't feel like they are repeating something which would be a
waste of time and money.
Students earn credit for prior learning
students get done earlier, more room for other students to take courses, since
other already have credit
students have potential to lessen time and reduce cost and degree
Students have the potential to lessen time and reduce cost of a degree. Get credit
for what we know and already learned
Students have the potential to lessen time to and reduce cost of a degree
Students in and out with degree/skills in shorter time and into the workplace.
Increased skills for employee workers. Cheaper for students.
students may enter the workforce faster, they can get jobs faster
Students will be able to transfer without any hassles
OERG
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OERG
students will complete faster and get less frustrated
students will have an easier transfer since the movement is student based all of
the others
students would spend less time money on schooling
Students wouldn't need as many credits - less loan money needed - lower default
rate
Students: receive acknowledgment for prior learning and have money.
Employers: get candidates who had access to other opportunities because of
credit for prior learning that allowed them to take other classes. Faculty: don't
have as many students who are upset because they know the content already
Students: save money, the opportunity to use the knowledge they have towards
degree. Institutions: get more students by opening up an environment to those
that don't have college ed. but were afraid to go/didn't have money.
Students: save time and money. take courses at appropriate level. Institution and
system: better completion rates. Faculty: Not teaching students who are bored
with things they already know the content
System wide transfer
Tech programs. More hands-on and moving on their degree more quickly
Test or assess skills or competency via web 3D simulations
Testing out - showing you are already proficient
That students get done sooner and save money
the ability to earn through competence level
The gaining of a degree in a more timely matter
The opportunity to make these credits more transferable is key. If students get
credit at the two year school, they want to know they will eventually count
towards their bachelor's degrees
The students will be able to get through college easier and quicker
The system and faculty don't need to spend time teaching people what they
already know, allowing time for more improved education. Students don't waste
money on what they already know, and employers can hire certified employees
sooner, with a larger base to work from.
The time or graduation would be sooner
There are many opportunities such as a better understanding that experience is
valuable. We will be able to keep us/ our competition. students have more
option/ transfers are easier
There is a huge need for competence assessment and credit for prior learning.
People need to get credit for what they already know.
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There is nothing but benefits for everyone. Increased enrollment, job placement,
increase of specialized degrees/programs, faster time to workforce, CPL needs to
be institutionalized for all of MnSCU
These programs would help students by allowing them to gain credit on prior
knowledge so that they can get their degrees cheaper and quickly without taking
unnecessary credits. Employers will gain more access to skilled workers through
this process.
They make sure you actually know the material and not base off of how much
time you spend it in the classroom. More opportunities by having skills on what
you do
They put you right where you belong.
They should take into account that people do have prior learning and that could
count toward their credits
Things you have learned through life would be able to be applied to a degree and
wouldn't have to take courses over what you already know
This could make us more competitive with other higher education institutions,
particularly for-profit. It could also lead to more degree completions, in a shorter
amount of time.
This gives students opportunities to showcase their experiences; students then
get feedback as where he/she stands as for knowledge of chosen practice as well
as other competencies.
This information needs to be better communicated to nontraditional learners.
Experience counts for a lot and not getting credit for it could take longer to
graduate and cost more money
This is good, just make sure evaluation is fair. How about students with classes
that are 30/40 years old (taken in the 70's)? There should be a way to mentor
that student so credit for that old class can be given (if the material has not
changed, say in math)
This is such an important item, particularly for adult learners. My experiences at
metro state have been great - my internship is basically a CPL waiver, and I was
able to earn credits for another course by doing a project for work.
This is very good in theory, people with prior knowledge should be able to skip
courses or subjects in which they are already proficient
This would be especially attractive to metro students who often have prior
learning/ life experience.
To acknowledge the learning people have and facilitate success. Recognize range
of learning opportunities.
To be an innovator. to attract more students who have some prior knowledge
OERG
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To have a more complete assessment of each individual's capacity, ability and
talent to better apply toward overall goals
To have a student complete their major by showing competencies for job
experience on life experience sets them into a better job sooner. Military
experience is a good place to start with assessment.
To help with affordability and access to the right classes to decrease time to
graduation and further on to higher degree
To learn new things and also done your credits
To make sure transfer students have an equal opportunity to succeed
to take your credits from 1 college to another
Tracking credits for competence
Transfer knowledge to credits
Transfer more credits from other institutions more flexibility with prior learning
make this easier to achieve for adult learners who have so much life and work
experience
Transferability lessen time for students use additional time for faculty to continue
to develop other learning opportunities
Transferability. Common evaluation rubric/tool
Tremendous opportunities exist, especially for our adult learners and those
students who more easily demonstrate competencies
Use of CAEL process to help with evaluation process, students can feel more
empowered of their work experience
valuing more experience and equating to credit
Verifying student competencies and capabilities, expanding pathways to
accelerate degree completion
want to take the courses and when going to diff school we don't need to repeat
course
We can "test out" without having to spend $100's and time "learning" what we
already know so we can be certified and get a job
We do use already. Phlebotomists who already are certified (ASCP-BOC) are able
to get credit for their experience and applied in our MLT program.
Who or how to find out if my prior experience will benefit me at school
Wonderful opportunity for students to receive credit for professional experience
and provide incentive for them to enter an academic institution to earn a degree.
Work experience in field of study should count for something
Work experience should take place.
Would allow more time toward other credits. Possibly less time in college
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Would benefit students and teachers more. Save money and more time for
teachers to spend with the people who need the help
Would loved to have been given credit for my life skills this is great. Not just as
"elective" credits
Yes! So now we don't have to take classes where we already know all the
material? Sounds like an awesome idea, and we can spend that money and time
learning something we don't know!
you can graduate faster. you wouldn't need to go through class/ time but rather
through skill
Creates a seamless pathway and to go through more QUICKLY since their current
proficiencies are assessed and valued.
Less time on degree
Credit for prior learning (for work experience) is getting more important each
year
Potential for graduating more students.
More degrees awarded. More willing to go back if credit is awarded.
Opportunities for CBE and CPL would be to enable students to move through
programs in the most efficient manner gaining credit and micro success for what
they already know
Theme 2: Collaboration of the System
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Additional program trades that are compressed equals increased student
numbers but need the faculty and curriculum development protected
(underlined) time. Military, Health Care - people up their system to completed ,
test outs for certain courses for those with experience
Consistency. Less subjectiveness or sense of subjectiveness
Could we have standardization competency test on list of experienced need to
complete c for pl
CPL is exciting for many students to validate learning. Process/procedures need
to be evaluated system wide to be consistent. Use institutions that do CPL well as
a model. (Inner Hills Comma College)
Definitely needs to be uniform with equivalent testing's
Explore transfer of credit from all MN colleges, not just MNSCU campuses.
Have paid internships for counselors and faculty to learn what is needed in the
professional workplace & then let faculty develop curriculum to address skill &
competing needs of students & future employees.
How to be consistent awarding prior learning credit. I think this is very
important. Could be frustrating for students. I have been trying to get CPL at
Metrostate however I never hear from the institution
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huge opportunities to streamline processes and partner with corp and
associations to maximize credit certifications
I like the idea of seamless transfer of credit within MNSCU
Learning needs to be emphasized. Standard certification accepted across system
Need to standardize the tools that would award CBE/CPL. Need to have tools
available, and students need to be made aware that they are available - beginning
of process for applying/emailing
Opportunities for consistency and more options available to students and
transfer (underlined) from one institution to another
reduce costs for students. value prior learning. build partnerships with
community. Free up classroom.
Reduce time to graduation - integrate exp. across institutions
Savings for students. Ability for students to test out. Consistency across MnSCU.
Transparency for all student to know options. Focus on military students.
Strong collaboration between business's and higher education, collaboration.
Students may finish quicker.
System wide transfer
There is nothing but benefits for everyone. Increased enrollment, job placement,
increase of specialized degrees/programs, faster time to workforce, CPL needs to
be institutionalized for all of MnSCU
This is good, just make sure evaluation is fair. How about students with classes
that are 30/40 years old (taken in the 70's)? There should be a way to mentor
that student so credit for that old class can be given (if the material has not
changed, say in math)
Transferability. Common evaluation rubric/tool
"Testing out" the MNSCU system itself requires degrees from job candidates that filters out a rich, diverse population of highly effective, motivated people
who are great thinkers, analyses guess, detailed oriented to exceed expectations
at the system or college level
1. Maintain academic integrity 2. Transparency with clear criteria 3. Faculty/staff
engagement faculty drive. 4. Assessment to learning by faculty and SME 5.
Consistency of transcripting, transfer and application 6. Training and
development, all departments 7. Broad system and institutional commitment
a ton of opportunities. Faculty seem very averse to establishing CBE or CPL short sighted on their part. MNSCU needs to mandate the use of CBE/CPL to
make it happen at campuses
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Advance the state of MN - be a leader in providing quality employees the
opportunity to use what they have learned in the workforce - which will allow
them to give back to the Universities in multiple ways.
Allows us learn more efficient
An important topic but is something that should have strict and clear
expectations and credentials. I could see where this could be abused.
assessments, consistency, training, transparency
balance, accountability, sustainability
better communication between staff and students
better education. More classes. Consistency. Decreased cost of degree
Bring awareness. Faculty involvement
CBE and CPL are very good programs but the standards must be uniform to
ensure the CBE and CPL have merit
CBE is very complex and needs system coordinated to insure compliance and
success. System policies and procedures to follow new model.
CBE puts MNSCU ahead of for profit colleges that advertise as capitalize on CBE
Collaborate within other institutions. Students better understand and meet their
needs.
collaboration among different levels of institutions
Collaboration. Ability to plan the needs of students and how various institutions
will meet those needs.
Common process across colleges, communication and awareness
Common system for assessing and awarding CPL and CBE
Communication courses - cross walk
Consistency for everyone
Consistency. Guidelines for best practice in acceptance. Maintain academic
integrity!
Consistent practices across the system
Developing a "faculty-driven" policy and practice sounds good, but will only be
useful and effective if it first educates them about andragogy and the core
principles of adult learning
Direction needed so that all colleges are treating CBE and CPL consistently.
Ensure better practices, provide consistent
Ensuring system wide standards. How to make sure that all colleges and
universities have the same standards so students have the same opportunities.
Establish a highly useful system
faculty buy-in
Faculty staff
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gives equal opportunity to students at different learning levels
Have a standard system for military transfers or what applies.
I can see how some students would benefit immensely from more robust
implementation of CBE and CPL. Would LEP courses be eligible?
I see the diversity of the education sought by each student as a challenge to the
cost of widespread implementation
I see this as a major positive fore schools and MNSCU. CBE, CPL, but how one we
to be consistent?
Making sure all students understand the information on the programs by having
a community meeting regarding what improvements there needs to be.
Many many opportunities - system should help everyone understand how Metro
State has been doing this, successful, helping students. Collaboration between
schools.
MnSCU should create a program (or several) using the competency model
More opportunity. More consistency.
Nice if we could come up something system wide
Opportunity to establish system wide assessment tools and award
recommendations. Provide this assessment tool online for students to complete
free of charge.
Prior learning is a great thing. But rules for all colleges need to be the same - not
left up to the individual college
provides consistency
Should develop evaluation standards and brackets
taking choice (variation) out of the institution and into the system would
decrease instances of credit not being transferable
there need to be a similar process across the system to allow for students to
receive credit for prior learning. the proposal layout a good plan
To work as a system!
Use CAEL system instead, don't create our own. Have MnSCU faculty become
CAEL receivers
We need to adjust a consistent process/ practice across the system. Also look to
institutions like Capella, south new Hampshire, and west governor for best
practices and adjust them.
Work and school collaboration for school work
Works well at DCTC. Don't know about consistency throughout system
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Standardize curriculum across the state using best practices from across the
country. Allow the more experienced or more advanced students to learn more
advanced technology by not needing to relearn what they already know.
Access time to do the assessment and CPL - innovated collaborate across
institutions
Theme 3: Increased Enrollment
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Additional program trades that are compressed equals increased student
numbers but need the faculty and curriculum development protected
(underlined) time. Military, Health Care - people up their system to completed ,
test outs for certain courses for those with experience
Savings for students. Ability for students to test out. Consistency across MnSCU.
Transparency for all student to know options. Focus on military students.
There is nothing but benefits for everyone. Increased enrollment, job placement,
increase of specialized degrees/programs, faster time to workforce, CPL needs to
be institutionalized for all of MnSCU
This is good, just make sure evaluation is fair. How about students with classes
that are 30/40 years old (taken in the 70's)? There should be a way to mentor
that student so credit for that old class can be given (if the material has not
changed, say in math)
Developing a "faculty-driven" policy and practice sounds good, but will only be
useful and effective if it first educates them about andragogy and the core
principles of adult learning
Have a standard system for military transfers or what applies.
ACE, military, AP, CLEP are tools to earn credit for students
Adult students could get credit for life experiences that aren't part of education.
This would give them a boost and make achieving goals more possible
Allow students to use qualified experience toward the completion of their degree.
Will help recruit, retain and complete.
Building high quality programs of study. Facilitate transactions - ABE military,
high school to college and university to the work force. Opportunity to engage
employees in meaning
CBE - from a student standpoint I think active experience is always better then
time in class alone. CPL - expansion on that would be nice for non traditional
students that have life experiences already
CBE will allow greater student access to programs and lifelong learning
opportunities.
OERG
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CPL - provide opportunity for our non-traditional students to leverage work
experience; complete degrees sooner. Yes, would like to see expansion in
program. Many opportunities (underlined)
Credit for experience is a great idea, especially for mid-life career changes.
Giving credits for IS electives, have industry certification programs. Loss of credit
hours potentially, but more students enrolled.
Have time and degree, make students more accessible for adult learners.
I know many students come in with training from military and other fields which
shall be recognized
I think it's a great idea - as an older student (57!) there is potential to incorporate
life experience & independent learning
increased opp for prior learning credit for prior learning and less time for
completion. More enrollment and faster completion
Increasing enrollment/persistence/completion. Adding more technical CPL
options
Lessen degree time. Increased enrollment
More graduates faster
More non-traditional students returning to college as they will be able to take
fewer classes to get their degree as they will be getting some CPL credits
More people will pursue higher degrees, because it will be more attainable with
CPL. Personally, this would be a huge decision maker for me.
More students who may be able to graduate sooner since they won't need to
merely have a "butt in the seat" to fulfill is a competency that they already have.
Assists students who may have stopped out and now want to come back for
degree completion.
Nontraditional students would see a faster track to a degree with less cost.
Employers would benefit with upgraded knowledge for their employees.
Not very clear what you want to know here. Veterans - recognition for prior
learned skills
Opportunities for nontraditional students to save time and money
Particularly as economies are changing, CBE/CPL can be used to help older
workers make easier transitions to new career paths that use the skills they're
developed.
People that have worked in areas that they have proficiency can get credit for it
and have not had to attend four years of college. Increases enrollment. Graduate
faster, fast track programs for those students.
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Possibly attract more potential students that because they can shorten their
continuing education because of credit for what they already know.
potential to lessen time, increased enrollment, learning validation
provide students an opportunity to earn credits especially those adults who have
life experience. CBE might make part time attendance more possible work on one
area and complete move to next.
Recruiting more non-traditional students who would be entered to attend college
knowing they would receive credit for prior learning
reducing cost to student. Giving students rewards for experience. Adult learners
wont feel underappreciated
Students can have shortened time to complete degree. More degrees actually
completed
Students: save money, the opportunity to use the knowledge they have towards
degree. Institutions: get more students by opening up an environment to those
that don't have college ed. but were afraid to go/didn't have money.
This information needs to be better communicated to nontraditional learners.
Experience counts for a lot and not getting credit for it could take longer to
graduate and cost more money
To have a student complete their major by showing competencies for job
experience on life experience sets them into a better job sooner. Military
experience is a good place to start with assessment.
Transfer more credits from other institutions more flexibility with prior learning
make this easier to achieve for adult learners who have so much life and work
experience
Tremendous opportunities exist, especially for our adult learners and those
students who more easily demonstrate competencies
A focus on non-traditional students by offering more evening classes or weekend
classes. Also, a campus tour at 4:30 or 5:30 to allow people a chance to visit the
campus after work
A way to bring non traditional students to your university or college
Adult learners are give a level playing field which is a huge demographic
Adults going back to school won't have to go back to the bottom
Attracting new and different students that might not have otherwise considered
pursuing higher ed or training
Attractive to potential students. May lead to higher enrollment.
Awareness in adult population who may qualify. How do they learn about this
option and how it works?
Big opportunity in military work and recent increase in veterans. Privates have
more of this in place and we need to catch up to be competitive.
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CBE - may encourage those that have been waiting, have skills, to further their
education.
CBE and CPL is a great opportunity for our adult learners and also to bring folks
back to the system who have not finished their degree
CBE could be effective for certain fields of study (i.e. EE, IT, etc.). CPL military
training is easy to add - in their is usually a transcript. Others are more difficult.
Could attract students - get students through the process
could be very helpful for non traditional students returning after being in
workforce/military etc...
Could increase enrollment significantly
CPL/CBE may draw more non-traditional students. While these students may be
knowledgeable in real-life applications, they may not have the academic skills to
support.
draw a potential new pool on students. a very nice "talking point" for helping
prospective student know they are valued
Get people, specifically nontraditional students, into the workplace faster.
Giving credit for so much. Skill that we don’t give credit for. Insulting to adult
students
Good chance of bringing in more students if they don't have to start over and pay
for what they already know.
Good for non-traditional student.
Good ideas, hard to implement. Ensure there are pathways for ACE credits due
veterans
Good opportunity for nontraditional students
Good potential for mature adult learners
Great concept - need to pay more attention to military
Help out those of us who are older and have life experience
Help students that stop and start programs or change focus.
Higher enrollment. More focus on extending education with more than one
degree or item
Homeless vets.
Huge - especially with older learners who are either returning to formal
education or starting anew after a lifetime of non classroom education
I believe we need more of these opportunities for older students
I think CPL would be great when people have had training as other contexts such
as the military. I question giving people credit for having done something like
business. If these people take a business class they would grow by applying the
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theory that they learn to their own experience and they would become better
managers/owners.
I think there would be a lot more nontrained students coming in for continuing
their education if we can advertise and more efficiently - consistently
I think this is a very interesting idea that would be beneficial to students. I think
this would be especially helpful for older students, who have not taken courses
necessarily, but have learned through experience.
I think this would be a great advantage. So many "nontraditional" students are
seeking education or reduction, and they are on a different learning level than
incoming freshman!
Improved services for adult learners coming in with outside the classroom
experience, recognition of the increased non-traditional population and their
needs
Increase enrollment in degree programs
Increase enrollment. Create access to education. Savings on tuition.
Increased enrollment for people seeking higher level of degrees
Increased enrollment to degree completion, higher member of graduates
Large base of retirees who may return to college NOT seeking employment - but
enrichment
less failure and dropouts from students. Possibility for more students to get
enrolled. Less costs for students
Makes it easier for non-traditional students to return and finish degree
Market to a new group of people - sort of a "fast track"
Military & law enforcement
Military credits have been reviewed and I believe in place.
Military to law enforcement
More degrees. More students served.
More nontraditional adult students
More nontraditional students, more veterans, military attending our college.
More employer involvement possible.
More people may complete a degree and/or enhance their education
More students might be able to complete their programs
More transfer credits should be offered to vets, and other people in successful
careers. It's so hard and expensive to start over.
Need to take seriously non-traditional students and veterans around the LEPs
and life expectancy
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New candidates for student base because employees who would otherwise feel
disadvantaged in higher-ed compared to younger students would see their
experience and knowledge transfer directly to credit
opportunities to better communicate how educational outcomes reply in the work
world. Open up education for more individuals.
Opportunity for adult learners is great because we have so many of them as a
population
Opportunity to get more students through college degree programs
Possibility to attract more students that may not come otherwise
Potential for a larger student base and retention if a student can earn credits
through CPL
Provides more opportunities for adults who are going back to school -> they
won't have to start at the bottom
So many people have experience especially nontraditional students also have lost
work. That experience is better than book learning in some instances.
Students; job experience and military service that does not train can be and
should be included in one's credits
system and institution=enrollment faculty=? student= good feeling possible
retention staff=? employers=?
Taking the workforce committee back to college to gain more education to be able
to take their real life experience to school.
The more credit given for actual CPL work only increases the number of students
The opportunity to receive credit for prior learning should appeal to the adult
student. Could be a great recruitment tool.
There is definite opportunities for "returning" students, veterans, etc. to ease the
burden of paying for credits when could get prior learning instead
There is great opportunities for students who have a lush work experience to
advance to the selected career even faster
This is a great idea- seems to me this will need to be offered on a program/degree
basis. Some programs and degrees present much more opportunity to attract
students with non-college knowledge and experience.
This is critical for technical education and returning adult learners
To encourage more adults to continue or further their education, cheaper, it
solidifies concepts with the student that all of their life experience does count for
something
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Use CPL in key areas as admittance in grad programs as opposed to GRE which
can be a hindrance for older working adults that have been out of school for
years, but have been working in the related field
Veteran knowledge be accepted as credit for prior learning
Veterans
Veterans. People in workforce who've worked their way up. I think the process of
documentation can and should be facilitated by a faculty mentor in a for - credit
course we are piloting a model in fall 2015.
We would attract many more students (particularly non-traditional) to our
colleges and universities.
Military. Retraining workers. Advancing career and obtaining
bachelors/master's.
There are a lot of potential students out there who would attend MnSCU
institutions if they could get credit for prior learning. Need to capitalize on that.
Theme 4: Challenging to Implement
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This is good, just make sure evaluation is fair. How about students with classes
that are 30/40 years old (taken in the 70's)? There should be a way to mentor
that student so credit for that old class can be given (if the material has not
changed, say in math)
Giving credit for so much. Skill that we don’t give credit for. Insulting to adult
students
Good ideas, hard to implement. Ensure there are pathways for ACE credits due
veterans
I think CPL would be great when people have had training as other contexts such
as the military. I question giving people credit for having done something like
business. If these people take a business class they would grow by applying the
theory that they learn to their own experience and they would become better
managers/owners.
How to be consistent awarding prior learning credit. I think this is very
important. Could be frustrating for students. I have been trying to get CPL at
Metrostate however I never hear from the institution
I see the diversity of the education sought by each student as a challenge to the
cost of widespread implementation
Use CAEL system instead, don't create our own. Have MnSCU faculty become
CAEL receivers
Works well at DCTC. Don't know about consistency throughout system
I see possible problems in measurement. Who oversees? Who decides what is
valid experiences? Who will be ineligible in this conversation
OERG
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Mostly I like it as long as it not overdone (e.g. credits for anything)
college/ university do CPL now but there are issues when students try to transfer,
again trust issues
difficult for providing proof
difficult to provide proof
Especially in technical education according to industry certifications. I have
heard these/lamentations of not getting promised CBE from a military veteran.
He is very bitter about it.
Even with concentrated effort through a DOC grant, it is difficult to find students
interested, especially in technical fields due to concern of missing technical
information. Works better in nontechnical courses.
Great ideas but implemented will be challenging
Hate the idea
I am a firm believer that too much tech gets in the way of education. We have kids
that can use a calculator, but can't make changes in their head.
I am a staff member with a non-technical degree, yet I perform technical work
daily. The ability to certify my non-degree skills via CBE is enticing to me, but is it
enticing to my MnSCU employer to promote my CBE completion?
I do not agree with CPL
I think the potential is oversold. It is a lot of work for student
I think there are more options for career and technical education. I am not sure
how it will work for liberal arts/gen. eds.
It will take lots of time for people to get acclimated to all the new things
Measurement of skills? How do you develop criteria when there really isn't going
to be a lot of duplicate students coming in
more prep for students
My experience was that there was very little in the way of opportunities & what
was there had very narrow scope and application
Not many and it takes a lot of work and research to find them.
Not sure how I feel about this topic. Students graduate faster.
Prior learning would be very difficult to define, also socioeconomic status is an
issue.
Skills picked up may have holes in competency. who would be able to direct a
student who needs 2 or 3 items/ skills/ intuition that but not the whole class?
Stop saying students are #1. If you're not going to or stand behind what you're
claiming
Students need more information/education in the concept of prior learning
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The concept is good but requires time and resources to develop and implement
there must be some limitation on this idea not all course work can be duplicated
in other settings
There needs to be rigorous testing to be sure competency has been reached
this is a huge can of worms. I went back to school after years of working only to
be told none of it counted
This is critical! Work will be needed to get faculty on board. Private college and
universities are way ahead of us.
transferring CPL and CBE credits can be problematic. need to be more
competitive with proprietary schools
Tremendous opportunities but also tremendous barriers to overcome
very poor, unable to answer questions, unwilling to openly talk, you have to have
an appointment for everything
We have an opportunity for students to obtain credits for what they already know
well. But we need to do so in a way that does not end up "dumbing down" a
degree
We have them if you know how to look for them or who to ask. Need a more clean
cut way to get CPL accepted.
We have to carefully balance credits for prior learning with maintaining an
academic reputation
We've done CPL for years, used to do CBE, problem is fiscal stability
What type of assessment would the "rigorous" assessment be? Someone might be
knowledgeable and not take the tests well
Will employers accept this?
Theme 5: Costs and Affordability
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Savings for students. Ability for students to test out. Consistency across MnSCU.
Transparency for all student to know options. Focus on military students.
Nontraditional students would see a faster track to a degree with less cost.
Employers would benefit with upgraded knowledge for their employees.
Opportunities for nontraditional students to save time and money
potential to lessen time, increased enrollment, learning validation
reducing cost to student. Giving students rewards for experience. Adult learners
wont feel underappreciated
Students: save money, the opportunity to use the knowledge they have towards
degree. Institutions: get more students by opening up an environment to those
that don't have college ed. but were afraid to go/didn't have money.
OERG
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This information needs to be better communicated to nontraditional learners.
Experience counts for a lot and not getting credit for it could take longer to
graduate and cost more money
Increase enrollment. Create access to education. Savings on tuition.
less failure and dropouts from students. Possibility for more students to get
enrolled. Less costs for students
To encourage more adults to continue or further their education, cheaper, it
solidifies concepts with the student that all of their life experience does count for
something
reduce costs for students. value prior learning. build partnerships with
community. Free up classroom.
better education. More classes. Consistency. Decreased cost of degree
A wonderful way for students to gain credit for skills learned in past - to apply to
degree. Lessens financial burden
Able to gain credit for knowledge and experience saves time for students and
resources/ costs for employees in institutions
accelerate degrees, help students with costs
Accelerated degree completion lower cost
affordability and accessibility, reduce time for graduation, increase mobility of
students
All will benefit - students not wasting time and money in classes they already
know content from prior experiences.
allow people to be given credit for previously acquired knowledge without having
to pay money to relearn everything
award based of credit and degree reduce cost of degree
being able to get credits for prior learning and not having to spend as much
money to retake classes you really don’t need
credits for live lessons, reduce costs
Decrease cost of degree. Decrease time it takes to complete. More engaged
student focused on goal to succeed.
Decreased cost, less time spent in school, students have the opportunity to
demonstrate competency
Ease of transferability saving students time and money
Easier transferability. Saves money. Continuous improvement
enhance affordability and accessibility, reduce time to graduate, prepares you for
your career
enhanced affordability, retention
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enhancing affordability. Reducing time to graduate
Faster degree completion. Cost savings for students. Earning multiple certificates
and degrees. Employers benefit by hiring students with a broad range of
knowledge. Employers having greater stay in curriculum development or
program development
Faster school completion, less money spent during school, less future debt
faster time to completion. Decreased cost for degree completion. Less of a
disparity of learning needs in the classroom
Faster, less expensive path to a degree. A better assessment of skills for
employers, less redundant, make specific classes
Faster. Cheaper.
Getting a degree faster for what you know. Not paying for stuff you know.
Have potential to lessen time to reduce cost of a degree
Have potential to lesson time to reduce cost of degree. Students ability to have all
learning validity
I feel that this would greatly benefit students financially particularly if the
student is current employed in the field of study.
I think it will save money for both the system and for students
I would like free competency assessments for all students to take. Save students
time and money, save staff and faculty time.
If this can be universally designed and implemented it will, allow so many more
students to get engaged with higher education especially regarding access, lower
overall cost, time in grade, etc.
increase #s of students who may have traditionally felt they would be wasting
time taking classes they feel they already know. Students may save $ Employers
may have more partnership opportunities w/ MNSCU
Increased satisfaction of students by engaging then to save time/money for CBE
and CPL. Value students experience. Will build respect with students legislators,
and the community. Developing tracking of courses with help with transferability
and meeting degree requirements.
it lessens the cost and time of getting a degree and quickens the ability to be in
the working field
It saves money + time for students. Better use of resources, class enrollment is
open for students that actually need (underlined) to learn the knowledge and
classes aren't full of students that already know the material.
It will save the students time and money in completing their degree if they
already have prior knowledge in the area needed for completion.
Less barriers and cost to achieving degree
less time in school, cost effectiveness to being able to get more education
OERG
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Less time to reduce cost of degree. System expertise is acknowledged
lessening student bills by ensuring they do not take unnecessary classes. better
identify what each student truly needs for success
Love that you can lessen the time and cost, if you already know and can test out
and earn credit
Lower costs for students by either allowing life (work experience) to count
towards final graduation credits. Employers can benefit by providing employees
with additional training to up skills
Lower costs, more experienced students, sooner to graduate rather than later
More students can save time and money in completing their degree. The process
should be uniform and the credit should be accepted at all MnSCU colleges
Potential credits for volunteer experience, cut debt, reduce time for graduation
potential lessen time to reduce costs. Meet workforce demands
provide a seeable completion with money being an insion many household. this
helps to assure prior learning and experience and use it creditably
Quicker entry into workforce, less stress, less financial costs for students and
institution
reduce time to degree, saving $$
saves students time and money
saves students time and money
Saving of money for all concerned, eliminate unnecessary repetition of learning
Savings of time and money for students. Faster degree completion. Portfolio
option may help graduate articulate skills to potential employer.
Shortens time to degree. Resulting in less cost to student
Shorter college-time saves money
Spending less money on credits where learning material previously learned
would take place. This would prevent people feeling they're wasting time and
money on a class
Streamline process for students and save student money
Students - saving time (underlined) and money (underlined)! Employers - being
able to train their employees and know it'll go toward their college credits (even
an incentive to stay with the company)
Students can earn credit for what they already have experience in. Students could
reduce the cost? The time it takes for them to complete their programming
Students can earn enough credits time for less
Students can finish their degrees faster for less of the cost
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Students can save time and money (loans) for education they received through
job training
Students do NOT have to go through classes they already have been in at another
organization. They don't feel like they are repeating something which would be a
waste of time and money.
students have potential to lessen time and reduce cost and degree
Students have the potential to lessen time and reduce cost of a degree. Get credit
for what we know and already learned
Students have the potential to lessen time to and reduce cost of a degree
Students in and out with degree/skills in shorter time and into the workplace.
Increased skills for employee workers. Cheaper for students.
students would spend less time money on schooling
Students wouldn't need as many credits - less loan money needed - lower default
rate
Students: receive acknowledgment for prior learning and have money.
Employers: get candidates who had access to other opportunities because of
credit for prior learning that allowed them to take other classes. Faculty: don't
have as many students who are upset because they know the content already
Students: save time and money. take courses at appropriate level. Institution and
system: better completion rates. Faculty: Not teaching students who are bored
with things they already know the content
That students get done sooner and save money
The system and faculty don't need to spend time teaching people what they
already know, allowing time for more improved education. Students don't waste
money on what they already know, and employers can hire certified employees
sooner, with a larger base to work from.
To help with affordability and access to the right classes to decrease time to
graduation and further on to higher degree
We can "test out" without having to spend $100's and time "learning" what we
already know so we can be certified and get a job
Yes! So now we don't have to take classes where we already know all the
material? Sounds like an awesome idea, and we can spend that money and time
learning something we don't know!
affordability reduction time more productive
Benefit for students - less courses to take/time savings/money savings. Faculty learn also from students how application of course work is shown - maybe learn
from students also
Cost/time savings for students. Reduced frustration. More student engagement
in the classes they do have to take
OERG
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Decreased cost for students. Decreased opportunities for feeling connection to
individual schools - impact future giving/partnerships
Education may become cheaper
Enhance affordability
Enhance affordability and accessibility
Fast track for students lower cost
Improved access to multiple methods of assessment. Lessen time and reduce cost
It gives students the chance to prove prior knowledge and save money and keeps
less burden on faculty and staff having to teach extra classes of information that
they already know.
It is great for students that have the time and ability to do it. It saves money in
the long run and maybe a little time
it'll reduce cost
Lower cost. Access to more classes
Lowering of overall schools costs
more affordability
more affordability increase in graduation rates better career opportunities
more money
opens potential for all adults/ students to earn a degree. lower cost for edu
People don't spend money learning things they already know. Great idea!
reduce cost
Reduce costs of education for students
Reduce education costs - we already have the opportunity for students to
demonstrate competency and be awarded credits
Reduced cost for students
reduced cost of a degree
Reduced cost to students
Save money, share skills
the cost that is reduced and help students in their career
We need to have more available practice of this and knowledge of it. This could
save students lots of money
well for the CPL and the credit for prior learning is reduce the cost
Do not waste or money
Theme 6: Confusion
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OERG
Works well at DCTC. Don't know about consistency throughout system
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Skills picked up may have holes in competency. who would be able to direct a
student who needs 2 or 3 items/ skills/ intuition that but not the whole class?
What type of assessment would the "rigorous" assessment be? Someone might be
knowledgeable and not take the tests well
Will employers accept this?
Not very clear what you want to know here. Veterans - recognition for prior
learned skills
system and institution=enrollment faculty=? student= good feeling possible
retention staff=? employers=?
For people to be able to learn or continue learning when every from different
schools. I don't know - I can't keep my mind focused on the info.
Recognition of the students' previous ed. efforts. I am unaware of many
opportunities here?
doesn't have a clear understanding of questions
explain
I am not really certain
I do not fully understand this because I am not an adult learner
I don't fully understand what you are recommending. Should all credit for prior
learning my credit? How will you communicate what does and does not count to
students.
I would like to know how the desired future state will be achieved
I'm not sure I understand the question
I'm so lost
Initial costs? Where does funding for set up come from
Need to address if or how this pertains to graduate education
Not sure, I see the value in this but have no idea how it would be implemented. It
is great that a team has been assembled to look at it..
Staff and employees are unsure of what credit for prior learning is already
offered. Information for prior credit is only housed on adult student areas of the
website, when it could potentially be for all students.
What is the benefit of taking a certain program/degree at MSU? Can programs be
distinguished and recognized? This seems to be one size fits all.
Will these CPL opportunities be public or does one need to seek them out? Will a
list of CPL options be openly listed?
Theme 7: Other
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"Testing out" the MNSCU system itself requires degrees from job candidates that filters out a rich, diverse population of highly effective, motivated people
OERG
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who are great thinkers, analyses guess, detailed oriented to exceed expectations
at the system or college level
Standardize curriculum across the state using best practices from across the
country. Allow the more experienced or more advanced students to learn more
advanced technology by not needing to relearn what they already know.
? Vague
Advance knowledge
advertise testing options
Agree
All areas - I love this idea!
All the for-profit college do it. Yet we ignore it.
Allow students to focus more on goals, and staff to teach more enthusiastic
students
Are the degrees that incorporate CBE for the end result defined by students?
As a leader in this area the university should dramatically expand how we market
and tell our story. CIS is an important college for us.
Assessing prior learning in time consuming and expensive. Any paths for
streamlining the process.
Benefitting more than just the students
better advancement in employment, better jobs
better education, 1 on 1 teaching
Better information to student on availability
Better jobs
Better jobs
better jobs
better jobs
Better marking of program. More information, clear cut guidelines
better prepared
better prepared
Bridge the gap between those willing to work and those who need certain skills
from employees
Broader based commonly used (across MnSCU) tool to analyze past experience.
Build on people strengths great ideas and much needed
Business degrees mainly
CBE is available in some classes.
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Chances to improve knowledge and skills for the job and to serve students/users
better
CL would help people from diverse backgrounds apply other skills, experience,
and education to meet employers' and workforce needs and improve livelihood
Competency based may work well for developmental courses. Require students
to only focus on areas that they are deficient in. Supervision of CBE must be
faculty based.
Concept is good
Conferences and lectures
CPL - strong options at some campuses. CBE - very limited.
CPL could perhaps be more 'accepted' is the guidelines were clear or if it aligned
to specific training or PD initiatives rather than just time in a particular role.
There are some clearly defined, high quality training programs and systems that
would align well to CPL but now it feels too much like "Wild West"
CPL more credits CBE better way to measure
CPL seems a poor fit for liberal arts, CBE seems a better fit
creating a standard for CPL especially for CTE programs.
current state, desired future state, benefit to student
currently very late
Currently, there is very little opportunity. If strong guidelines are created,
opportunities for CBE and CPL should grow.
DCTC has opportunities and good staff helping. It needs to be more on the radar
for register.
Depends on the content - would like to exemplary practices
Different prices in schools. "Better education" depending on where you go.
Pushes instructors to teach good and do the best job they can. Their students
scores will reflect on that. The people are still being just and we don't need all the
training we get
different ways of learning
Easier access to resources
Easier for people who learn in different ways.
Employee who have all on the job training with no degree.
Employer can select based on competencies
employer opportunities, internships
For-profits have used these concepts within their own interests. A proper and
rigorous version of CBE/CPL allows us to work with the current awareness and
interest but maintain integrity
Force a higher standard and competitiveness
OERG
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OERG
Gain knowledge
gain knowledge
Going further with what your degree is intended for
good
good
good
Good and necessary but should be limited to a percentage of the program (similar
to residency credits to P/NC policy)
Good for students to get out and work and good for employers
Good growth area. Necessary to "do it right"
good idea
Good job employment
Good right now, but a more thorough follow through
great education
Great for students. A common policy and procedure is great for the staff dealing
with this.
Great idea
Great idea for professional skills
Great work
Greater grad rates
Have "magnet" colleges focus on this model in our system
Have program ready for students, make courses more interesting for students
who already feel competent
Having to learn more and going above and beyond and we needing to learn about
things we will see out in the fields
Help students understand more, even though students don't want to or
understand of what's going on
higher pay jobs. It can help track records
How is CBE/CPL related to being more competitive in a global and diverse
economy? It isn't
How many students are involved? Are there steps allowing the program to gain
individual certification so students gain motivation to keep going but if they have
to stop they have certification to come back to keep going with the program
Huge but not as big as transfer ideas
I believe many students would benefit from CPL and teachers would be teaching
people who need it more.
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I believe the opportunities are grand and would benefit many
I didn't drink any coffee today, I think I am dying
I don't know how many ways I can say "simplify" and "specify"
I don't think there is any except for getting more knowledge on English and Math
I feel like there are opportunities such as making things easier to work. Making
people easier to work with.
I feel that they do a good job
I feel we have a large percentage of professional workers without a degree. These
would all be opportunities.
I see endless commercials from Kaplan promoting how they are doing this
already - which means we are already late to the game make this happen
I think CBE and CPL are wonderfully connected to HTC. One opportunity would
be reaching out to employers who much want to articulate agreements
I think the benefits listed mirror the great opportunities that faculty, staff,
student and employers would be open to
I think they are helpful
I would be really interested in identifying key workplace competencies
I would like to see a program totally devoted to work ethics. A program that was
actually focused on practical time management. When do I really need to get out
of bed? Is it really necessary for me to abide by all the rules. What is really
important to the person who is hiring me? How about a class on honor and
humility? How do I express myself in a positive way? (without the F word)
If done appropriately can benefit students
If we don't do it the privates and for-profits will.
If we have CPL do we need CBE
Include employers heavily in the design of this process
increase awareness is critical and should be a focus all the tech in the world wont
help if people don’t know about it and how to use it.
increase them
It allow great opportunities for student the way that will make semester seamless
It gives them a chance to learn on an enhanced setting, and gives them a more
advanced approach in their current learning style
It is called CLEP testing support and embrace.
It is not readily available for the students are being punished for having prior
knowledge and literally must pay for it go on a paper
It prepares students academically and increased opportunities for teachers and
students.
It will allow us to compete with the giving number of "online" colleges.
OERG
273
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OERG
It would make life easier
It's a good idea
It's about time - Let's get started
jobs
Keep promoting Pearson Vue certification testing to students, staff and faculty
Knowing how we can best prepare students for what businesses need and want of
our graduates and better partnerships.
knowledge base
Knowledge based
Knowledge of completion timeline
Leadership development
learning aboard… partnerships/internships
learning more for your future job
Less people in the classroom to give everyone equal opportunity
Limited number of student available
little need better transcription. system office should take the lead on this
Look at class "fill" rates if Act 101 is full at one campus but has open spots at
another, it doesn't make sense to open another section
Lost potential students that have PL. They don't want to start over
Lots of opportunities
Lower division/upper division no tuition waivers text. PD's have knowledge,
skills, and abilities all leading to experience.
Maintain integrity
Maintaining a strong principle of faculty review, as course learning outcomes and
skills/knowledge preparedness are listed, a validation list could also be
represented for self-review: assessment to point when a person needs additional
education
Many self-taught and work-based learners are able to formalize their studies
Mastery exams well available for course the document achievement of at least
80% of the course outcomes for non-lab/clinical course or those not governed by
agency and mandated for certification or licensure
Meet the 74% state of all jobs in MN requiring post-secondary credentialing or
certificate
Metro is a leader and should drive this initiative
Metro State. DCTC have some
more funding for faculty to assess competencies
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More hands-on learning
More internships
More knowledge to share with others. Range of possibilities for students
more opportunity for people
More opportunity to learn.
More options
More prepared for first job vs. textbook learning
More prepared for job based learning versus book life
More students returning will come to us instead of the for-profits that are
advertising these options and we are more economical
more water
MSCSA/co
new jobs
None
None
none
None aware of
None for good faculty.
None for me
None for me
None that I know of
none that I know of
Not all learners learn best in a classroom environment - take education to
students
Open lines of communication between educators and employers - should help the
educators provide the theory and experiences that will help the graduate be
successful in the workforce
open potential for all students and adult to earn a degree
Opportunities - stay competitive with online and for profits who are moving to
competency-based education
Opportunities are endless
Opportunities to assess the efficacy of CBE and CPL
Opportunities to ensure learners are in the right place and manage progress
efficiently
Positive opportunities all across
Possible views on students who might excel and who might need extra help.
Prepared for your first job rather than only textbook learning
presentation of work in classes
OERG
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Real life knowledge/experience of these students can enhance the educational
experience for all students especially within group projects
Recognition of skills gained thus far will allow students to have more industry
related skills relative to actual positions.
Retention for students, selling point for institutions. Raises completion for
employers needs. With retention of students they will take more classes (seated
or otherwise). Meets AOE standards. Collaborates with CAEL
Save room for these students that truly need the class
Seems like a good idea that would benefit a lot of people
Seems like more faculty would be qualified to teach outside of their discipline if
CBE was used. Whatever their masters or PHD qualify them for.
self-preservation
Should be more
Simplify the process. Eliminate gender assumptions - tie everything so AS# not
name/change of name.
simply the articufion process is huge
So many - we have so many students who could benefit.
Some students to have skills already but its been my experience that the skills
may be duted and some daily is in order. I could see giving partial credit for a
course.
Staff can get more information about what students know. Students know where
they rank.
student
student have access to multiple methods at assessment
Student preview classes, training and development
Students and staff happier because students don't think classes are pointless
Students can be given more opportunity to get credit for knowledge they didn't
learn in a classroom
Students currently working while going to school. I.e. Biology majors that work in
hospitals, in microbiology labs
students have a wide array of options
Students need this opportunity and it needs to be easy to pursue. Not convoluted.
Students to go at their own pace
Students to work force faster
Students will be able to learn better and reach their academic needs. 25 times
more likely to graduate.
Students will get hands on training
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Taking the same class over in a programs that are so similar and not gaining
anymore knowledge.
The benefit would be to students that have taken the initiative to learn outside
college walls
The future
The opportunities of CBE and CPL open up education and desire to learn. It also
eliminates more discrimination against people, whether students, faculty, or
institutions with different abilities
The whole gamut
There are a number of industries in our area that provide CPL and CBE - we can
help these students in a way that other area schools are not addressing
There are classes that may be a hobby (like marathon training) that may be
popular to the area HUC/NUNA classes offered. No/little waiting list. Even the
community can do training. It's open to everyone.
There are fewer stakeholders
There are huge opportunities. There should be synergy with the ED Tech Groups
in such areas as learning management systems (e.g.) D2L that support these also online in structure and hybrid (blended will play a huge role)
There are many opportunities...
There are opportunities to learn more.
There are some competency test available mainly for placement.
There needs to be revenue from the assessment process. Avoids opportunity cost
for students by being in college less time
They bring opportunities
This can give credit to student from high school to college
This could be evolutionary for the institution
This is good stuff. I would encourage us to start small, create some victories =
trust, and then build. You need faculty champions.
This is one of the most important areas in my mind. I think this is so important
for our students and for the state of MN workforce.
This needs to be advertise better to staff and students
To achieve college level academics to prepare students for college
To be more hands on and involved with the students
To have them ready and prepared
To learn and understand better
To learn more
To make it student focused (not faculty focused). Compensate faculty for review
in a systematic way
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To maintain and put students where their education and knowledge takes them
To not fall behind
unemployment agencies could match skills of laid off people to credits
Use Metro State's. Experience to develop a system for competency. Include
"competency" evaluation with grading
very good
Very good idea - how do we collaborate with employers to help their employees
earn a credential?
Was doing this 20 years ago for my adult students in another state. Meant a lot to
give them "assist" for what like expenses and competencies they brought to the
academic experiences.
we can learn for ourselves rather then just for a degree
We don't have a choice. In order to remain competitive, we have to figure this out
and embrace it.
We get more people into our ...credit. e.g. 60 credit degree, 10 CPL credits could
lead to 50 full credits
We need more - now too much duplication
well stated by posters
When needing specific # of credits in a program for accreditation of program will
help keep within the numbers.
Wherever the job market has low supply
Wide array
Will bring in and enrich program majors with collaborative cohort type
programs.
yes it would help a lot specially accumulated credits
You know why I am here
??
CBE - use skills directly in various work fields. CPL - can check student's
educational achievement from fields
Lower entry lists to new students
Trades have ample examples - look AWS, SONE, ASME, etc.
I strongly believe in credit for prior learning. OJT is good for a student.
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Question 2: What are the potential impacts of CBE and CPL for
the system/institutions, faculty, staff, students and/or employers?
Theme 1: Facilitate Degree Completion
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A measure of students training & more accurate curriculum to meet the needs of
professional organizations, employers, & technical workforce.
A model measure of competency that as recognized as being equivalent to format
coursework
accelerated graduation
Additive work on behalf of students to "prove" what they already know
Again, more or clearer understanding of the potential of every individual so as to
be better directed towards personal and professional goals
Allows for people to really in a myriad of ways demonstrate knowledge, Just
make sure we allow for students to demonstrate their knowledge in multiple
ways.
An encompassing system of Student Learning Outcomes assessment would
supply what students are expected to know after a course or sequence. About
currently offered courses.
Any positive - I think recognizing previous employment/training makes sense
Assess learning, credential learning, recognize learning, articulate learning
assessment of competency level
Being able to complete your degree
Being objective in assigning credit for prior learning
benefit for students to succeed and want to put effort getting a teacher
certification for instance.
Better suits people who may have difficulty understanding taught concepts
Better time frame for getting a degree
CBE and CPL should help students transfer between schools in/out of the system.
Potentially higher load for faculty in CBE but also more rewarding experience.
Students should benefit more both CBE and CPL. CPL may shorten time to
graduation and make education more affordable. CBE leads to smarter students.
Employers will benefit from a more knowledgeable workforce.
CBE could access to upper level courses at 4 year
Colleges may lose money via fewer credits, but they will better serve students and
the workforce. It will take extra staff time to care and dig into individual
situations, but the pros outweigh the cons
competency credit, competency/prior learning credit
ease of transfer
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279
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Ease of transfer ability
Ease of transferability
Employees demand CBE! Degrees and hours mean nothing if skills not there.
Employers fastest introduction into the workforce
Employers see benefits of sending employees back to school because they can get
out faster so less money
Experience in the field is very important
faculty and staff could not waste time with students who already know the
material. Students could graduate faster, and employers would get new potential
employees soon
fast way to finish college
Faster and easier transfer
Faster grad rates
Faster graduation
Faster graduation rates
Faster pace of earning your degrees
For student this could certainly accelerate their degree
Get credit for life experience. Shorter time needed to complete degree
Gets people out of school faster. Helps teachers with not having so many
students.
good helps things be easier to pass things you already know
having people get degrees quicker
Helping students finish on time
Helping students get credits easier.
Helps with students ability to transfer credits
higher degree completion. Students and faculty wouldn’t waste time covering
materials students already learned. Degrees completed quicker and employers
getting new employees quicker
Hopefully a vested interest from students to complete a degree because earned x
number of credits for stuff they already know.
I believe getting CBE and CPL would increase desire for students to take added
class more than a loss of classes they wouldn't take due to getting prior learning
credit.
I think allowing to bypass courses that they are experienced in will base the
workload and make students want to take courses even more. It's a great idea.
I think it would encourage more people to complete their degree
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I think it would streamline the acquisition of a degree and entering workforce
sooner
Impact could potentially help many students complete degrees that they started
and stopped out on over the years. Working with employers job skills could also
be shared and help schools
improve student portability of credits earned
Improve student portability of credits earned.
Improving this will limit having to repeat already completed areas of expertise students get done more quickly
Include liberal arts - If a student can pass a test on history - give them credit, not
just placement
Inconsistent training (possibly). But could also improve retention rates as
students feel more empowered a they are progressing faster in completing their
degree
Increase in attendance and graduation
Increase in graduation rates
Increase retention. Increase grad rates. Increase student satisfaction
Increased retention and completion
it actually helps students in a way that will help them with their career
It will help people who already know things not have to pay to learn what they
already know
It will make learning easier for people & more accessible
It will make learning easier for people.
It would decrease class size but improve graduation/retention rates
It would make it easier for students to get a degree
Job satisfaction, ability to move easily get degrees (required for promotion)
Larger incentive to go to school and it will not take as long or be redundant
Learning CBO- CPL prior learning
Less intimidation for those in the workplace to come to get credit for things you
know but did not take a class in. many skills and knowledge are learned another
job. Faster degrees. positive student experience. less loans/ funding needed
Less overall costs taking classes to graduate. Apply new skills sooner out in the
field.
less repetition of unnecessary education
Less time at the institutions. More time in the workforce. Additional education
with another perspective.
lower enrollment, higher graduation rates, faster graduation times
Makes it easier for students
OERG
281
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Many students will get done with college quicker
maybe less credits, but more focused, but student hit workforce sooner
More efficient time spent in school in necessary classes instead of unnecessary
time spent repeating classes
more graduates
More graduates
More people may be willing to continue their education if they know that they
won't have to take classes with material they have learned through experience.
More people using this and transferring rather than starting at a four year school
more satisfied students, better graduation rate if students are in courses they care
about
more students towards graduation when they aren't doing tedious work
More students utilizing this path to obtain credit
more students would graduate on time or faster. more people would be
eliminated so they can have more job available in the future
Need to have ability to have assessment tools that work for Somalis - whose first
language is not English. Need to have an orientation process for each college that
includes information such as CBE/CPL/transferring so students know up first
what their options are. Majority of CPL could be done in online format - but short
course time slots should be available for in classroom testing.
Not having to start fresh every time. Benefits for students
Not starting from the beginning but from where you need to be
People will transfer
People would graduate sooner
Positive impacts as the students would not need to start from scratch
Positive: Get more people through faster, Faculty advising students who might
not have attended
possibilities to accelerate
Potential decrease in time to completion for degree
prior learning and faster awards
Put students through the system faster
Quicker and higher completion rates
Recruiting, retaining, and graduating students. Not keeping them. Giving
students the option to show what they know other than a test.
Reduce time to graduate. More transfer credits
Reduced time to degree. Better prepared workforce in MN
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Reduction of credits needed for graduation. Colleges and universities will have
fewer credits to sell.
Retention and faster graduation
retraining, continuing ed., certification, specialization, a currently/contemporary
educated workforce
shorter time in college. Less $$ from developmental classes and into classes but
more degrees
Shorter time to completion of degrees for students. Higher completion rates for
institutions
spending less for classes you already take
students can meet and complete their needs within our system
Students have improved access to multiple methods of assessment and CPL.
Complete academic goals
Students have improved access to multiple. She deals understand ability to
articulate competency. opportunity for innovation for faculty staff
students improve portability of credits earned
students recognize for skills they have from work experience or other learning.
Move through school faster
Students will be able to move through schools better and institutions might be
able to retain more students
Students will be more prepared for the level of education college provides and
achieve credits through experience
team building, prior learning
The ease of transferability should make things smoother for everyone involved
There are freshmen CS majors who are already accomplished coders, designers,
etc. to allow them CBE and complete their degree faster just makes sense. You
can currently test into Spanish or German 300 level courses, why not apply this
same mentality to other colleges when students can demonstrate show their
programs?
This could help students finish their degree at a faster pace
We can easily choose credit for life experience without standards
We will enjoy learning new things. Instead of having to take classes that you
already know
Well, it won't make those who have real life experience have to take classes in
redundant information. So faster graduation rates.
Would be nice to shorten school time by testing out of classes already learned
Would definitely show proof of competency and that a course wasn't necessary
for the student in question
OERG
283
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Assessment and standardization
Changes to current curriculum. MORE testing to see what a student already
knows. Develop Consistent assessment (underlined) tools
Common transcript, and/or common transcript entries all campuses use - XXX
course numbering to designate CPL
Developing a system in which we can accurately assess and evaluate prior
learning in a consistent manner across MnSCU
Guidelines would have to be very clear and credit awarded very consistent across
the state
How does an institution prove that one is competent enough to receive credit for
prior learning
How is CBE and CPL transcripted? How can it be uniform system wide?
Integrating into the core of our curriculum design, delivery, and assessment of
learning. System policies and procedures to support transferability
More intense students needing less time to complete degree campuses need to be
the same for credits.
Need to develop a statewide acceptance policy and agree to value prior learning
Seamless transfer across institutions
stronger leaders-more seamless transfer-competency give a better view to
employers as to how employees with fit into their workplace
Student: Reflect on learning -> self-assess learning -> articulate learning.
Faculty: Recognize learning -> assess learning -> credential learning
The collaboration and multiple methods of assessments
Credit for prior learning has potential to engage more diverse students and older
students
Enrollment, ease of transfer, quicker time to completion
Faster learning opportunity for older students
Faster retraining for workers and reintegration of military members returning
from service
faster time to completion will attract more students to the MnSCU system and
away from for-profit institutions that do very well with CPL
For students, school would seem more "in reach" if they have prior learning or
experiences. Adult learners might feel more comfortable going back to school.
Higher enrollment & higher grad rates if people know they can move through
their program quicker.
I believe the CPL and CBe can drive enrollment growth because they make the
degree path a little shorter
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Improved methods of assessment. Ease transferability. Increase enrollment.
increase recruitment retention and grad rates
Increased enrollment, faster time to completion, more educated, credentialed
undergraduates
Increased enrollment. Faster completion more attractive to adult students
More students going to college, less duplication with learning, less time spent
getting to graduation, quicker access to jobs
More students returning to college with less time to completion
This would help institutions gain more students, students will get credits faster so
they can be desired by employers who need work.
To allow older adults to get their degree fast
To lesson time increased enrollment
We stand to gain much and compete with for profit institutions. Great for older
learners. Offer multiple methods and cross walk competency exams with CPL.
More students, greater partner collaboration, easier path to a degree.
Students - reduce time to graduate, have an learning validated, and increase
enrollment. Faculty - have opportunity to innovate, collaborate across
institutions
"free" credits. Non-uniform education of graduates
"testing out" of a program because you took it already but in a different program
but then not learning what you need to know
comprehension. Could be lost by students on subject matter. They test CPL with
enrollment @ universities may decline, costs may rise or fall to complete
I think improved CBE and CPL could really help speed up graduation time for
some students. It may present some challenges on the assessing of prior learning
though
I think students should have the opportunity to earn credit for prior experience,
but I don't see how the implementation would work with the current system.
Judging what is competent seems difficult and very subjective. I see many
arguments from potential students
Less bodies in seats which could affect tracking of completion rate and
effectiveness of institutions ability to educate. Someone will try to test out
everything; obtaining a degree by life experience alone.
Less money for institutions. Faster credit/degree for students. Students need
guidance
May cut the number of classes a student needs to take reducing money the
colleges receive
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285
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OERG
Maybe a challenge to establish guidelines about how to assess - could be staff
intensive certainly personalizes education process & expands opportunities for
students
Needs to be structured and rigorous. Requirements clear.
No clear cut system to indicate what qualifies and what doesn't
Obvious loss of revenue due to lack of credit-taking individuals. Could be
rewarded by a pay per credit system, but doesn't waste time
Reduced time to graduation. Reduced credits by institution. Potential for reduced
degree credibility
Some courses may decrease in enrollment due to credit being given. I do
however, fully support this initiative having been in a situation where my prior
learning and experience far exceeded the courses I was required to take to earn
my degree
Greater access for students - may be somewhat difficult to/for faculty to place
students. This would be reflective by the "uniform" testing
they need to be in agreement of what they can accept otherwise a student could
have one school accept it and then go to another school and they might not accept
it
Less revenue for some credits but higher enrollment as students want be
discouraged by repeating learning
As the display says, I think this will save students time and money, which is
important for and to college students!
Classrooms will lose students, the academic process will be easier to access and
complete for those who are able to do so. This will be treated financially and
immorally if not simplified and made more available.
Could bring a great amount of time saving to students, staff, and faculty
Ease of transferability and mobility saves students time and money
I love that they have potential to lessen time and reduce cost of degree!
I was able to use prior learning through metro state 1st college. This saved me
time and money
Increase graduation rates, more students going back to school because cost will
decrease related to number of required classes
It can save time & money in all areas -> may promote further education and more
potential to increase the workforce. Better accessibility/flexibility may improve
attendance at institutions
Less time and money students will have to spend on their education. Getting
them in the workforce sooner
286
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Lesson time and reduce cost of degree
Lesson time and reduce cost of degree
More openings in classes for students that are not competent in those course.
Degrees cost less money and time to achieve
More students with degrees, lower debt and less time in college "repeating" a skill
they know
People will spend less (or none) on courses not needed. Get to work sooner. Move
more freely between colleges and workplaces
Potential lesson time. Reduce cost. Increase environment. Transferability.
Mobility.
Reduce cost, validated learning
Reduce time to graduation and degree requirements to satisfy and cost
save time and money
saving our time and money when transferring
students = reduced cost/time and degree, institution/employees/students
varying degrees of preparation
Students graduate sooner and with less debt. Faculty can be seen as positive
facilitators of prior knowledge
students have the potential to lessen time to reduce the cost of a degree
To lessen time to and reduce cost of degree
Work, time, money
Employers: more workforce :) quicker. Students: cheaper ed. (because they can
take less classes that they already know info
Enhances affordability and accessibility, Increases recruitment, retention and
graduation rates, Reduce time to graduation, better alignment to workforce needs
and career preparation, Increase mobility of students and integrate their
experience across institutions
Increase awareness, enrollment faster completion, cost to students
Increase enrollment, build community relations especially with employers, save
students time and money (help them pursue further degrees), and drive more
customized training programs
Savings of time and money. Students who are traditional may feel "left out"
because they start at "ground level"
Decreased tuition but increased respect. CBE and CPL initiatives are frequently
looked at through a lenses that you must know all outcomes of a course and not
80%, etc., versus could the student get credit for what they know and pay to learn
the things they don't know.
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287
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Positive for students as it will/can reduce costs, time in class and away from
making money. Potentially negative for institutions as enrollment may decrease
in some courses
Allow students to finish sooner reduces cost - consistency will be an issues unless
there are clear policies and assessment available system wide. Don't have a
campus by campus approach
Students move through faster. Perhaps less consistency in education/what degree
shows. How will people be compensated for assessing students' prior learning
How is the CPL evaluated? Will it be the same and consistent for all?
awarding credit when students know part but not all of the content? Ex: 3 credit
course, student proves knowledge of 2/3. How do you enroll, charge, adjust to
provide 1/3 of the course.
How will this transfer to a degree? BA, BS, AA?
How will tuition be determined? Who determines the equivalency? Should be
faculty deterring CBE and faculty should be paid for time spent.
Attract more students and allow them to graduate sooner
Increased enrollment
Get you into workforce faster
Better retention and graduation
Could lead to higher completion rates across the system
Theme 2: Collaboration of the System
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Assessment and standardization
Changes to current curriculum. MORE testing to see what a student already
knows. Develop Consistent assessment (underlined) tools
Common transcript, and/or common transcript entries all campuses use - XXX
course numbering to designate CPL
Developing a system in which we can accurately assess and evaluate prior
learning in a consistent manner across MnSCU
Guidelines would have to be very clear and credit awarded very consistent across
the state
How does an institution prove that one is competent enough to receive credit for
prior learning
How is CBE and CPL transcripted? How can it be uniform system wide?
Integrating into the core of our curriculum design, delivery, and assessment of
learning. System policies and procedures to support transferability
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More intense students needing less time to complete degree campuses need to be
the same for credits.
Need to develop a statewide acceptance policy and agree to value prior learning
Seamless transfer across institutions
stronger leaders-more seamless transfer-competency give a better view to
employers as to how employees with fit into their workplace
Student: Reflect on learning -> self-assess learning -> articulate learning.
Faculty: Recognize learning -> assess learning -> credential learning
The collaboration and multiple methods of assessments
More students, greater partner collaboration, easier path to a degree.
Students - reduce time to graduate, have an learning validated, and increase
enrollment. Faculty - have opportunity to innovate, collaborate across
institutions
Greater access for students - may be somewhat difficult to/for faculty to place
students. This would be reflective by the "uniform" testing
they need to be in agreement of what they can accept otherwise a student could
have one school accept it and then go to another school and they might not accept
it
Allow students to finish sooner reduces cost - consistency will be an issues unless
there are clear policies and assessment available system wide. Don't have a
campus by campus approach
How is the CPL evaluated? Will it be the same and consistent for all?
How will tuition be determined? Who determines the equivalency? Should be
faculty deterring CBE and faculty should be paid for time spent.
A more inclusive university with greater opportunities
A system wide process would greatly help students. Consistency, portability of
CBE, CTL among MnSCU list.
All positive. But CBE/CPL must transfer the same as an on campus credit.
closer connection and collaboration between colleges and employers. I see this as
a good things.
coming up w/a defined way for credits…. I see that as a difficulty for faculty to
agree upon curriculum standards systems wide.
Consistency - system office should determine some course equivalencies (i.e.
military classes) so consistency is maintained
Consistency across MnSCU institutions
Consistency amongst institutions
Consistency in how these things are delivered and transcripted would benefit all
Develop and implement a system wide policy
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OERG
Faculties will have opportunity to innovate and collaborate across institution
(more diverse)
Great - we need a system recognized for awarding CPL, I would love to see center
of excellence develop CBEs to be shared with all campuses
greater integration of CT/CE and greater value to students and stakeholders
Helps how system with implementing class schedule and courses for students
and faculty, therefore increasing class space and adding staff
I feel the impact would benefit systems especially for faculty and students,
because they would receive education designed for the student. The faculty
wouldn't have such a wide range of learning curves.
If everything competency than the criteria must be clear and universal
Keeping the process consistent across all boards can help students be more
involved
Need for consistent assessment guidelines
Need process within the system to recognize judgments of sending/evaluating
institutions. Parallel to LEPgoal area judgment. Student will need to understand
the academic frame. Faculty need time/load to teach this.
One impact might be greater participation in the learning process. Another
impact should take into account standardization.
Providing for equity of CBE and CPL across MNSCU
Standardization for seamless flow, better efficiency. Fewer headaches for people
dealing with records on multiple campuses
They collaborate across institutions
They should be designed to same as a structure, but need to be unique to diversify
the schools to show appeal.
This will eliminate student confusion and brand one degree in a subject that can
be shared with all of the institutions
This will require faculty to stay relevant to the experiences students are having
outside the classroom - this is not always the case currently!
Transfer between MnSCU colleges or on an individual school basis? (*3 concept?)
could have more enrollment, institutions could struggle to find fair, consistent
process for prior learning
Staff & faculty will need to gain knowledge about CPL & CBE. A college staff will
need to lead & make sure of academic integrity. Potential students may be
motivated to attend college when their prior knowledge is accounted for.
Arbitrary and subjective criteria rather than concrete, objective criteria resulting
in inconsistencies
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Could take a lot of system time and effort
Great for employers, great for students, great for MnSCU (standard process).
Could create more work for staff/faculty in terms of paperwork, etc.
Having all students who take a CPL exam be able to have the knowledge base of
the other students in their program, consistency is a concern
I feel that it may be challenging to launch this across all institutions but that in
the end it will create huge results that the students will appreciate.
Influx of new students that stress already over burdened under funded stuff. Our
saturated labor market. Disagreement system wide on how programs are
implemented.
Lack of consistency between institutions
Loss of credits. I have seen PL and CBE used inappropriately - needs high
standards that are universally applied.
Loss of tuition. System of evaluating effectively and efficiently. Maintain
consistency among schools.
Sell fewer credits. Need more staff available and trained in how to assess - need
consistency in assessment procedures and requirements
How do you determine which you can accept and which you cannot? The
process? Documentation? If one school transfers, is it good for any MnSCU
school or would other school need to re-review it.
How do you make the determination what is what for CPL?
Under/over appointed credit for prior learning or not exact fit how that transfers
from one institution to another
Who determines whether prior learning will be accepted for credit? How is prior
learning or skill development determined to be "creditworthy? How will this be
consistent across institutions? Especially if faculty are the ones making the
decisions
Less credits paid for in order to get a degree. How do you define how the credits
are earned so it is consistent across institutions. How does this align with MnTC?
Huge - experience is important. Maybe employers would like to promote from
within, but the candidates might be lacking the education.
Theme 3: Increased Enrollment
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More students, greater partner collaboration, easier path to a degree.
Students - reduce time to graduate, have an learning validated, and increase
enrollment. Faculty - have opportunity to innovate, collaborate across
institutions
could have more enrollment, institutions could struggle to find fair, consistent
process for prior learning
OERG
291
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Staff & faculty will need to gain knowledge about CPL & CBE. A college staff will
need to lead & make sure of academic integrity. Potential students may be
motivated to attend college when their prior knowledge is accounted for.
Credit for prior learning has potential to engage more diverse students and older
students
Enrollment, ease of transfer, quicker time to completion
Faster learning opportunity for older students
Faster retraining for workers and reintegration of military members returning
from service
faster time to completion will attract more students to the MnSCU system and
away from for-profit institutions that do very well with CPL
For students, school would seem more "in reach" if they have prior learning or
experiences. Adult learners might feel more comfortable going back to school.
Higher enrollment & higher grad rates if people know they can move through
their program quicker.
I believe the CPL and CBe can drive enrollment growth because they make the
degree path a little shorter
Improved methods of assessment. Ease transferability. Increase enrollment.
increase recruitment retention and grad rates
Increased enrollment, faster time to completion, more educated, credentialed
undergraduates
Increased enrollment. Faster completion more attractive to adult students
More students going to college, less duplication with learning, less time spent
getting to graduation, quicker access to jobs
More students returning to college with less time to completion
This would help institutions gain more students, students will get credits faster so
they can be desired by employers who need work.
To allow older adults to get their degree fast
To lesson time increased enrollment
We stand to gain much and compete with for profit institutions. Great for older
learners. Offer multiple methods and cross walk competency exams with CPL.
Less revenue for some credits but higher enrollment as students want be
discouraged by repeating learning
Employers: more workforce :) quicker. Students: cheaper ed. (because they can
take less classes that they already know info
Enhances affordability and accessibility, Increases recruitment, retention and
graduation rates, Reduce time to graduation, better alignment to workforce needs
292
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and career preparation, Increase mobility of students and integrate their
experience across institutions
Increase awareness, enrollment faster completion, cost to students
Increase enrollment, build community relations especially with employers, save
students time and money (help them pursue further degrees), and drive more
customized training programs
Savings of time and money. Students who are traditional may feel "left out"
because they start at "ground level"
1. Higher enrollment.
1. less enrollment in courses 2. or possibly more enrollment in others
1. more students 2. more courses
Administering would require additional staff. Possible higher enrollment
Awards could be much more accessible to professional returning to school!
Believe you will see more retention, more students deciding to go on to advanced
degrees and most importantly, you will build a sense of respect and value for the
important experiences students bring from life - experiences, particularly our
military.
Better service to vets. Better degree completion routes for working adult students.
Diverse voices in the classroom - benefit students and faculty. Students placed
into course work that challenges them and that they find valuable.
Bring students or non-Degree completers
Can enhance availability of college to adult learners. Will ultimately be a resource
for generating more students, increasing enrollment.
CBE - could potentially use experience on resume. CPL help non traditional
students get a head start/confidence boost
Competitive advantage. Meeting the needs of a new group of students
Encourage more students to come back to school. If not mapped well students
could miss important skills needed for their program
enrollment, satisfaction
Fantastic veteran enrollment
Fewer course offerings so faculty retrenchment. Better overall for non-traditional
students
fewer courses, more students
Good! different way of recruiting students
Great opportunity to get more adults who have a work history but no degree to
access further education opportunities
Helping nontraditional students feel more comfortable which may help them be
more successful.
OERG
293
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helps learners get credit for their military learning
helps veterans get education
higher enrollment more student degrees for employers. greater employment opp
employment ready competence fazed
Higher enrollment, completion for typically non traditional students
Higher enrollment. More focus on extending education with more than one
degree or item
Hopefully an increase in students
Increase enrollment in graduate and doctoral programs. Resulting in leadership
development
Increase student base
Increase students hopefully
Increased enrollment
Increased enrollment and administration needs will impact demands on staffing.
May reduce credit load of an institution.
Increased enrollment. Increased persistence. Faculty tend to not do much with
CPL. How can we move this forward when they get to decide!
Increasing our PR, therefore increasing enrollment
Less money earned by system possibly at first, but may attract more students
over time
Loss of credit hours potentially, but more students enrolled.
Making communities aware of these choices will bring more students in
May appeal to a group of people that may not have viewed college as an option
due to the need to complete classes in which they are working
Might open the door for more potential students
Minimal is big picture. I see it as marketing but to get adults back to school.
More adults
more adults receiving degrees for life experience
More enrollment
more enrollment and more preparation for workplace
More people will go back to school!
more students (less credits needed to complete - not so daunting)
More trades people taking courses
New options - increased enrollment, retention, & student satisfaction
Possible increase in enrollment but also possible headcount in classes
Student, how all learn & understand, increased enrollments
294
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The institutions may have more veterans and experienced individuals that can
improve the learning experiences of everyone in the classes.
We can always learn from each other. Giving adults credit for real world things is
beneficial on so many levels
An influx of students and not enough staff to evaluate properly
Increased enrollment could result in some extra up front work, but would be
worth it.
Lack of integrity and accountability. I have seen military veterans given credit for
"diversity" because they served overseas. Laughable.
Positively - this would attract more students. Negatively - this could be a gray
area and would this transfer easily?
Pros: student success and retention, may be good way to reach more prospective
students (non traditional). Cons: Impact on financial resources of schools,
difficult to implement system wide
That is difficult for nontraditional learners
higher enrollment, lower debt
More savings if a person can spend less time (months-years) going to school.
Possible more adult learners would "go back" to school if they didn't feel it would
take away 4 years of their life.
More students, more FTEs, more credits, more money
more students! more people may be willing to attend college if they don't have to
take and pay for classes they already know or don't need
reduce cost of degrees, increased enrollment
Implementation of assessment seems very tricky and almost impossible to
standardize across such different students. Students in these situations will by
definition be non-traditional, so each case will need individual evaluation. Good
ideas. Not sure how it can be implemented in a fair way that retains quality of
programs. Worth working toward.
Theme 4: Challenging to Implement
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Less revenue for some credits but higher enrollment as students want be
discouraged by repeating learning
An influx of students and not enough staff to evaluate properly
Increased enrollment could result in some extra up front work, but would be
worth it.
Lack of integrity and accountability. I have seen military veterans given credit for
"diversity" because they served overseas. Laughable.
Positively - this would attract more students. Negatively - this could be a gray
area and would this transfer easily?
OERG
295
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OERG
Pros: student success and retention, may be good way to reach more prospective
students (non traditional). Cons: Impact on financial resources of schools,
difficult to implement system wide
That is difficult for nontraditional learners
Implementation of assessment seems very tricky and almost impossible to
standardize across such different students. Students in these situations will by
definition be non-traditional, so each case will need individual evaluation. Good
ideas. Not sure how it can be implemented in a fair way that retains quality of
programs. Worth working toward.
Greater access for students - may be somewhat difficult to/for faculty to place
students. This would be reflective by the "uniform" testing
they need to be in agreement of what they can accept otherwise a student could
have one school accept it and then go to another school and they might not accept
it
Allow students to finish sooner reduces cost - consistency will be an issues unless
there are clear policies and assessment available system wide. Don't have a
campus by campus approach
How will tuition be determined? Who determines the equivalency? Should be
faculty deterring CBE and faculty should be paid for time spent.
Arbitrary and subjective criteria rather than concrete, objective criteria resulting
in inconsistencies
Could take a lot of system time and effort
Great for employers, great for students, great for MnSCU (standard process).
Could create more work for staff/faculty in terms of paperwork, etc.
Having all students who take a CPL exam be able to have the knowledge base of
the other students in their program, consistency is a concern
I feel that it may be challenging to launch this across all institutions but that in
the end it will create huge results that the students will appreciate.
Influx of new students that stress already over burdened under funded stuff. Our
saturated labor market. Disagreement system wide on how programs are
implemented.
Lack of consistency between institutions
Loss of credits. I have seen PL and CBE used inappropriately - needs high
standards that are universally applied.
Loss of tuition. System of evaluating effectively and efficiently. Maintain
consistency among schools.
296
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Sell fewer credits. Need more staff available and trained in how to assess - need
consistency in assessment procedures and requirements
"free" credits. Non-uniform education of graduates
"testing out" of a program because you took it already but in a different program
but then not learning what you need to know
comprehension. Could be lost by students on subject matter. They test CPL with
enrollment @ universities may decline, costs may rise or fall to complete
I think improved CBE and CPL could really help speed up graduation time for
some students. It may present some challenges on the assessing of prior learning
though
I think students should have the opportunity to earn credit for prior experience,
but I don't see how the implementation would work with the current system.
Judging what is competent seems difficult and very subjective. I see many
arguments from potential students
Less bodies in seats which could affect tracking of completion rate and
effectiveness of institutions ability to educate. Someone will try to test out
everything; obtaining a degree by life experience alone.
Less money for institutions. Faster credit/degree for students. Students need
guidance
May cut the number of classes a student needs to take reducing money the
colleges receive
Maybe a challenge to establish guidelines about how to assess - could be staff
intensive certainly personalizes education process & expands opportunities for
students
Needs to be structured and rigorous. Requirements clear.
No clear cut system to indicate what qualifies and what doesn't
Obvious loss of revenue due to lack of credit-taking individuals. Could be
rewarded by a pay per credit system, but doesn't waste time
Reduced time to graduation. Reduced credits by institution. Potential for reduced
degree credibility
Some courses may decrease in enrollment due to credit being given. I do
however, fully support this initiative having been in a situation where my prior
learning and experience far exceeded the courses I was required to take to earn
my degree
Decreased tuition but increased respect. CBE and CPL initiatives are frequently
looked at through a lenses that you must know all outcomes of a course and not
80%, etc., versus could the student get credit for what they know and pay to learn
the things they don't know.
OERG
297
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OERG
Positive for students as it will/can reduce costs, time in class and away from
making money. Potentially negative for institutions as enrollment may decrease
in some courses
awarding credit when students know part but not all of the content? Ex: 3 credit
course, student proves knowledge of 2/3. How do you enroll, charge, adjust to
provide 1/3 of the course.
How will this transfer to a degree? BA, BS, AA?
a risk of artification without sufficient basis. must not give credit away unless
students truly have met the outcomes
All are adverse
Allowing students who may not know what they are doing to enter the workforce
because of past experience is a bad idea
Allows for great opportunities but needs LEADERSHIP to be effective
certifications could be different and not have learned the same thing
Cheating the validity of those with traditional earned credits
Commoditize education? It is more than discrete bits and pieces
Companies may hire students not ready for their positions because they tested
well enough to skip essential basic courses
Concern about a reliable -valid means of equivalency
Could impact numbers in courses in a negative way
Credit given for work with improper or inadequate learning outcomes.
Decreased revenue for system/institutions
Difficult to codify critically valuable knowledge and skills in an ever evolving
marketplace. Without a clear code and value, there is no curriculum. Therefore
no equivalency.
Difficulties without have a single way to determine
Difficulty quantifying (can't read) experience is challenging. Example:
Curriculum is contextual and some are great in some areas but need an
opportunity to explore their weaknesses
Disagree that will and persistence and completion.
Does not work for certain programs- due to accreditation requirements
Evaluating and assessing can be difficult.
Fairness of evaluation
For students, if they transferred out of the system it seems like they would not be
able to transfer CBE or CPL.
Further reduce the fiscal sustainability of our institutions because we continue to
reduce the number of credits or services that generate revenue
298
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Good idea for returning students, but hard to measure competency
higher cost and possibly higher taxes for education
I do not like this concept because it leads to the possibility of conforming in the
way as curriculum of teaching. This can be quite damaging.
I fear students that have been trained to do a job only. Education is about more
than competency of a task. We want good citizens. By discarding what is taught
and learned here do we minimize importance of learning new information
I have made determinations for person learning. The key is documentation of
training, accomplishment etc. Without documentation requirements there is a
danger that CC and CPL could sometimes become wishful thinking. Ens who hire
our grade expect our grade to have skill which they then do not have. The
credibility of MNSCU then suffers.
I think it's a great idea - measuring and evaluating credits will be a challenge.
I worry that looking at CBE or CPL may leave a disparate impact on ESL,
immigrant students. Do we have the expertise - will it be measured by
mainstream white values.
If a standard template/set of defined skills are not established, it could dilute the
CPL system
If CBE is instituted it will not bring in revenue for the school, institution
If CPL becomes commonplace at 2 year institutions this could be further
"ammunition" for 4 year programs to not accept our program - specific credits
increased tuition
It could possibly limit the learning/opportunities for students by not taking
certain courses
It could potentially raise the costs of all program
It seems it would take intensive time to evaluate individual requests. Would this
be financially feasible?
Its hard to tell if the student actually learned what they needed to, to be ready for
the next level classes
Just because a student has experience doesn't mean it was good, based on best
practice, etc. Some programs need education
Lack of qualified people, money to ensure ready to go
Lack of tuition $$ to the institution. However would more students attend college
if BE or CPL was non transparent?
Less educated students because of poor evaluations of prior
experiences/learning.
Less experience students in lower level courses.
OERG
299
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Less money for the institution in general, with students not taking as many
classes.
Less money for the schools
Less money for the university if graduation time is shortened
Less money from students
Less money spent by the students so less money come in.
Less money spent on credits. Students are placed into classes correctly
Less revenue as students take fewer classes
Less system wide credits, less revenue
Long learning curve, grandfathering period.
Loose of human element.
Lose money
Lose potential students to private or other systems embracing this
Loss in revenue from college credit unless up charge credits at the same rate
Loss of classes/loss of staff and students/closure of colleges and universities.
Instead of a four-year degree from a residential college available for all, it will be
exclusively reserved for an already privileged elite, contributing to more
inequality
loss of credits taken at institutions though substitutions of prior learning. loss of
ability/ learning very effectively faculty. possible less well educated employees
loss of faculty. lack of hands on time for students in our classroom
Loss of integrity of a liberal education - the foundation of a high quality higher
education
Loss of revenue while increasing services - and costs
Lower quality of graduates based on what they may need on what would have
been taught in a course they don't have to take
lower standards to graduate more and retain more students
Lower standards to graduate more etc.
may be subjective
May require more staff and/or robust user-friendly tools that can reduce staff
burden
May take extra work to validate all
Maybe missed opportunity to fine tune skills and knowledge
Might be missing out on potential learning opportunities in the classroom. No
one "knows everything". You can always learn something new if you choose to.
MNSCU needs to realize we will sell less credits further reducing enrollments and
revenue.
300
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More costs to manage
More funds drawn from overall budget.
More time/resources will needed to identify acceptable prior learning? Some
areas of study may have greater impacts, potentially having negative
consequences for programs
needs resources, commitment and a SMART business model to succeed. It cannot
be an "add on" without resourcing.
Not having all through way to assess CC and CPL years of work experience due
not equate to competency
Over committed faculty. Students pushed their system too fast without adequate
skill development/poor retention "degree on paper only" makes all such degrees
suspect
Planning a curriculum to meet competencies doesn't seem like it would a very
eclectic approach
Possibly difficult to evaluate/cope all the different types of life experience credit.
It should be evaluated like an internship or student teaching.
potential employers may not accept cbe/cpl as replacement for education. Could
lead to poor reputation of MnSCU degree. Lots of data tracking/ create some
barrier
Potential for dilution of value of degree or credential if prior learning not
sufficiently rigorous.
Prior learning is difficult to assess. Uneven standards may develop across the
system
Really, less funding to colleges
reduced credits equals reduced revenue
reduced enrollment
Risk of lowering our enrollment
sell less credits
Smart students pass you by so your job may be tougher
Some knowledge will be deemed more valuable than others. I see that already as
"western" benefit are seen as valid but Native knowledge is seen as valuable of
worth to some. Cost
Some loss of revenue
Some people take faster to learn some material and others don't and people
might not get the whole concept but they have to complete competency and they
fail
Some students who have experience may have a hard time explaining them on
paper even if they do (underlined) have the experience.
OERG
301
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OERG
Student move through more quickly maybe decreasing number. Ill prepared
students upon finishing clud to possibly accessing beyond their true level of
knowledge
Students benefit from having more options. Challenge to institutions in
implementing programs/evaluation methods and time/expense of faculty to
assess.
students might need to stay in school longer
students miss out on specific skills that they may need to be successful later on
when credit given for prior learning. For example, have 3 out of 4 outcomes met but maybe the missing one is a prerequisite for a future course. How will this be
applied?
students will be taking less credits at college will hurt enrollment. I am not sure
how CBE would impact liberal and classes that might be difficult
Students won't be in the school as long and less classes might be needed. That
could cut down on potential classes for students that want to come for a
traditional college education
The problem is fewer credits taken at the school
The standards for evolutionary, implementation, competency centralization could
be laborious and difficult
there will be a rise in the institution and payment
they could be terrible
This might dilute the mission of higher education
Time to verify CPL will be difficult to some by.
Unnecessary spending
Using your proposals to tie into Competency Certification and Credit for Prior
Learning ideation would read incalculable benefits
We have to acknowledge credits sold = less revenue
We want to make sure students are competent when they leave our colleges - not
just provide them with a degree
We will be required to do a lot more administrative assessments, and less actual
teaching
We will sell fewer credit, base funding on headcount, or factor in headcount
Will need lots of training for staff to handle these processes uniformly
Will require lot's of development for testing procedures
Would CPL be a way to obtain money for the college without providing services?
It might be looked at this way.
302
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Would need time to develop these measure and administer and then would need
to be a fee structure to students. One time only attempts with these measures
Cost of developing committees providing and developing and assessments
Decreased revenue from tuition
The institutions may not make as much money as before but it will certainly
improve the costs to students
I don't understand why college credit would even be required for prior learning.
If the job is demanding a BS degree and the institution provides prior learning
credit for work experience and no new learning has taken place, what's the point.
This is an issue with the workforce. I understand giving credit for prior learning if
the student demonstrates competencies. It would be redundant to take a course
that seems remedial. My question pertains to how do we as educators know if the
credits we are giving will actually help the student excel?
Loss of jobs and faculty. How would you choose which skills and skill sets would
quality for CBE and CPL? Do you want a nurse who tested out of classes?
Potential confused due to the variety of opportunities to earn credit. Some
colleges may develop a reputation for being too lenient or too restrictive in
offering CPL
really hard to come to consensus on what counts and how it counts
Reward life experience/informal learning. Would it devalue/worsen degree
rather than supplement it? Put people in higher level classes they may not be
prepared for.
Testing sites (space availability). Students may have the practice (experience) but
not the theory behind what they know or can demonstrate. Financial aid - who
pays for the courses for test out - may put pressure on the school to help fund
this.
Will it make a degree to easy? Do you have a "fair comparison" for all individuals
in place. Do we use "subject experts" to design the system besides faculty?
While is a huge benefit for students, not sure how it can consistently be
documented. While it will save the students money, will it harm the colleges
financially.
Theme 5: Costs and Affordability
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Allow students to finish sooner reduces cost - consistency will be an issues unless
there are clear policies and assessment available system wide. Don't have a
campus by campus approach
How will tuition be determined? Who determines the equivalency? Should be
faculty deterring CBE and faculty should be paid for time spent.
OERG
303
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OERG
Decreased tuition but increased respect. CBE and CPL initiatives are frequently
looked at through a lenses that you must know all outcomes of a course and not
80%, etc., versus could the student get credit for what they know and pay to learn
the things they don't know.
Positive for students as it will/can reduce costs, time in class and away from
making money. Potentially negative for institutions as enrollment may decrease
in some courses
Cost of developing committees providing and developing and assessments
Decreased revenue from tuition
The institutions may not make as much money as before but it will certainly
improve the costs to students
While is a huge benefit for students, not sure how it can consistently be
documented. While it will save the students money, will it harm the colleges
financially.
Employers: more workforce :) quicker. Students: cheaper ed. (because they can
take less classes that they already know info
Enhances affordability and accessibility, Increases recruitment, retention and
graduation rates, Reduce time to graduation, better alignment to workforce needs
and career preparation, Increase mobility of students and integrate their
experience across institutions
Increase awareness, enrollment faster completion, cost to students
Increase enrollment, build community relations especially with employers, save
students time and money (help them pursue further degrees), and drive more
customized training programs
Savings of time and money. Students who are traditional may feel "left out"
because they start at "ground level"
higher enrollment, lower debt
More savings if a person can spend less time (months-years) going to school.
Possible more adult learners would "go back" to school if they didn't feel it would
take away 4 years of their life.
More students, more FTEs, more credits, more money
more students! more people may be willing to attend college if they don't have to
take and pay for classes they already know or don't need
reduce cost of degrees, increased enrollment
Less credits paid for in order to get a degree. How do you define how the credits
are earned so it is consistent across institutions. How does this align with MnTC?
304
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As the display says, I think this will save students time and money, which is
important for and to college students!
Classrooms will lose students, the academic process will be easier to access and
complete for those who are able to do so. This will be treated financially and
immorally if not simplified and made more available.
Could bring a great amount of time saving to students, staff, and faculty
Ease of transferability and mobility saves students time and money
I love that they have potential to lessen time and reduce cost of degree!
I was able to use prior learning through metro state 1st college. This saved me
time and money
Increase graduation rates, more students going back to school because cost will
decrease related to number of required classes
It can save time & money in all areas -> may promote further education and more
potential to increase the workforce. Better accessibility/flexibility may improve
attendance at institutions
Less time and money students will have to spend on their education. Getting
them in the workforce sooner
Lesson time and reduce cost of degree
Lesson time and reduce cost of degree
More openings in classes for students that are not competent in those course.
Degrees cost less money and time to achieve
More students with degrees, lower debt and less time in college "repeating" a skill
they know
People will spend less (or none) on courses not needed. Get to work sooner. Move
more freely between colleges and workplaces
Potential lesson time. Reduce cost. Increase environment. Transferability.
Mobility.
Reduce cost, validated learning
Reduce time to graduation and degree requirements to satisfy and cost
save time and money
saving our time and money when transferring
students = reduced cost/time and degree, institution/employees/students
varying degrees of preparation
Students graduate sooner and with less debt. Faculty can be seen as positive
facilitators of prior knowledge
students have the potential to lessen time to reduce the cost of a degree
To lessen time to and reduce cost of degree
Work, time, money
OERG
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(Arrow down) costs for student, but will colleges lose $?
affordability
Cheaper
cost
cost savings for students
could affect tuition rates with students signing up for fewer courses
Decrease money flow. Students/class settings
financial component, cost options
help reduce college cost
Improved satisfaction and reduced cost to students. It is important to maintain
integrity
money
Money!
save money
Student success at lower cost
Students can lessen the cost of the degree
financial impact
Financial impact on system?
CBE - students can use their skills when they finish their classes. CPL - can save
tuitions
Less income for lost credits. But maybe more completers.
Potential for disparity on how prior learning is evaluated. Potential loss of
revenue with added expense to facilitate process. Do I want a self taught doctor?
No!
Theme 6: Confusion
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How will tuition be determined? Who determines the equivalency? Should be
faculty deterring CBE and faculty should be paid for time spent.
While is a huge benefit for students, not sure how it can consistently be
documented. While it will save the students money, will it harm the colleges
financially.
Less credits paid for in order to get a degree. How do you define how the credits
are earned so it is consistent across institutions. How does this align with MnTC?
financial impact
Financial impact on system?
Implementation of assessment seems very tricky and almost impossible to
standardize across such different students. Students in these situations will by
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definition be non-traditional, so each case will need individual evaluation. Good
ideas. Not sure how it can be implemented in a fair way that retains quality of
programs. Worth working toward.
awarding credit when students know part but not all of the content? Ex: 3 credit
course, student proves knowledge of 2/3. How do you enroll, charge, adjust to
provide 1/3 of the course.
How will this transfer to a degree? BA, BS, AA?
I don't understand why college credit would even be required for prior learning.
If the job is demanding a BS degree and the institution provides prior learning
credit for work experience and no new learning has taken place, what's the point.
This is an issue with the workforce. I understand giving credit for prior learning if
the student demonstrates competencies. It would be redundant to take a course
that seems remedial. My question pertains to how do we as educators know if the
credits we are giving will actually help the student excel?
Loss of jobs and faculty. How would you choose which skills and skill sets would
quality for CBE and CPL? Do you want a nurse who tested out of classes?
Potential confused due to the variety of opportunities to earn credit. Some
colleges may develop a reputation for being too lenient or too restrictive in
offering CPL
really hard to come to consensus on what counts and how it counts
Reward life experience/informal learning. Would it devalue/worsen degree
rather than supplement it? Put people in higher level classes they may not be
prepared for.
Testing sites (space availability). Students may have the practice (experience) but
not the theory behind what they know or can demonstrate. Financial aid - who
pays for the courses for test out - may put pressure on the school to help fund
this.
Will it make a degree to easy? Do you have a "fair comparison" for all individuals
in place. Do we use "subject experts" to design the system besides faculty?
How is the CPL evaluated? Will it be the same and consistent for all?
How do you determine which you can accept and which you cannot? The
process? Documentation? If one school transfers, is it good for any MnSCU
school or would other school need to re-review it.
How do you make the determination what is what for CPL?
Under/over appointed credit for prior learning or not exact fit how that transfers
from one institution to another
Who determines whether prior learning will be accepted for credit? How is prior
learning or skill development determined to be "creditworthy? How will this be
OERG
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consistent across institutions? Especially if faculty are the ones making the
decisions
Students move through faster. Perhaps less consistency in education/what degree
shows. How will people be compensated for assessing students' prior learning
Address when may not be a benefit to students
Are they getting the required needs?
Does this take authority for granting credit (decisions) away from professors in
that subject?
I don't fully understand what are doing
there could be a greater degree of uncertainty as to what qualifies for credit
Time limit for the prior learning - 10 years previous or 15 years? Fairness or
equality testing of process documentation of learning
What about A.C.E.?
What happens to the extra tuition money we will lose?
Who is coming up with these assessments
would that mean less teachers?
??
Theme 7: Other
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Potential for disparity on how prior learning is evaluated. Potential loss of
revenue with added expense to facilitate process. Do I want a self taught doctor?
No!
Huge - experience is important. Maybe employers would like to promote from
within, but the candidates might be lacking the education.
a lot
A random asteroid hit
Abbreviated pathways
Accountability, balance, sustainability, innovation
Allowing for students and faculty to excel
Assessments of skills beneficial for employers
becoming well connected and communicating. Not being as shy
Being student centered and business
Better classes. More prepared for the future.
Better education
Better education and more college grads
better educators
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Better for students but could cut down on credits sold for colleges. Could make
room for new programs?
better jobs
better learning
Better learning experiences and a better learning environment. People will be
more comfortable with what they do
better people in the workforces
Better prepared.
Can help older employers help younger one ease into job
Class sizes for basic courses could set smaller and more personal
classroom size change
CLEP tests combined with certain programs can adversely affect your chances of
being accepted - personal experience
Closer interaction between all members as a community
could be used as a marketing tool - fewer credits may seem less daunting
Could breed teachers more concerned with job security over strong teaching
methods
CPL doesn't IT transfer to other campuses which undercuts proposal 1.
creating a link between industry recognized credentials and college credits earned
Curriculum planning that may end up changing the way courses are offered.
depends on how its done. Do we want an educated populace or interchangeable
widgets?
dilution of specific knowledge "goals" can be interpersonal loosely.
Done properly,, lots of benefits
Education becomes more widespread and potential employers see partial
education as equal to full degrees
Efficiency happy students retention success
Employers may be able to assess their employee's knowledge of training offered
through CPL.
Employers will have opportunities for more up to date skilled graduates
Employers would be more inclined to hire or work with student schedules
understanding that they will benefit from the student educational growth in their
field
Empowerment of professional skills
Engage employers move in education at all levels. Get employers involved in
home school programs, 4H, clubs etc. The more kids/students know about how
education can turn into employment, the better.
everything is fine
OERG
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OERG
Faculty may need to make "test out" options more available
Fast track to promotional opportunities. Will be like many private or for profits.
Fewer credits sold. More pleased students.
Focuses on learning
food
For system, best of FYE. Funding for staff to administer and maintain records for
CBE and CPL
Get credits by learning
get credits by learning
Getting better writing skills
good
Good for everyone
Good for returning students
Good for students. Good for employers. Good for system. Good for the taxpayers.
good idea
good test scores
GPA impact
great for students
Great for students
Great structure and current focus
Greater practical knowledge and productivity
Greater retention possibilities
Group of students gaining knowledge
have an open door for everything
Having a network space
Help us want to learn here (underlined)
Higher Education
How to get college credit + high school same time chemistry + biology, (arrow
up) achievement students letter of recommendation, skip high school
How to measure them - so that they fit into a major or field of study for credit.
How will competitiveness be evaluated?
Huge cost saving and course development requirements limit resume to having a
skilled workforce in a more timely matter to meet the needs of industry partners
Huge culture shift if we eventually look at CBE programs not just PLAY it could
open up to ongoing start dates and other mscf contract implications
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Huge! I'm sure faculty will resist - but they should get over it and move into
what's going to make us competitive in this market, especially in the twin cities
I like concepts proposed. #2 is my favorite
I think it is all great
I think it will be a benefit
I think the learning environment will be changed with this new perspective on
learning - for the good. Students will feel more encouraged when the focus is
emphasized on them, and not on the entire student body to do well.
I think there would only be positive impact for our students. Faculty/Employee
Unions need to adjust for a changing world or MNSCU will not be successful.
I would like to more support
If done well, this could expand but we must make sure high standards are
maintained and that practical activities do not supersede strong ethical
foundation
If it is too easy to get credits, will we fill classes or will faculty teach smaller class
sizes
If more CLP is granted, fewer credits transfer. Verification of PL has to be
rigorous to maintain quality
If we can get this to work, we may be getting ourselves up for some amazing
outcomes!
Impact faculty who may not have "real - life" experience - will not value
work/professional experience
Improve success and retention. Courses are applicable to closing gaps
(underlined) in knowledge.
improved ability of system to meet workforce demand
improved access to multiple methods of assessments
In my program (Tech communications) it's relatively simple to show if you have
the skills or not. I could see it being harder to determine for some other
programs. But we need to try.
increased communication and transfer of workflow between students to work
Increased mobility training
Increased satisfaction of students
Increased skill set of employees
Increased student members if this achieved in the media
Increasingly individualized (and inefficient) but better student outcomes are
possible
Integrity can influence honesty.
interest. Incentive is key
OERG
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OERG
It can help because CBE is more of a hands on style and my opinion doing
something can help you learn better
It gives the ability for students to prove they have learned something outside of
the paper a degree holds
It may assist people in finding employment in fields that require experience and
an education
It may have a big impact on the system in a really good way.
It takes up time
It will have a huge emphatic positive impact on the fundamental structure of the
whole educational system
It will help prepare students fully towards the career they're after. They will have
more accurate knowledge, therefore being able to be more independent.
It's like a job.
jobs for people who are looking
keep up with new tools and technology
Large workloads related to evaluation
less classes would be taken benefitting the students. More common sense type of
courses would be able to be eliminated
Less classroom education and more credit for critical thinking/ability
experiences.
Less cost giving the school more money
Less courses taken. More applied learning
Less department. Possible less trained folks.
Less finely-tuned students and more just functional
Less income for tuition due to more credits given to working adults
Less students taking courses will impact institution enrollment. Culinary (can't
read that word well) students would be more attractive to employers.
Let's people know you know what you are doing
lower taxes on things
Make all more successful
Making sure the students are as comfortable as possible
Many MnSCU institutions are not competitive in this area when compared with
for-profits
Many students will have the opportunity to engage in studies that pertain to a
field they may already have some experience in.
maybe some departments will fear they wont get as many students because they
are doing CBE or CPL
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Metro State from the get go!
Minnesota becomes a more competitive in global and diverse economy
More administrative tasks, less teaching and learning
more degrees given more diverse students
More experienced students
More focused instruction
More info at high school placement
More informative learning and insight.
more knowledge
More learning
More opportunities
more opportunity?
more participation in education improvement training
more people that can affect college
more people would have the extra money to pay for classes to learn stuff they did
not have previous knowledge of
More potential jobs
More student will be in the loop rather than blindly relying on advisors.
More students in programs that closer to their goals, increasing persistence and
retention.
more turnover for students
More wiggle room
Mulligan
Multiple methods to learning outside the class
My grandpa went to the 8th grade and was done. The world did fine and we are
here and thriving as a world. We have so much more now than we have ever had.
People can do stuff even if they aren't experts.
Need for professional development and opportunity to create realistic
measures/assessments
Need to develop a streamlined process. who would take on this responsibility?
nice and friendly faculty
nothing
nothing
nothing
Offer more flexible scheduling - not all students can complete online courses they need an instructor to lecture (rephrase the written words in textbooks) and
interact and engage them to enhance their learning
Only good things
OERG
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OERG
open addition opportunities for students to advanced their education since we
are currently restricted to 2 year colleges only
Opportunity to "teach the teachers" by showing and demonstrating abilities
Options which certain students would appreciate the help
Other than just prior credit we need to have varied start and stop times to
accommodate working students
People may be coming into program with knowledge and skills not known yet by
the teaching institutions.
people that can prove their education will be successful because they will not
think college is too easy and give up or too hard and give up
PLA credits currently do not transfer to all MNSCU campuses.
Positive impact part. working students and employers. Build on skill sets, develop
employee for retention
Possibility for improvements for both staff, students etc.. Less students enrolled
Possible lack of students
Potential positive impacts as more people will attend/graduate from college than
currently
Powerful Enhancement of education goals.
processes need to change
Programs that vary in education
Quicker job placement. Being responsible for your learning goals and needs
really hungry...I am really hungry
Recognize all learning domains
Reduce redundancy and facts (??) - develop include a research paper
reduce workforce needs
Reduced need for facilities/faculty/staff
Reduced number of credits sold to students - which is good for them
Reflection
Satisfaction from getting credit for previous exposures
Schools thinking that too many CLEP tests are being transferred in the school
screwing up our job opportunities
screwing up our job opportunities because we don't need generals in a tech
program. We work with our hands, not behind desks
See Oregon State Insight resume (in next section). Oregon (underlined)
Sharing, Sharing, Sharing!!! We must get better at sharing!
showing college time required
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Significant opportunity to increase student confidence that they can succeed
Significant particularly if the university can be innovative in delivering what
employers need.
Simpler learning process and more satisfaction
Smooth operation
smooth transitions
Some instructors due to poor attitude + information may not teach as well
some would not have to take over what they already knew
Some, if not most, may not see it as worthwhile?
Sounds too for-profit for me
Stability
Staff- build confidence change attitudes to I can and I have
Stronger relationships with stakeholders because they believe we think our
institution places value in their time invested in work and experience
Student success
Student success would increase it would create more concentration in major
courses
Students better understand and are able to articulate their own competencies
Students better understand and are able to articulate their own competencies
Students can get a desired degree by a mix and match or alacart method. I think
this will work as long as advisors are on track with their information.
Students can show their special skills
Students have more options to get involved
Students having difficulty in classes that follow that build on foundation
knowledge.
Students learn to develop long term service oriented careers that they truly love
rather than just a job to pay the bills.
Students learning hands on things and everything there trade has to offer
Students may have gaps in knowledge.
students not being on the page
Students would have rushed then (can't read) for employment
Students would have to prove they have all the competencies or they have to take
the course again
students must have the same LOA's
Success
Support
Supporting our community in learning together which can help advertise and
promote our campuses specializations
OERG
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OERG
Take away lots of time to do actual work daily
Takes at individuality of student circumstances
Team building
Technology could take over the live work and jobs
test out costs for students and loss of credit/tuition revenue for schools
that everyone gets an opportunity to increase knowledge and no one gets left
behind
That the people can get paid for going into a different field
The impacts are great and no beneficial so students
the only thing I can see that would be bad is not being sure of each persons ability
The potential impacts of CBE and CPL for the system are positive, many
negatives can be cancelled out, and there may be more positives within
academics, clubs, institutions, and opportunities.
The programs vary in design implementation, accessibility and scope
Their will all have more of what they need
Theory based seminars
Theory, I would love to see a MnSCU - wide system for PLA that honored the
many effective strategies for PLA.
These are well documented on the posters. A real win for students
they can take longer to complete
They will be amazedly, if students can learn what it truly is about
Time, more time to do other activity, which will bring different activity to the
campus
To improve our skills
To improve them/us
unknown
Untrained employees
We are competing with colleges that already do this. If we don't look hard at this
right now, we will be get behind
We will need to pay close attention to how this would impact ESC, immigrant
students
wide array of options for CBE
Won't know for sure what their training consisted of
Would allow students to get some experience in the field, allowing further insight
you already know why I'm here
False sense of intelligence in students
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Good things.
Competency certifications are important for self learners who are knowledgeable
to have a degree
Question 3: What are we missing?
Theme 1: Positive
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? Standard process - good, standard options - good, student transfer - good
All books on point. Agree with direction.
Can't think of anything
Can't think of everything right now - I am really excited about this concept!
Don't really know :). Not ME I think you've done some great work! The outcomes
of your work so far, made most sense for me, comparing to other teams work.
Everything sounds good
From what I can tell nothing
good
good one-on-one help
Good plan
Good to have a statewide data system to collect analyze and use data and info for
improvement
I honestly don't see anything
I honestly think you've covered it
I see very good
I think everything is pretty laid out and organized well strong principles
I think everything is pretty much good
I think it has been very helpful not missing anything
I think it's all there
I think its pretty good.
I think that you guys tackled the big ones. With enhancing affordability and
reducing graduation time. Giving helping hands. All of that is what I would've
asked for or expected so good job
I think this looked very good. My concerns are technology to support it and buy
in from the unions
I thought it was really good
If we could implement all that is discussed that would be a great improvement
OERG
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OERG
It's a great idea, the key is making it easy on students and (underlined) faculty to
implement
Looking good so far
Looks detailed and informational.
looks good to me
Looks very comprehensive
None
none
none
none
None
None
None
None
none
none
none
Not much
Not much - interesting how CBE starts in elementary schools in 1980's and finally
reaches higher ed 25 years later, when K-12 is already abandoning it - I suppose
Pearson/ETC makes money for selling the certification exams
nothing
Nothing
Nothing
Nothing
Nothing
Nothing
Nothing
Nothing
Nothing
nothing
nothing
nothing
nothing
Nothing
Nothing
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Nothing
Nothing
Nothing
Nothing
Nothing
Nothing
nothing
nothing
nothing
nothing
nothing
nothing
nothing
nothing
nothing
Nothing
nothing
nothing
nothing
nothing
nothing
Nothing - goal to certify skills (underlined) and abilities
Nothing at the moment
nothing comes to mind
Nothing I can see.
Nothing I can think of
Nothing I can think of
Nothing I can think of. Looks like a good plan
nothing I could see
nothing I like it
nothing immediately comes to mind
nothing just save it for the four year college students
Nothing keep up the good work
nothing really
Nothing that I can see
Nothing that l can tell
Nothing, good job
OERG
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OERG
Nothing, it all sounds good
Nothing, it looks awesome!!
Nothing, it looks great.
nothing, looks very promising
Nothing, sounds good
nothing, the system is fine
Nothing!
Nothing.
See nothing
Soft skill development? Very thorough - looks great! Just my question from
question #2.
Very good.
Very nice presentation
You good
Good (underlined) competency and prior learning evaluation. They need to be
able to move into courses with all the knowledge they need
I think you have gotten a good amount of information and would be great for
students to not have to take classes that they have prior learning on
So far looks good. It will lessen the stress if students with transfer and finishing
their degree. looks great.
The benefits seem awesome! esp. with time to graduation. Do we have the
personnel to handle the demand of assessing CBE+CPL? Will the process of
streamlined across MnSCU? Will all involved be following the same set of criteria
at all MnSCU colleges?
Great idea but there must be consistency across campuses. Possibly central
location decision vs. campus decision
Looks comprehensive. All colleges have same plan - follow not silo based. Keep
consistent.
I think you have a lot of the right information. Just needs to be simplified
You have a very good future charter. This would be a big improvement.
Super great!
I think this is a great idea but I really don't understand how it will work. I hope
there is a LOT of training with this so faculty know how to create this.
Not much
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Theme 2: Transferability
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Good (underlined) competency and prior learning evaluation. They need to be
able to move into courses with all the knowledge they need
I think you have gotten a good amount of information and would be great for
students to not have to take classes that they have prior learning on
So far looks good. It will lessen the stress if students with transfer and finishing
their degree. looks great.
The benefits seem awesome! esp. with time to graduation. Do we have the
personnel to handle the demand of assessing CBE+CPL? Will the process of
streamlined across MnSCU? Will all involved be following the same set of criteria
at all MnSCU colleges?
- The testing isn't very organized
1. Competency for experience and O.J.T. in addition to prior coursework 2. Prior
military education and work experience.
a comprehensive assessment interview for non-traditional students
A method for uniform evaluation...maybe more like particular guidelines. It it's in
policy it should have a play book behind it; don't allow each campus to make it's
own policy = too much confusion.
A plan is needed for how to test a person's knowledge and how to apply the
knowledge for different degrees
A system to evaluate prior learning experience and a standard that everyone can
understand.
A system where testing on prior knowledge may be implemented so that credit
may be valid or of value
A way to notify students how many credits will actually transfer and if they will
fall behind or not, because so many students struggle with not finding out until
later
Absolutely, credit for prior learning can be a huge benefit to students and
programs
Advantages earning CPL
Although students may know the content of the class, there are always
opportunities in every class to learn new skills, whether social skills or having a
different perspective on the subject
An actual time tested educational explanation
An entire department should be created much like an ECE or WES where that is
all they do. Then each institution would be recognized to accept those credits
without the inconsistency from college to college
Any CPL should be accompanied by an exam to assure students have knowledge
they claim
OERG
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As stated in #2, Competency Based Education and Credit for Prior Learning
would be easier in the context of clearly defined learning outcomes and
comprehensive assessment
Assessment that is truly academically rigorous and sound not just to meet
numbers and awards
Being able to transfer anywhere
Being aware of the demonstrated skills, activities and knowledge, behavior, and
then designing curriculum backwards. Then we already have the competency
based learning done to map to CPL
Best practice for CPL
CBE sets up a double-jeopardy situation for students; at least in theory they may
"pass" the class and fail the CBE. CPL that is not course-based will make a
washout of degree requirements. Academic systems should validate academic
learning, not "all learning"
Certification as you proceed through the four years school - makes students more
employable as team progress - more skills, more money, more summer jobs, etc.
CLEP tests made a big difference in my college career. Being able to study
independently and get credit for easy courses in a fraction of the time, which
really got me motivated.
Comment: As a student that has high ACT scores and transferred from a
"prestigious" college. I am especially frustrated by the written and oral
communication requirements I must go back to fulfill. I am confident of my
capabilities in this area, and would appreciate a system that allow me to
demonstrate these competencies, saving me time, money, and boredom.
Compensation for faculty work on assessing competencies - credit for prior
learning. This is faculty work. Reducing the number of students who may need
to take our classes impacts faculty loads. Contracts with MSCF will need to
address credit equivalencies. This will impact community colleges probably more
than 4 year.
Competency does not mean someone is necessarily grounded in theory when it
comes to prior learning
consider integrity CPL into articulation agreement, because the variability from
the transfer school to another acceptation CPL is large. Ensuring that employers
have an understanding of how CPL are earned. May get a weak perception is not
strongly articulated on how competencies are measures
Consideration of the impact on enrollment and FTE by granting credit and
essentially waiving course requirements
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Contact info. What counts towards credits
Conversion of military training and competencies
Courses on the usage of the technology
Credit for life work and older credits
Credit for prior learning shall be universally accepted. There needs to be a
standard procedure
Credit for self employed? Use tax forms?
Credits for non-MNSCU colleges. Military credits
Currently the systems is very broken and competency credit is not given in any
real understandable way. We will see an increase in students returning if they can
get credit for other learning/experience
Define "prior learning" and what would qualify?
Definitions - need to put CPL assignments into contract to make then viable and
useable.
degree standardization has to happen before CBE standardization. The cost to
students should be much lower then the actual course. A certificate should not
become a work around. Offer students the opportunity to show what their work
in acquiring a certificate has taught them by being able to test out.
Difficulties to transfer
Do not water down academic rigor. Must make certain (underlined) the student
possesses skills/knowledge. Do not turn the system into a giant trade school
Do you have instructors that know enough to give credit needed
Documentation requirements for what students presents
Does credit for prior learning require formal learning
Don't add unnecessary (liberal arts) class. Don't make them mandatory
each institution need to promote CPL and CBE move! Promote to communities of
color for faculty members who wants to learn but don't have degrees. This will
give them credits for experience learning.
Ease of systematic process by which the prior learning is measured. More
information to students that these options are available.
Educating students on the availability of CBE and CPL
EMPHASIZE. There needs to be a better way to transcript CPL courses so that
they can transfer seamlessly. This is extremely important
Ensure transfer of CBE and CPL credits to four year institutions
expanding to more custom courses to show the proof of unusually or abstract
knowledge ( like your own degree making but have certain courses approved that
students can propose)
Faculty buy in
OERG
323
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OERG
Faculty buy in
Faculty buy-in!! (underlined)
Faculty from all disciplines need to be involved in determining what constitutes
acceptable prior learning/experience. It's interesting that no faculty members
were included on the team.
Faculty, experts in their field, need a role in this. Ensure quality (underlined) is
not compromised. There are many certifications for skills which are not
recognized as quality by employers. They simply represent paying for a
course/workshop, putting in time with no real skill or competence gained. Need
to be wary of granting credit for such things
Faster and less stressful to get all you need faster
Find a way to give credit to non-traditional students who attended technical
institutes in the 1980s and 1990s - before they had state accreditation. I
personally had to take 2 more years of college because of this.
Fiscal impact - both ways. Increase enrollment potential. Less credits taken.
Increase persistence - less of a gap to complete. Consistency in assessing credit
for prior learning
focus on vets
Follow the concept already in place with the U.S. military. System already in
place for this concept.
Foreign language requirement (underlined) - this is hard for working, returning
adults to overcome - and justify (underlined).
Foreign languages are working to award costs and seals for Native Speakers in
high schools who could, in turn, impact their study in higher education (probably
a transfer topic, as well)
fund all certificate programs
Getting students to the best possible place in their education, while saving them
money!
Getting this information in students hands. many colleges and universities have
CPL programs but students are unaware and thus stuck in courses they already
know or have experience in. These programs should be brought up in advisor
meetings early on.
Have community & technical colleges work with workforce placement to develop
curriculum & internship opportunities & classes.
having certifications online as part of a transfer
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having guidance along the way before. Having steps of what you've done in
school. what needs to be done, and how to finish, When arriving at another
school have more steps of what students need to do and how to do it
How are the CBE credits going to be assessed?
how do we get faculty on board? What's a sustainable incentive model
How do you reward faculty and/or institutions for doing this? What is the
incentive since respect and serving time/money of students isn't an incentives
enough for them to do this. Making sure this like this either transfer as goal area
or degree specific credits.
How does a four-year degree factor in? Do four-year schools usually accept CBE
or CPL (CLEP?) credits
How hard it really is to be able to get credit for prior learning and experience.
There was one student example at one college. It is completely up to the professor
to accept the prior learning/experience and many times they do not accept it.
Maybe a system wide checkpoint system would have to be put in place.
How has the faculty received this now that they are part of the process?
how is it granted?
how shorter college degree will work
How the process to give/earn credit prior learning would be accepted by other
institutions.
How to deal with seat-time vs. competency-based? What if a student hasn't taken
any courses but displays competency in curriculum? What model will we follow?
Alt bind model that documents credit and competency or just the competency?
How to get CPE and CBL
How to transfer from school to school and not deal with the hassles
How will CBE be assessed? How does a student prove mastery?
How will competency assessment be overseen? Who will create assessment
testing?`
How will CPL be noted on transcripts? Another focus: meeting a community
need. Mandate faculty to participate
How will it be determined regarding the credit for learning life skills? How would
that be fair for all?
How will the competencies be measured? Who will develop the tests?
How will the standards for CPL be created? How will out of class time
administering CPL assessment be managed?
How will we determine if a student is "competent"? Will this be something
recognized statewide? - naturally?
How would CBE be recognized? Test? Essay?
OERG
325
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How would CPL courses be determined? Also , what if a student has 50% of the
competence but doesn't want to take 100% of the course? could be difficult to
manage
how would students be assessed on their competence in the specified course or
field
How would these transfer to another college or university if the student changes
institutions
how would they assess prior learning would gov have to take a test in a subject
and if you get a high enough score you would earn credit? Assessment of prior
learning? Test project how?
How you determine what to accept? Take 1 or Take all?
HUGE! Complete overhaul of awarding credit
I agree that more information needs to be provided to students about CBE and
CPL opportunities
I disagree with giving students credit for outside jobs/life experience/ work. If
they can prove to be competent at intro levels, fine but make them take more
subjective classes in lieu.
I think #1 is strong and need in the higher learning opportunities. We need equal
playing field and acceptance of all transfers. We need to highlight "life long
learning" on the job and off the job. It is hard to keep up with technology in your
day to day job. Keep CPL costs down.
I think evaluating this is very tricky, I am very concerned that we maintain
integrity. We spend little time and concern with the integrity of the learning
I think if you had the training elsewhere that if you are comfortable enough to
"test out" on it you should instead of pay for all the schooling on something you
already know.
I think the evals have to be very in depth so people don't get credits they don't
deserve
I think the evaluation methods are going to be hard to monitor
I understand the concept but if you can't "test out" of a course are you really
prepared for higher classes or employment. I am uncomfortable with this. If the
competency test is not uniform the student may fail at next level.
I'd love to see a system wide list of CPL equivalencies - what we would provide
credit for
If we're also looking at standardizing programs, transfers, etc., will there be
universal guidelines for accepting CPL or will each college decide?
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Implications to scheduling classes. Cohorts cannot be created when students
need part of courses.
Include home school educators in the process. Better connections with employees
in the state of MN.
Include multiple methods to meet learners: portfolio, test out, hands on demo.
How to encourage and compensate faculty for integration with subject matter.
Increase marketing efforts to make students/faculty aware of the process benefits
Include noncredit coursework as a path to CBE/CPL
Instead of a written exam essay on a Quiz-based evaluation, perhaps having a
meeting with that instructor/advisor can answer the same questions without
being so formal/intimidating. My program is very specialized. How can we
incorporate additional classes to help satisfy my degree requirements? (Offering
additional classes/topics that are beneficial and appropriate)
International students bringing prior learning home
Is certification and credit for prior learning equitable and fair from a financial
access=based perspective? Are we crediting and valuing diverse experiences and
skills with regards to multicultural competence?
Is there a maximum amount of credits that can be earned?
Is there away it was more universal transferred credit
Is this age based? Only "adults" with work experience or can anyone use CBE?
It may be difficult to track someone's prior learning of courses if there are not
good records of it
It needs to be marketed more especially with local businesses we already have
relationships with so the students that may have gotten a certificate for a certain
organization through a MNSCU institution can return to further their education.
it seems like focusing on the skill will just make students learn in an uncare type
of way because it takes less time
It seems like only some classes are added instead of entire programs which some
employers may require. Tracking of the education may have holes when
independent study is involved so immensely.
It seems like there needs to panels of professors who could waive appropriate
requirements within their discipline. This could be easy to implement
Keep assessment costs low - does not need to be same as tuition
Key things may be missed in a student's education experience such as
independent research projects. Waving requirements or entire courses is not the
best idea.
Lack of credit for prior learning from military training
Lack of information/focus on credit for military service
language competency tests/advanced placements
OERG
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OERG
languages
learning abroad. Partnerships internships. Real world job study opportunities
Lots of credit prior learning
Make it as many in possible in the students. Give the student required credit per
individual camera is comprehence demonstrated.
Marketing. Knowledge of completing the eprocess. Implementation of cpl
opportunities for all class. Ease of CPL process
maybe more about extending transfer credits to private schools
Military G.I. Bill/kicker (as my understanding goes) will not allow a student to
CLEP or Dantes. If a streamlined program for military members were
implemented based only (underlined) on prior knowledge this would open the
door to benefit both the school and the students. Saving both time and money yet
helping those types of students get their degree in a manner that will still be paid
for by the GIB II
More definition of how credit for prior learning would be assessed. How is this
different from CLEP? Must meet at least 75% of course content. Can't be from
recreational reading for an example. You can grant credits in excess of what may
be needed for a program and the students can easily be over limit for 150$
Financial Aid - credits granted at MnSCU wouldn't transfer to other programs
say at U of MN - would they be eligible to go on to another four years - careful
doing this for core program courses
More faculty buy-in form throughout the system.
More faculty consultation.
More focus on veterans. More focus on internships
more grants that are easier to get
More info available. About this - especially for older students who have the
knowledge and skills, but not the college credits.
more knowledge / ability to turn life experience into classes especially for military
sometimes my dad does come across something he knows about already in class
More staff/faculty with knowledge of how this process really works and the pros
and cons
Must ensure the analysis and credentialing is solid and fair. Must be
systematized.
My experience with CPL is many people think they know enough about a subject
matter to get credit for the course until they see the list of competencies they
need to demonstrate to receive course credit
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My suggestion: make sure competency tests are rigorous but give good review
material for prior learning credits.
Native evaluators of what is knowledge.
Need clever understanding of how to implement prior experience into tangible
credits. I.E., specific training gained in military or other workforce equals what
academic course?
need more support staff and department resources for this type of additive. Our
campus lack a consistent point person and department. for this to work it need to
be thoroughly invested in . Abstract hard to measure experience. Do the credits/
courses cost the same? Are all faculty members trained and invested in this
Need the data to measure results and determine feasibility
Need to do a better job with experienced adults and veterans. Evaluating credit
for prior learning
Need to have seamless transitions of credits from college to college
Need to maintain quality and integrity of credit courses.
Need to value CBE more!
Not accessible to student increased opportunities for competency assessment
Not necessarily missing but quality must be an underlying consideration in
implementing this track.
Online tracking. Outline of requirements to meet specific experience. Example:
Written statement from student. Letters of recommendation from
employer/contact were credit was received. Committee to accept credit - possibly
at system office instead of campus level.
Pay extra staff to do assessments. We have test outs now.
Pay us, or in school internships. Hands on things
Perhaps certification for the level (grade) or course completion
Positions of staff that work within the MnSCU system - Can "we" walk the walk.
Transfer CPLs seems easiest to execute.
Possibly allow for students to be able to test out of classes more
Potentially, things like CLEP testing could be costly, and could involve a thirdparty contracts that may be expensive
process step to validate this is delivering results expected, Do students by testing
out really have the skills and knowledge to apply this in employment or other
relevant activities of benefit
Reward to staff/faculty for doing these
Right now it is on the student to provide documentation. I see they are working
on a specific format.
OERG
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Rules or guidelines for CPL need to recognize the many regulatory agencies or
bodies that impact the professions we are preparing students to enter. In our
profession 'experience' is already a regulatory requirement so giving ed. credit for
experience seems to thwart the systems intentions. Programs like ours also
require work experience - practicum, field experience, etc. so CPL seems to take
up the space for this in our program - if we grant credit for work experience that
require work experience - it feels illogical
Seamless transferability is most important
Sedlacek's noncognitive variables and other rubrics. (attached). Competency in
your career doesn't end with ability to "do the job" - you need to do the job in a
diverse world, work in teams, know how to manage emotions, etc. (underlined)
see 1 degrees from other countries need a way to count. I have too many student
scamming through with degrees already
significant opportunity to increase student confidence that they can succeed
since you are accelerating process to being knowledge we encourage more
students to have researchers or more scholarships
So performance + written tests to assume prior learning/ + competence in it?
Some professions like nursing, engineering, pharmacy require professional
organizations to register graduates of accredited academic programs. The how?
process of getting from here to there. Link to economic vitality of greater MN or
rural community across the state
Specifics especially for veterans
Stackable credit certification for employer.
Standardized testing of computing testing is showing to be effective at K-12
causing most students coming to college today to need stimulation to get up to
speed.
Standards for transfer. Transcript"ivy"
State crosswalk for credit - veteran support
STEM
Stop trying to treat trade related programs like liberal arts! Allow the experts in
their perspective needs to craft functioning curriculum without outside influence.
Students don't always self assess appropriately so the process must be driven by
faculty and require EVIDENCE of prior learning through assessment not just
transcript. KUDOS on planning to ensure a system wide plan to document
transcript.
Students need to learn more about this opportunity. Different types of
assessments and multiple attempts at passing competency exams because
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increased anxiety with so much time and money at stake may decrease
performance level and not adequately show abilities
Students who took 1 year of, say, engineering 25 years ago. Make it easy for them
to come back and use the credits toward another degree.
Subject matter experts - where are the faculty members. You have many deans have they taught. Where is IFO + MSCF represented
Test out option for previous course work. If you have taken a class that's related
to class taken. Should have test out option to see if you remember the skills you
previously learned.
The actual tests
The CBE needs to be more rigorous than its replacing coursework good luck
getting faculty to agree on common learning outcomes.
The fact that credits are even available for prior learning needs to be better
marketed. There should be personnel on each campus to evaluate individuals for
learning applicability
The logical extension of well-developed assessment of student learning is that we
should be able to ditch credit hours altogether for at least some programs.
MnSCU could and should take a leadership role: the barriers (e.g. federal
financial aid issues) are too substantial for any one institution to take on in light
of our limited resources
The military training to credit may be a model to follow
The perceived gap between past education and the current and future courses.
Education and courses completed shouldn't have an expiration.
The process should not be trivial - students need to be held accountable to ensure
they are really qualified for the CPL/CBE options.
The testing isn't organized. There should be a broader spectrum of testing
The testing system
There is a lot of CPL information out there for military and veterans. You
shouldn't have to reinvent everything to implement this for that group.
There should be a test/way to test in vs. having to just perform talents/other
learning.
Think mentioned, but having student transfer credit information readily
available.
This has to begin at the degree - program level. It cannot be imposed although
support for engaging faculty in departments in this work should be possible and
should be done.
This will require better competencies and learning outcomes articulated in syllabi
Training for faculty on Credit for Prior Learning
OERG
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Training of faculty to do the assessments and for faculty to have the ability to
make the decisions about CBE
Values. More education credits
Watch for so you don't give credit where it's not due. Faculty test results
We already have test (??) for many classes.
we need more information; I do not think a lot at students undetectional what
credit for prior learning is or they don't care. We want change to happen
We need to make sure CPL isn't turning into independent study. some students
are simply really motivated on their own and then testing. Not the intent of CPL
We should be able to test out of a class right in the beginning if we are able.
We're attempting to bridge the gap between core competency knowledge and
skills developed in an apprentice model, and academia. These approaches to
problem solving and implementation are different, and in my opinion
intrinsically opposed to each other.
What about earning credit for current work experience? If it's related to your field
of study. Relationships with employers could be built to help this process.
What about job credits/trainings. I've had my CNA for years and through my job
I'm safety certified, first aid, CPR - How can we apply that to credits and our
future careers instead of taking an almost pointless generals
What kind of system would be used
What programs are you planning on working in? language, math music, certified
in competency, how would you design credit/
Where and how can we include the tenets all of a liberal arts education - when
credit for prior learning allows the student to "not take" something new?
Who decides what the assessments are? Will it be imposed top-down, will it be
one-size fits all?
Work experience does not take into account all the changes in technology. How to
get similar programs in the system to agree on concept #3
Would CBE/CPL courses pose an issue for students looking to transfer
elsewhere?
Would like to see additional info on industry credentials and how it ties to CPL
Would love more CBE opportunities
years of experience in certain field should also be able to substitute or served as
credit toward degree requirement
You have to be careful about making it too easy for individuals to get credit for
"why they know". The issue is people don't know (underlined) what they don't
know - but think (underlined) they do! And will claim (underlined) they do!
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Be careful but (underlined) consistent, valid but fair. Start a Veterans State
College (underlined) either online or near Fort Snelling
Concern about experience as the equivalent of an academic credit. I trust our
professors will collaborate across the system.
Consistency - can we get to the point that a student - no matter where would get
the same CBE without CPL for their evidence.
CPE will be difficult to standardize. Credit would apply to different programs and
different systems in different ways. A centralized process would likely take away
the flexibility to make the program useful.
Develop a set of standards and then review these once every 5 years
How will the system maintain a standard for CPL - so that one
institution/personal making decisions is not different than another. System
should support this with personal money.
I think that trying to make everything equally valid, diverts the attention on the
quality of each institution and self-monitoring
if each institution and the faculty are responsible for their own CBE/CPL, how
are those credit going to transfer if not wrapped in a degree
Inver Hills has a great model for credit for prior learning. I would love to see their
model expanded to other colleges and have Inver provide credits for prior
learning as a shared service for other colleges
More consistency across campuses on how students acquire this credit and its
transferability across campuses and degrees
My biggest concern for prior learning is equality through all of MnSCU. Objective
vs. Subjective
My fear is in trying to get all 34 institutions to measure the same way. Dependent
upon clear measured definitions and defined and communicate process
Needs to be consistent so the student wont need to provide more documentation.
Put in more work that the class itself would actually take
similar process for each institution that isn't more work than the class they are
getting the CPL to cover
System wide/MNSCU (top level) leadership in recognizing CPL as an equivalent
to degree in its job postings
system/process must be in place to avoid risk of offering too much/not enough
credit. Could be used to encourage students to choose one college/program over
the other. One college/program could create and process and share with similar
programs within MnSCU
The ability to get credit for competency and prior learning needs to be more
available. And it needs to be standardized across the system.
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The manner they are measured and the competencies need to be the same for
every institution.
training, acceptance of skills is different than coursework review currently done
by staff and faculty; consistent, best practice training so once CPL is in place no
additional review is needed. Consider implementing as a cooperative or
centralized process and the credit goes with the student record where they go
Transfer. System wide ways to get this credit so the student doesn't need to
complete paperwork at each college
who sets the standard for the credits earned for prior learning?
"Recognize learning" seems very vague = Faculty should ask students to
demonstrate (underlined) their proficiencies AND faculty determine what
proficiencies students should demonstrate
*How will competence be demonstrated by students? What is the process to
decide this?
Can there be a way to do non-credit CPL?
Can you take free online classes & get credits for them?
Concern - students are always looking for a "study guide" for exams - how will
you approach? Self assessment always proves to be a week method of screening
especially when money and time are considered . How will self-assessment be
made to be as rigorous as the education process being avoided? How will credit
for prior learning correct bad habits, shortcuts and misinformation? How will
CPL transfer?
Experience and competencies! Assessment is costly and complicated. Who pays?
Fear is pressure to give academic credit for non-academic experience. Will 5
years as a sanitation engineer count towards an engineering degree?
Funding - someone is going to have to foot the bill with a strained budget, how
will we create revenue when students spend less time in school? What are the
costs per CPL? Will this be in line with current per-credit tuition or at a reduced
rate/
Hard to distinguish what is credible for earning credits
How do assess the pre-existing knowledge of a potential student? How do you
measure if they have enough to waive a course, i.e. public speaking? How does
this issue take our international students into concern when assessing their preexisting knowledge?
It is difficult to envision this without seeing examples of prior learning that would
take the place of a course.
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Perhaps clarifying through which means students academic ability is to be
assessed. Is it going to be assessed from assessments, essay, a verbal interview?
(etc.)
Seamless transfer is easier with CLEP, AP, military, but not portfolio option. How
do we agree on adoptions an agreed upon portfolio model?
Technical degrees, such as those acquired via learning trade skills, are seemingly
lucrative areas in which to promote CPL. My question is this: If I can already do
the work to pass the tests, why pay MnSCU at all for it? The incentives to pursue
CPL must be clearly advertised, to the right programs and institutions.
We have many international students with degrees from other countries - that
should count for something. "Increase opportunities" is very vague - lacks a
commitment to consistency with so many schools near MCTC those offering more
opportunities will benefit students more
What does "readily available" mean in terms of credit for prior learning? Work
assumes all CBE and CPL should be the same? How to ensure that credit for prior
learning = learning outcomes for courses
What is in place for holes in knowledge? A person may have some knowledge in a
given area, but some key elements may be missed by not taking certain classes. If
a person takes a class at one school (i.e. intro to chemistry) then attended a
different school and took the next level of chemistry because different things are
taught by different teachers, will something be lost between these 2 classes? The
same classes at different schools should be teaching the same level and amount of
concepts.
What one the tests? How are they tested? Where do they test? Who administers
the test? Grades the test? etc. Where are the IFO reps on this committee?
When you say credit for prior learning does this only apply to classes? Or will
students get credit for working in the field for many years? Can they test out of
classes based on years working in industry?
Where would the money come from to establish "competence" testing and
administer these tests? I feel like this would lead to a lot of argument from
students about "competence" or "Credit for prior learning"
Would we limit how many credits we would accept through this method?
Are we going to draw policies from practices at current MnSCU schools. How will
we decide which policies are most effective? What types of competency testing
will be used to properly gauge life experience?
How can you have a system-wide and institution specific process? The current
process is incredibly difficult compared to other systems for example - I
transferred to a private college and was awarded 20 credits by providing a
certificate of completion for non-credit courses I have taken. No packet of
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information. Faculty review for every credit. Extra fee, etc. And it was done in less
than one week.
Credit for prior learning for immigrants - lots of students came with bachelor's
degrees and have to start over. This is disappointing and a little arrogant on our
part.
Theme 3: Collaboration Across the System
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Be careful but (underlined) consistent, valid but fair. Start a Veterans State
College (underlined) either online or near Fort Snelling
Concern about experience as the equivalent of an academic credit. I trust our
professors will collaborate across the system.
Consistency - can we get to the point that a student - no matter where would get
the same CBE without CPL for their evidence.
CPE will be difficult to standardize. Credit would apply to different programs and
different systems in different ways. A centralized process would likely take away
the flexibility to make the program useful.
Develop a set of standards and then review these once every 5 years
How will the system maintain a standard for CPL - so that one
institution/personal making decisions is not different than another. System
should support this with personal money.
I think that trying to make everything equally valid, diverts the attention on the
quality of each institution and self-monitoring
if each institution and the faculty are responsible for their own CBE/CPL, how
are those credit going to transfer if not wrapped in a degree
Inver Hills has a great model for credit for prior learning. I would love to see their
model expanded to other colleges and have Inver provide credits for prior
learning as a shared service for other colleges
More consistency across campuses on how students acquire this credit and its
transferability across campuses and degrees
My biggest concern for prior learning is equality through all of MnSCU. Objective
vs. Subjective
My fear is in trying to get all 34 institutions to measure the same way. Dependent
upon clear measured definitions and defined and communicate process
Needs to be consistent so the student wont need to provide more documentation.
Put in more work that the class itself would actually take
similar process for each institution that isn't more work than the class they are
getting the CPL to cover
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System wide/MNSCU (top level) leadership in recognizing CPL as an equivalent
to degree in its job postings
system/process must be in place to avoid risk of offering too much/not enough
credit. Could be used to encourage students to choose one college/program over
the other. One college/program could create and process and share with similar
programs within MnSCU
The ability to get credit for competency and prior learning needs to be more
available. And it needs to be standardized across the system.
The manner they are measured and the competencies need to be the same for
every institution.
training, acceptance of skills is different than coursework review currently done
by staff and faculty; consistent, best practice training so once CPL is in place no
additional review is needed. Consider implementing as a cooperative or
centralized process and the credit goes with the student record where they go
Transfer. System wide ways to get this credit so the student doesn't need to
complete paperwork at each college
who sets the standard for the credits earned for prior learning?
Are we going to draw policies from practices at current MnSCU schools. How will
we decide which policies are most effective? What types of competency testing
will be used to properly gauge life experience?
How can you have a system-wide and institution specific process? The current
process is incredibly difficult compared to other systems for example - I
transferred to a private college and was awarded 20 credits by providing a
certificate of completion for non-credit courses I have taken. No packet of
information. Faculty review for every credit. Extra fee, etc. And it was done in less
than one week.
Great idea but there must be consistency across campuses. Possibly central
location decision vs. campus decision
Looks comprehensive. All colleges have same plan - follow not silo based. Keep
consistent.
a unified way of doing it
Any policy should be comprehensive and STATE WIDE
Behaving consistency and the variability of individual expensive will be
challenging at times. Need structure and flexibility.
Better communication between MNSCU and students
Comprehensive availabilities through MnSCU - consistency on what is accepted
and why or how. Technology updates and innovations healthcare, if haven't been
out of infield for years, how do we guarantee knowledge of these.
Concept 2- institution specific does not lead to system-wide acceptance
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consistency. No guarantee that all schools will agree to this
Cooperation with private institutions/other colleges
Finding of consistency for all campuses are all the MnSCU colleges giving to
follow standard procedure for CPU?
Hopefully it will be treated consistently over all of the MnSCU colleges
How to implement! Transcripting. 'Directing' at campus level - how can we
provide system-wide support (website, training) and (underlined) have a point
person on campus to work with students. Students need info and advice at CPL
before (Underlined) they choose and enroll in a college. In general, we provide
services only to enrolled (underlined) students.
How will this be implemented system wide? Everyone with some policy - training
for evaluations, etc.
How would CPL be consistent throughout all campuses?
I worry about aligning the autonomy of campuses on this issue with the system
wide articulation to promote transferability. Would employers and other schools
respect institutions specific CBE and CPL?
Make sure its a standardized process and let other college partners about the
change. Not just locally but nationally
Must be CONSISTENT throughout system, guidelines/policies in place versus a
person's judgement; May fields have changed drastically in both technology and
procedures in past years. Is this considered so people with obsolete skills are still
getting credit?; I favor testing both written and practical skills.
Need consistency among all institutions
No consistent approach to code
system wide process
The difference in each person's individual experience with completing
certification. Standardization will be a big problem.
This should be phased in after academic planning and collaboration transfer
project is complete. Is our public Universities have different ideas on what
competencies a business major need, then we need to get everyone on the same
page, so an accurate assessment for prior learning can be made. I am concerned
we will rush into things, when the proper ground work hasn't been completed. I
love the ideas! Let's be calculated and realistic. This shouldn't be completely
implemented within the next 4 years.
what is standard? high or low? is it on personal opinion
Who sets standards? What is the process for applying for theses programs, what
percentage of degree can these credits compose?
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Will there be a standard for testing - how is this established with so many thought
processes.
Will there be benchmarks for these concepts? How do you minimize the
discretion by evaluating individuals?
Would like more information on how this would be consistent among institutions
and even within departments
I think setting the applied limited. I mean CBE and CPL can be applied. Many
people, but some of skills or experiences are very subjective, so standard
evaluation methods are needed.
We need to be careful with this and make sure standards are maintained
statewide for all courses. Otherwise, our programs could lost accreditation not to
mention the colleges. We don't want a dumbing down of knowledge.
Ensuring that ALL institutions are on board regarding transfer, credit, etc.
Need to be given tools, resources, and ideas how to roll out CBE and CPL
methods that are prove to be the best practices (nationwide) to the institutions
around the state. Why have each institution spend resources on developing a
system when one may be provided to use. Resources may be pooled to identify
what has worked.
Theme 4: Clarity
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Are we going to draw policies from practices at current MnSCU schools. How will
we decide which policies are most effective? What types of competency testing
will be used to properly gauge life experience?
How can you have a system-wide and institution specific process? The current
process is incredibly difficult compared to other systems for example - I
transferred to a private college and was awarded 20 credits by providing a
certificate of completion for non-credit courses I have taken. No packet of
information. Faculty review for every credit. Extra fee, etc. And it was done in less
than one week.
Would like more information on how this would be consistent among institutions
and even within departments
"Recognize learning" seems very vague = Faculty should ask students to
demonstrate (underlined) their proficiencies AND faculty determine what
proficiencies students should demonstrate
*How will competence be demonstrated by students? What is the process to
decide this?
Can there be a way to do non-credit CPL?
Can you take free online classes & get credits for them?
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Concern - students are always looking for a "study guide" for exams - how will
you approach? Self assessment always proves to be a week method of screening
especially when money and time are considered . How will self-assessment be
made to be as rigorous as the education process being avoided? How will credit
for prior learning correct bad habits, shortcuts and misinformation? How will
CPL transfer?
Experience and competencies! Assessment is costly and complicated. Who pays?
Fear is pressure to give academic credit for non-academic experience. Will 5
years as a sanitation engineer count towards an engineering degree?
Funding - someone is going to have to foot the bill with a strained budget, how
will we create revenue when students spend less time in school? What are the
costs per CPL? Will this be in line with current per-credit tuition or at a reduced
rate/
Hard to distinguish what is credible for earning credits
How do assess the pre-existing knowledge of a potential student? How do you
measure if they have enough to waive a course, i.e. public speaking? How does
this issue take our international students into concern when assessing their preexisting knowledge?
It is difficult to envision this without seeing examples of prior learning that would
take the place of a course.
Perhaps clarifying through which means students academic ability is to be
assessed. Is it going to be assessed from assessments, essay, a verbal interview?
(etc.)
Seamless transfer is easier with CLEP, AP, military, but not portfolio option. How
do we agree on adoptions an agreed upon portfolio model?
Technical degrees, such as those acquired via learning trade skills, are seemingly
lucrative areas in which to promote CPL. My question is this: If I can already do
the work to pass the tests, why pay MnSCU at all for it? The incentives to pursue
CPL must be clearly advertised, to the right programs and institutions.
We have many international students with degrees from other countries - that
should count for something. "Increase opportunities" is very vague - lacks a
commitment to consistency with so many schools near MCTC those offering more
opportunities will benefit students more
What does "readily available" mean in terms of credit for prior learning? Work
assumes all CBE and CPL should be the same? How to ensure that credit for prior
learning = learning outcomes for courses
340
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What is in place for holes in knowledge? A person may have some knowledge in a
given area, but some key elements may be missed by not taking certain classes. If
a person takes a class at one school (i.e. intro to chemistry) then attended a
different school and took the next level of chemistry because different things are
taught by different teachers, will something be lost between these 2 classes? The
same classes at different schools should be teaching the same level and amount of
concepts.
What one the tests? How are they tested? Where do they test? Who administers
the test? Grades the test? etc. Where are the IFO reps on this committee?
When you say credit for prior learning does this only apply to classes? Or will
students get credit for working in the field for many years? Can they test out of
classes based on years working in industry?
Where would the money come from to establish "competence" testing and
administer these tests? I feel like this would lead to a lot of argument from
students about "competence" or "Credit for prior learning"
Would we limit how many credits we would accept through this method?
I think you have a lot of the right information. Just needs to be simplified
"Not all expenses are equal". Who ultimately would be responsible for aiding the
student forward represented learning to a curriculum structure
a clear process
A more in depth description on what you are trying to achieve
Clear directions for all: students, staff, faculty
Clear process that would work for all demographics
Concrete ideas for delivering this support.
Cost and people. How will you implement this? There's no money and little
workforce.
explain
Gaps in learning. I wonder how this would impact a student. Are all classes to be
individually tailored?
How do you prevent a "race to the bottom" by institutions providing credit?
How does this affect non-individual students what are you going to do to make
things better for us. We have it hard no just start classes for computers. We are
put in classes and setup to fail.
How does this help people with mental disabilities?
how hard are the classes?
How many students can this really benefit Is the ROI worth this very extensive
work?
How to address the challenge of implementation
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How will colleges and universities charge for these services? How will this affect
the funding formula? How does the system assured that we don't become a
diploma mill system?
how will this be accomplished
How will this impact Financial Aid?
How will this specifically effect faculty? High demand. more pay. les teachers
because of faster schooling. How will this impact our school? how will funding be
distributed. what will the school get out of this?
I don't follow the posters very well - too vague for me. I like concrete examples.
Maybe shadow students to see if there understanding everything.
Metrics. How many students affect? What are the anticipated numbers of
students who could benefit from the desired future state? How would it look if
MnSCU/the plan is successful?
More clear and clarified. Boardwalk posters were very unclear. I didn't get the
whole deal.
Need advisors that are dedicated to these people because if it is too confusing
they won't even try.
No one from NTC/BSU was on this committee. Have any concrete practices been
thought of for these yet? Lots of wonderful ideas, but I don't see the "thought-toaction" process yet
note - these pages don't clearly correspond to the poster boards??
Provide more staff development for instructors. Teach us how to do it properly,
using scenarios, so we are comfortable with the process
putting it into place
Recommendation #2: say clear co
So much room for error and personal mistakes
Specific examples
Terminology that is readily understood by real people, not MBA's
The desired future state
The ideas have been simplified which is nice at times but without background it is
hard to truly grasp. The helpers are very important to filling in the gaps
The political reasons why this isn't already happening
There still needs to be a fair amount of education about CBE and CTL and what
they mean - careful change management will be needed to engage stakeholders
Training and regulations
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Training for campus staff to administer. Rather than each campus administering
CBE or CPL should be this be done at designated campuses to save on funding
staff?
We have a lot of successes, but I leave many of others on campuses and off are
not aware of these successes so that it can be expanded.
What are the limitations
What are the national trends? Are there professional organizations or testing
sources that have already made progress? How can we make this work for
students transferring CPL to or from MnSCU?
What will the costs be and could they be paid with financial aid? I think less
advantaged students would be further disadvantaged by the associated costs and
the time that is required to gather the necessary documentation / portfolio.
What will we do if this becomes "norm" and not the exception?
Why do people go back to school? To gain additional (underlined) knowledge and
skills. We just need to make sure to leave room for gaining additional skills - not
awarding too much CPL
Will this cost students? Will college prices actually lower because of this?
Would students have to pay for points/credits if they are earned? How do you
figure out the value?
you say that you are not worrying about the time spent in class. But if teachers
don’t concisely explain for outside work, we wont succeed
Theme 5: Other
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I think this is a great idea but I really don't understand how it will work. I hope
there is a LOT of training with this so faculty know how to create this.
1. more affordable programs (maybe even free) 2. programs reaching out to
younger people like people age 9-17 like kids and teenagers
100 and 200 level classes at 2 year colleges
A better structure for employees to know and be trained on. Marketing it to
students.
A discussion with a staff person reminded me that credit we give for AP classes
and PSEO in many ways fits this category of CPL.
a good flow for presentation
A mentoring program with someone successful in the career
A simple roadmap!
A streamlined process
a student perspective
a student view
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A way to talk with employers and get some assessment of a person's competency
through related jobs worked at.
Again, finding a way to combine humanities and the arts with service and
industry. They can be separate, but as we become a more aware and holistic
society, we can see that there is strength in overlapping or providing
interdisciplinary opportunities. Thinking out of the box!
a lot but I see a lot of good changes and new pattern tail
Although CBE credits would be great, I feel it devalues education. Just because I
am a good at my job, to transfer to another job I would have no clue.
Although I understand the need to "speed up" education for those individuals
that have not had formal education recently may not be up to date on current
practices
An attention getter - I find it hard to want to read all the text.
An awareness and support for good programs
Availability and subject variety
B.A.s and more hands on
Benefits of other states/compared. I would like to see.
Better class planning
better education
better spending
Better work placement
Board "proposed concept #2" typos 1. extra space behind CPL board propped
concept #1. 2. Need apostrophe on 2nd bullet in bottom section "student
ability..."
bringing more members to each team
Budget process that will provide for education revenue
Cake? Left sock?
CBE and CPL opportunities may be overwhelming
CEU's/CT aspects
Competent leadership at the system levels
connection groups. Encouragement seminars
Cookies
Cookies :)
cost effective and timeless
Cost of textbooks - offer more e-texts
covered
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DEED has contracts that will help MnSCU. Take advantage of their employee
industry contracts
Did you interview faculty to find out what the barriers are to implementing CC
and CPL? Root causes of resistance should be identified and tackled at the same
time that policies and procedures are put in place.
discussion and advertising. Students don’t seem to know about CPL
Do what is needed by industry not what is easy
easier questions
Education. We know a large teacher shortage is upon MN and ND. Focus on
second career potential student perhaps?
enforce LOA's
Exploration of processes beyond Accuplacer and to assess knowledge
level...Opportunities...links for students to prepare independently to be strongly
set for college
Faculty compensation for CPL. How can we incentivize CPL to gain better buy in
Faculty representation on COMMITTEE
Faculty representation on the committee?
Financial aid typically wouldn't cover these types of courses
food
Food and money
free
Front loading it with businesses to make it goal oriented
getting closely related classes put together as one class
Goal
Graduate education and research
Graduate education?
hands on training
haven't attempted the process yet
Help with vocational things. Child care
How do for profit colleges execute this so efficiently
How will we address liberal education?
I am alarmed that there are only two students! Understand student participation
is lacking. Nowhere the title may be confusing for some students. Also, where are
veterans voices in their discussion
I believe the most competent folks to lead this suffer come out of customized
training departments
I can't think of anything at the moment
I don't know
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I don't know
I don’t know
I need more specifics in order to give useful feedback
I received zero credits from my military smart transcript. Why is this?
I think the realities of todays system, competition, and needs of students well.
What we are missing: The human connection is being lossed and Americans are
already suffering in "lack of people skills" in our culture?
I think they are good, especially #4 and 5
If implemented it needs to be well advertised and explained to students and
faculty
Important to move in a timely manner. We've been talking about this for a long
term
Improving #3, Fantastic idea
In high school there should be a class called life/taxes. This class should teach
students about life after school. How to balance a checkbook. How to do taxes.
how life is unpredictable. The only thing I remember from high school is that the
mitochondria is the powerhouse of a cell.
in your goal for efficiency and cheap, you're missing the intangible and
unmeasurable parts of edu
Instead of just online classes and face to face classes, I would like to see more
web-advanced classes
Intelligible concepts and having a better understanding with colleges in general
Is this part of registration or faculty assessment?
It is bogus. Students should take a college course and transfer it in
Just because someone has job experience doesn't mean they have competence.
Just do it...already
Just hand out a packet. No clue what this is for.
Learners getting credit for experience is bogus and diminishes integrity of
education system.
Lets make it easier to get the help for a learning disability
lots of things
love 3
love 4 provided by institution is my vote! kids now use pads in kindergarten by
the time they get to college they don't know how to take notes on paper
Lower the cost of going to school
lower the taxes
lunch
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Make counselors who know how to maneuver the system
make it more fun
Make regional centers - not enough volume to here all campuses be fully staffed.
Make site easier to navigate and email easier to access. Make an APP!!
making college more affordable will attract more students to the campus. Filling
up classes faster with bigger classes and a need for more instructors
Marketing the option
Might need to reflect industry needs and government bodies of regulation, etc.
Money
Money. If it is a savings for students how does MNSCU institution make money
by discounting credits?
Mooc BAD 6ay. Industry certification
More accountability for students and instructors especially instructors. LSC
student who is appealing decision to Chancellor
More areas of learning
More beautiful women
more communication between student
More conversations about these issues
More cookies
more financial opportunities
More flyers/advertising
More grad money
More grant money to use for classes
more one on one
more pizza
More pizza.
more places to eat
more power to the students
more private schools should get involved with CBE and CPL
More programs for specific learning methods of students history background
more retention
More specifics
Multicultural perspectives.
Need broad faculty begin of CLEP
Need more than 1 staff member for CPL
Not necessarily missing, but we should immediately start thinking about how to
market the incredible value this can bring to students. This could be huge for
system sustainability.
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Not sure
not sure
Not sure how or if you talks about CE classes.
Offering more classes that the community may be after (like lifeguarding)
On canby campus I think that we would have more students completing the
programs if the electrical and wind program. This way if a student takes the first
year of wind and then chooses to do electrical they can take the 2 years of
electrical needed or they can just take 2nd year of wind and get their degree.
one point of entry - move from campus to regional
only the day care, wish you had it at the college
open communication with new student. answering new students important
questions. unprofessional about handling someone without an appointment
Percent of cost?
personal touch very few people "admins" are about the students. I see more
authorities them anything else.
Previous successes. Will this work or be worth it.
promotion, communication, marketing of this.
PSEO for private high schools
Recognition of the value of a liberal education
Recruitment
Reduce cost of degree
Research paper for theoretical overview
SCSU should be a mentor of this group
seems pretty intensive
Students know how to handle their education possibilities
Students need to told about this
students view
support
testing cost
the changing of development on clubs that the students can join and release
stress
The cost of what is coming out of student fees
The doing/completing of this needs quick timelines
The fact that a lot of people don't know or understand or care about the things
that are brought up
The fact that not everyone gets a job after finishing college
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The mark!
The need for advisors to assist in keeping students on graduating path, for
engagement with the students to reduce frustration. Program degree application
process.
The opportunities for credits do be determine with stock holders
The reality that there will be resistance or barriers put up by four-year faculty
There needs to be some kind of pilot to see how this works. Have you asked
employers what they think of this? What's the likelihood of it working? How do
you determine what is credible experience?
There should be more suggested and more time allotted for all to attend gallery
walks more than one day and different times
This is perhaps the most difficult of the charting the future initiatives - good luck!
this project seem so overwhelming and immense
This would/will take a long time to evolve and grow.
Time, money, and best practices
Too little funding
Too much technology; too little human interaction and real world activities
training courses
Training, Some work will be pigeonholed into a course it shouldn't be. Important
objectives could be lost or overlooked.
Training/entrepreneurial in parallel with education
Values. New materials/lab equipment
We are missing variety for all the different possible learned jobs - this is new
through patience and time
we need to continue to build in these areas. Be more creative in recruiting these
students!
What do we have?
why
Why don't classes taken here count toward major? The classes are the same
needed for program! Was told they're too old at 12 years but I still took them!
Will look into this further
Working with employees
Would like to see more classes related to energy efficiency - energy costs don't
have to be "just a cost associated with business" - an energy audit would help
businesses determine benefit vs. cost. Would like to see more businesses "build"
employees from within. We are seeing this most often with the healthcare field
(i.e. dentists, doctors, nurses) but this may need to expand to plumbers,
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electricians, energy, efficiency fields, etc. The # of people available to fill these
jobs will not be enough unless further work is done in the area.
Young students, PSEO students
Is it worth it?
For some classes, we already have a process in place to "test out" of a class by
taking an exam or putting together a capstone project that meets specific criteria.
Enroll in class, pay for credits, then complete exam or project and present.
The potential of devaluing the degrees earned. Less of a rounded education by
giving people a pass.
Can't think of anything just non-vets do not know about the prior learning
Be louder! I do not think many people know about this.
Only what arises case by case
Colleges need a process to accept work experience for credits that is useable and
manageable with less staff and $$
Budget.
MnSCU led process needed. TOO large of an undertaking for small school to
develop when number of students benefited may be rather small. If a framework
were provided fee structure, etc. it may be easier to manage.
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Competency Certification and Credit for Prior Learning
Posters
Following are all of the posters presented for Competency Certification and Credit for
Prior Learning at the Gallery Walks.
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Education Technology
Education Technology
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Key Findings
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Importance of Quality Matters or something similar to help train faculty and
ensure quality of online courses.
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Need adequate funding and staff to support the use of technology, keep it up-todate and ensure users are trained on how to use it effectively.
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Ensure training for students, faculty, and staff with the implementation of new
technologies.
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Some participants were hesitant about some of these concepts due to concerns
about having all classes online, or only using e-textbooks and some students may
learn better in or prefer in person classes or using hard-copy textbooks.
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Overall, many participants liked the ideas presented in the concepts. They
recognized how beneficial it would be for students to have their own devices, and
more access to technology and quality online courses.
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Method
Participants were invited to contribute feedback on the Gallery Walk posters and
Education Technology concepts via two methods:
Handwritten Comments: During the Gallery Walk, those in attendance were given a
book as they entered. As they viewed the posters, participants were asked to answer 16
questions, including four questions related to Education Technology in the feedback
books. Participants could either turn in the books as they exited the Gallery Walk, or to
an office designated by the college or university later that week. Participants were not
required to fill out answers to every question. The prompts and questions can be found
in Appendix A.
Online Survey: Participants could also complete an online survey that included
questions about the Education Technology poster. Participants could access the survey
via a link on the Charting the Future blog. Participants who attended a Gallery Walk
were also given a card containing the online survey link when they exited the Gallery
Walk. The online survey questions were the same as those asked on the Gallery Walk
posters.
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Booklet Question Themes
Education Technology Question 1
“What do you like about these five concepts? What concerns you about
them?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Better Access
Cost
Training
Support
Approval
Disapproval
Overall %
2.7
14.2
1.8
4.2
51.3
16.3
Theme 1: Better Access
This theme includes comments by participants who believe that with the introduction of
these new educational technologies there will be better access for students to complete
their coursework and stay connected with their instructors. This theme refers to positive
aspects of the five concepts. This theme was one of the less commonly mentioned
themes with only about 3% of the sample mentioning it. Participants from colleges
mentioned this theme more than those from universities did. Staff and students also
more commonly mentioned it then faculty, and community members did not mention it
at all.
Example comments:
“Students will have more access to tech resources, but will spend less. More
equitable access will be great.” - Staff
“I like the possibility of online learning available to anyone.” - Staff
Theme 2: Cost
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This theme included comments by participants who included responses to the different
concepts and their associated costs. For the e-textbook concept, participants believe that
the online textbooks would reduce the cost for students. For the other concepts,
particularly giving each student a computing device, there were concerns about the cost
associated with implementing the ideas and if it would be the responsibility of the
students or institutions to pay for the implementation. Cost was mentioned by nearly
14% of the sample, the largest of the themes that were topic specific. It was more
commonly mentioned at colleges rather than universities, and by staff more than by
faculty, students, and community members.
Example Comments:
“I like that students will have access to e-textbooks. Save money, more options,
can have them read aloud. I am concerned about having every student having a
computing device - high cost and computers are already available” - Staff
“I have concerns for lack of funding of educational tech” - Student
Theme 3: Training
This theme talked about the associated trainings that would be required for students
and faculty if these new educational technologies were to be implemented. Many of the
comments referred to how the training would be necessary but also time consuming and
expensive. Training was the least mentioned theme with only 1.5% of the sample
population mentioning the topic of training for these new technologies. Faculty
members as compared to any of the other associations mentioned this most often.
Example comments:
“Emphasis on exploring appropriate technology and software, the "fit" for
online to specific programs and making sure each campus has adequate
training and support.” - Faculty
“We are stretched so thin that there isn't much time for trainings, etc.”
Theme 4: Support
This theme refers to the necessary administrative and technical support that will be
required with the implementation of these concepts. Many of the comments pointed out
that the current IT infrastructure would not be suitable in order to sustain the
implementation of all these new educational technologies. The theme of support was
mentioned by nearly 4% of the sample. This theme was more commonly mentioned in
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the Greater MN area when compared to the Metro area. It was also mentioned far more
often by faculty, followed by staff. Students and community members did not mention
this theme at all.
Example comments:
“Rural students who are first generation and/or low income may need extra
support in the area of technology. Not all students want to be on campus. So
online classes are a good option.” - Staff
“IT can barely service the campus now - these five concepts have huge costs.
Who is going to service the students' computers?”- Staff
Theme 5: Approval
This theme refers to the general approval of the ideas that were proposed in the
concepts developed by the Educational Technology team. Many of the responses only
listed a general opinion to all five concepts rather than stating specifics about certain
concepts. This theme was assigned to a comment if the general tone of the comment was
positive in favor of implementing the educational technology concepts. This theme had
the most responses with 51% of the responses having a positive opinion of the
educational technology concepts. This was higher in the Greater Minnesota area when
compared to the Metro area but only by 3% difference. This was higher in the Greater
Minnesota universities when compared to the colleges but only by 4% difference.
Community members and students have a higher percentage of positive responses when
compared to faculty and staff.
Example comments:
“More convenient, more affordable, more accessible, win-win-win” - Staff
“I like that they make education online, cheaper & easier to use” - Student
Theme 6: Disapproval
This theme refers to the general disapproval of the ideas that were proposed in the
concepts developed by the Educational Technology team. Many of the responses only
listed a general opinion to all five concepts rather than stating specifics about certain
concepts. This theme was assigned to a comment if the general tone of the comment was
against implementing the educational technology concepts. Most of these comments
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were related to a dislike of e-textbooks and having institutions provide a device to every
student. Approximately 16% of the responses from the sample had a negative opinion
about the implementation of the educational technology concepts. This was the same
between both regions (Metro vs. Greater MN) and type of school (University vs.
College). This theme was more common in faculty and community members as
compared to staff and students.
Example comments:
“Concerned about moving toward open education resources and e-textbooks
since we may lose the flexibility as faculty to choose the best materials.
Concerned about pushing students toward online courses when that may not be
appropriate for their ability.” - Faculty
“The most concerning concept is the lack of personal communication. We are
slowly developing a society of disconnected individuals rather than a
community of colleagues.” - Student
Education Technology Question 1 by Theme for Colleges vs. Universities
Themes
Better Access
Cost
Training
Support
Approval
Disapproval
College
3.3%
14.8%
1.8%
4.0%
50.8%
16.3%
University
1.1%
10.6%
1.8%
4.6%
54.3%
16.3%
Education Technology Question 1 by Theme for Metro Area vs. Greater
Minnesota Schools
Themes
Better Access
Cost
Training
Support
Approval
Disapproval
Metro
3.0%
13.8%
0.9%
2.6%
50.1%
16.6%
Greater MN
2.4%
13.7%
2.4%
5.3%
52.7%
16.1%
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Education Technology Question 1 by Theme for College or University
Affiliation
Themes
Better Access
Cost
Training
Support
Approval
Disapproval
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Staff
2.8%
9.2%
0.2%
2.1%
59.1%
15.2%
3.9%
20.1%
2.9%
4.7%
47.9%
14.6%
Faculty Community
Member
0.7%
20.0%
13.3%
0.0%
4.9%
0.0%
7.7%
0.0%
43.4%
60.0%
20.3%
0.0%
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Education Technology Question 2
“What barriers do you see as most challenging to overcome in order to
implement these ideas?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Funding
Support
Buy-In
Training
Not Best for Student
Tech Access
No Barrier
Overall %
48.1
5.8
18.2
3.9
8.0
8.1
3.1
Theme 1: Funding
This theme mentions cost as one of the barriers to implementing the concepts presented
by the educational technology team. Many were concerned about where the funding for
implementing the concepts would come from. This was very commonly mentioned in
relation to students all having computing devices as they were uncertain if this would be
paid for by the institution or by the student via increased tuition. This was the most
commonly mentioned theme with 48% of the sample mentioning funding as a barrier to
the concepts. This was more commonly mentioned in Metro institutions in relation to
institutions in Greater Minnesota. It was mentioned more commonly in colleges in
relation to universities. The theme of cost was most commonly mentioned by students
with over 70% of students mentioning funding as a barrier to the implementation of the
educational technology concepts.
Example comments:
“Money. Tuition/cost of living as a student is high enough.” - Student
“Educational costs becoming too great for students” - Staff
Theme 2: Support
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This theme talks about the barrier of the amount of IT support that is going to be
required with the implementation. Many talk about how the current IT staff is not going
to be adequate to respond to the needs of institutions that are increasing their
involvement with technology. Students and faculty want to have a place that they can go
when they have issues with the new technologies that are being supplied to them.
Example comments:
“It is a good idea and needs but hard to support by current staffing. Due to
budget cuts our IT staff was cut. Trying to support an additional thousands of
devices would be tough” - Staff
“Providing sufficient knowledgeable and skilled support services at the campus
level.” - Faculty
Theme 3: Buy-In
This theme refers to the barrier of getting faculty and all students to cooperate with the
implementation of the new educational technologies. People are concerned that many of
the faculty will not want to adapt their classes into an online format and will have a hard
time integrating the new technologies (smartboard, e-textbooks) into their traditional
classes. Buy-in was the most commonly mentioned theme after funding with 18% of the
respondents reporting buy-in as a barrier. This was more common in the Greater
Minnesota compared to the Metro area. It was more common in universities compared
to colleges. Buy-in was mentioned more commonly by staff and faculty compared to
students and community members.
Example comments:
“Cost and willingness to fully support educators. Will educators be "forced or
coerced" to upgrade but not be given time (credit equivalent) or monetary
support to do it well.” - Faculty
“Getting people to use them. I can see great cost in the implementation as many
of these are available within our organization and it is a matter of convincing
people to take time to use the resources.” - Staff
Theme 4: Training
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This theme refers to the barrier of the trainings that will have to be developed in order to
help all parties involved be able to effectively use the technologies that are being
provided to them. Participants worry that this will take time and will not be available
from the onset of the release of the technology. Training was a theme that was not
commonly mentioned after funding with only 4% of the respondents reporting training
as a barrier. This was more common in the Greater Minnesota compared to the Metro
area. It was more common in colleges compared to universities. Training was mentioned
more commonly by faculty compared to staff, students and community members.
Example comments:
“On demand technology training isn't available for people to learn at the time
they are ready for training.” -Staff
“Training for faculty, staff, students. Costs money -> how to implement, I know
I could benefit today from this type of training.” - Staff
Theme 5: Not best for students
This theme refers to the fact that not all students have a learning style that works well
with online learning. Some are concerned that if we move more towards online learning
then those who more commonly learn by hands on experiences will have difficulty
adapting to the changes. Also commonly mentioned in this theme was the preference of
a physical textbook compared to an e-textbook for certain learning styles. This theme
was mentioned by 8% of the respondents in the sample. It was more commonly
mentioned by Metro (11%) compared to Greater Minnesota (6%) campuses. It was more
commonly mentioned by students, faculty and community when compared to staff.
Example comments:
“I feel that online classes are great, but I feel that many older students are not
sure about taking online classes. Maybe have a class in person to teach people
how to take online classes and how to do well in them.” - Student
“Not all students are audio/visual learners and NEED hands on explanation
from a teacher” - Student
Theme 6: Tech Access
This theme refers to the barrier that it will be very difficult for all of the students to be
able to get the full access to technology. Many believe that the implementation of having
every student having a computing device will be too impossible and that some students
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will be left without. In addition, some commented that even if we give all the students a
computing device that does not guarantee them access to internet. This theme was
mentioned by 8% of the respondents in the sample. It was more commonly mentioned
by Metro (9.2%) compared to Greater Minnesota (6.8%) campuses. Faculty and
community members mentioned this theme more than staff and students.
Example comments:
“All students required to have personal computing device maybe be challenging
to implement successfully. Students do not all buy textbooks so how does the
campus mandate a computer” - Staff
“Access to internet in rural areas. Having a computer doesn't mean they can
access the material if all they have is a dial-up or nothing.” - Faculty
Theme 7: No Barrier
This theme is for those who do not believe that there are any barriers towards
implementing the educational technologies. This was sometimes paired with them
stating that although they think that these programs could be implemented they do not
particularly believe that they should. A lack of barrier was the least mentioned theme
with only 3% of the sample stating they do not think there are any barriers to the
implementation of these concepts. It was more commonly mentioned at universities
rather than colleges. It was most commonly mentioned by students with 6.4% of
students not identifying any barriers compared to faculty (1.5%) and staff (0.5%).
Example comments:
“Not a barrier, sometimes technology is viewed as an excuse not to work” Faculty
“I don't see any barriers it should be accepted.” - Student
Education Technology Question 2 by Theme for Colleges vs. Universities
Themes
Funding
Support
Buy-In
Training
Not Best for Student
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50.45%
5.0%
18.0%
4.2%
9.7%
University
42.2%
7.8%
18.8%
3.5%
3.9%
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Tech Access
No Barrier
8.1%
2.2%
7.8%
5.9%
Education Technology Question 2 by Theme for Metro Area vs. Greater
Minnesota Schools
Themes
Funding
Support
Buy-In
Training
Not Best for Student
Tech Access
No Barrier
Metro
49.2%
2.9%
17.1%
2.6%
11.3%
9.2%
2.9%
Greater MN
47.6%
7.7%
19.0%
5.0%
5.9%
7.3%
3.4%
Education Technology Question 2 by Theme for College or University
Affiliation
Themes
Funding
Support
Buy-In
Training
Not Best for Student
Tech Access
No Barrier
Student
Staff
44.2%
2.4%
16.2%
2.2%
10.0%
8.9%
6.2%
53.2%
8.6%
20.2%
4.3%
7.0%
7.0%
0.5%
Faculty Community
Member
48.8%
60.0%
2.3%
20.0%
17.1%
20.0%
8.5%
0.0%
10.1%
0.0%
9.3%
0.0%
1.6%
0.0%
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Education Technology Question 3
“What other suggestions do you have for the Education Technology
team?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
No Suggestions
Training and Support
Cost Concerns
Accessing and Up to Date
Hesitations about Technology
Technology in Classrooms
Other
Overall %
15.7
17.3
11.6
22.2
6.9
16.5
25.2
Theme 1: No suggestions
Comments that fell into this theme were written by participants who did not have any
other suggestions for the Education Technology team. Some of these participants only
commented that they did not have suggestions, while others said that it looks good, and
to keep up the good work. They felt that students would benefit from these concepts.
Participants from colleges and universities in the Metro area did not have suggestions a
bit more than those affiliated with Greater MN campuses, and participants from
universities did not have suggestions more often than those from colleges. Faculty made
comments that fit under this theme the least, with students more often saying they had
no suggestions.
Example comments
“Keep up the good work we need to be able to make things easier for our
students” – Staff
“Not much, very professional!!” - Student
Theme 2: Training and Support
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Participants whose comments fell into this theme suggested that for these concepts to
work effectively there needs to be adequate training and support in place. This includes
suggestions for classes for students, faculty and staff on using technology, and ensuring
there is IT support in place. Making sure different technology and software used on
campus was compatible was also brought up. In terms of training, participants had
contrasting views; some wanted online support while others felt it would be most
helpful during face-to-face interactions. A few participants mentioned how faculty and
staff could benefit from professional development related to the use of technology.
Other concerns related to making sure the IT support is timely and available when
needed. Participants affiliated with colleges brought up this theme more than those
from universities did, and faculty brought it up quite a bit more than staff or students.
Example comments:
“Just to make courses available and technology available to all students. To
provide workshops on how to use everything. Educate students/ staff on what
resources are available as a benefit.” – Staff
“Me, personally, I have a hard time opening up files because computers have
different programs. May we need to require all students to download a
program that we all can access and use including staff” - Student
Theme 3: Cost Concerns
The concern addressed under this theme is how to fund all of the technology, support
and training mentioned in the Education Technology concepts. Some participants felt
that the proposed concepts are unreasonable based on the current budgets and
availability of funds throughout the MnSCU system. Some participants made
suggestions for where campuses should get funding, ranging from MnSCU, and
Minnesota tax money to student fees, grants or from companies who will hire the
students benefiting from the technology. Some participants suggested giving students
discounts on technology as a more reasonable solution. This concern was also brought
up in terms of how campuses will support students who do not have the means to
purchase the technology. This concern was relatively consistent across colleges and
universities, Metro and Greater Minnesota schools, but was brought up most often by
staff.
Example comments:
“Online education can work, but it takes time, money, expertise. You must put
the resources needed into this.” – Staff
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“Get real. Community college students are poor (underlined) have limited funds
for computers let alone software and antivirus support, lack high speed internet
at home. Not realistic” – Staff
“Possibly grants available for low income students to afford technology and
internet access. Otherwise, other students have an unfair advantage.” - Faculty
Theme 4: Accessing and Up to Date – Collaborating with Business
Participants whose comments fell into this theme addressed the accessibility of different
forms of technology both on and off campus. Several participants showed concern
about access to internet off campus, especially in rural areas. Others mentioned the
issue of using e-textbooks when not everyone can afford laptops or other devices. The
difficulty of using incompatible technology was mentioned, with the participants
bringing up how frustrating it is to try to access information that cannot be opened or
displayed properly on their device. Suggestions for remedying some of these issues
included having a rental or loan system for devices, or giving free access to e-textbooks
but then charging based on time usage. On the other hand, some participants felt that
through campus computer labs, there is already sufficient access to technology in place.
A second issue under this theme is that of keeping the technology up-to-date.
Participants mentioned how expensive and time consuming it can be to keep large
amounts of technology. Others suggested just updating current technology instead of
investing in something new. Several participants brought up how important it is to keep
up with trends in technology so students are marketable upon graduation. A suggestion
for doing this included partnering with businesses. Some participants suggested that
this partnership could keep the campuses aware of current trends in technology, while
others brought up how business looking to hire recent MnSCU graduates may invest
money in ensuring current students have access to quality technology.
Example comments:
“Access to computers. students being prepared for workforce technology” –
Student
“Having laptop availability to students to take on/off campus will be a huge
asset for anyone who doesn't own one and may need to be off campus but can
still use a laptop provided.” - Staff
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Theme 5: Hesitations about Technology
Participants whose comments fell into this theme had hesitations about at least some
aspects of the proposed technology. Many of these were also addressed under Cost
Concerns, and include comments about the unfairness of requiring the use of expensive
technology that not all students can afford. Some participants were concerned because
e-textbooks and other technology does not fit with every student’s learning styles. Not
everyone is comfortable using this technology. Similar concerns were expressed related
to online courses, and how some students do not learn as well in that format. Many of
these participants acknowledged that some people do prefer technology, and suggested
giving students the option to use paper textbooks or e-books, or choosing between
online or in person classes, or offering hybrid courses. These hesitations relate to the
enforcement or requirement of every student having to use technology, or take an online
course. Participants in Greater Minnesota made comments that fit under this theme
more than those in the Metro area did. Compared to faculty and staff, students made
fewer comments regarding these hesitations.
Example comments:
“Ask students. Students know what works for them and what doesn't. As a
student myself, I acknowledge importance of proper guidance (in person) along
with online instruction. There still needs to be real teachers/ tutors available for
help” – Students
“Finding an appropriate balance for online and in class to get the most benefit
for all students and staff” - Staff
Theme 6: Use of Technology in Classrooms
Participants whose comments fell into this theme wrote about how technology should be
used in the classroom. One concern that was brought up related to technology use in
online courses was that of cheating, and how to prevent it. As mentioned in Hesitations
with Technology, some participants have reservations about online only courses, and
suggest hybrid courses to accommodate more learning styles. Another issue brought up
was that of making sure online courses meet certain standards or requirements. This
includes having faculty training for online courses to ensure they meet quality
requirements, but also checking that they meet ADA requirements. Similarly,
participants want more consistency in online courses, since some seem to be
significantly easier than others are. Staff brought up comments under this theme more
OERG
377
than faculty or students, and those from Greater Minnesota campuses brought up this
type of comment more than those from Metro area campuses did.
Example comments
“With current technology, no way to identify student taking the test in an online
course. Need a way to verify student” – Faculty
“Improve and facilitate online teaching/classes” – Student
Theme 7: Other
A wide variety of comments fell into this theme. Some of these were about concerns
over device or technology misuse or damage by students if each student was given their
own device. This theme also includes comments written to the Education Technology
team, for example, some participants were looking for a timeline for the proposed
concepts. Other participants brought up concerns over security and privacy with the
increased use of technology. Some participants wanted better apps for their phones, or
a convenient way to synchronize class schedules with their personal calendars, possibly
through Google Calendar and a public class calendar all students can access. A few
participants brought up how these changes need to be sustainable. Participants from
Metro area campuses and from universities made comments that fell into these theme
more than those from Greater Minnesota campuses or colleges.
Example comments:
“Awareness of privacy issues inherent in contracting with vendors that have
private data! Ensure appropriate contact review and terms” - Staff
“Availability to sync due dates, test date, class times, etc. with programs such as
Google calendar. DO this by having the teacher make a calendar and letting
students join it” - Student
Education Technology Question 3 by Theme for Colleges vs. Universities
Themes
No Suggestions
Training and Support
Cost Concerns
Accessing and Up to Date
Hesitations about Technology
OERG
College
15.0%
19.4%
12.4%
22.9%
7.0%
University
17.9%
11.9%
10.1%
20.2%
7.1%
378
Technology in Classrooms
Other
16.6%
22.0%
15.5%
31.5%
Education Technology Question 3 by Theme for Metro Area vs. Greater
Minnesota Schools
Themes
No Suggestions
Training and Support
Cost Concerns
Accessing and Up to Date
Hesitations about Technology
Technology in Classrooms
Other
Metro
17.5%
17.9%
10.8%
22.4%
5.2%
13.4%
28.0%
Greater MN
14.5%
17.0%
12.5%
22.0%
8.4%
18.4%
22.3%
Education Technology Question 3 by Theme for College or University
Affiliation
Themes
No Suggestions
Training and Support
Cost Concerns
Accessing and Up to Date
Hesitations about Technology
Technology in Classrooms
Other
Student
Staff
23.0%
13.8%
9.9%
18.1%
3.6%
14.5%
27.3%
10.2%
18.4%
16.3%
24.5%
9.2%
19.9%
24.0%
Faculty Community
Member
5.2%
0.0%
28.6%
0.0%
9.1%
0.0%
27.3%
66.7%
11.7%
0.0%
14.3%
33.3%
20.8%
0.0%
OERG
379
Education Technology Question 4
“Based on the posters, are there best practice models at your
institution to support these concepts?
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Yes
Online Courses
Technology On/Through Campus
Training and Support
Professional Development
None
Other
Overall %
27.5
11.6
20.4
10.9
6.3
20.0
21.4
Theme 1: Yes, Best Practices
Participants whose comments fell into this theme felt that there were best practices in
place at their college or university. Many participants just said “yes”, but some
elaborated by explaining how these best practices are helpful, and how things are going
well at their college or university, especially with e-books and online learning.
Participants affiliated with colleges commented on best practices in place more than
those from universities did, and students felt there were best practices in place than
either faculty or staff.
Example comments:
“Yes, many - too many to list. 1:1 program, tablet integration, faculty support,
Wiki, Tech support center” – Faculty
“Yes. There is access to capabilities such as 3D printing. Funding is often
provided, and the computers are kept very up to date and secure. Safety online
and in the system with financial and academic records are made known to
students.” - Student
Theme 2: Online Courses
OERG
380
Participants whose comments fell into this theme talked about best practices related to
the online courses at their colleges and universities. Many participants commented that
their schools use Quality Matters, or something similar to ensure the online courses
offered are high quality, and that the instructors are prepared and trained for teaching
online. Other participants wrote about the large availability of online courses at their
college or university. A smaller group of participants brought up how well instructors
use mediated tele-presence and D2L to facilitate their online courses. Some participants
just wrote “Concept #3”, which is about developing a strategy for quality online
education. There were some concerns about how it is important to still have on-campus
or hybrid classes and not just online options. Participants affiliated with colleges
addressed this theme more than those affiliated with universities did. Faculty also
addressed this theme more than staff, who addressed the theme even more than
students did.
Example comments:
“Quality Matters rubric to ensure that quality online and blended courses are
being offered.” – Faculty
“Need to remind students - that online is not the easy way out. It is necessary to
have in -person appearances in majority of technical courses. On campus
availability must not disappear but can be enhanced” – Faculty
“Online classes here really vary. Some are challenging, others are so easy it took
5 minutes a day to do.” - Student
Theme 3: Technology Available On/Though Campus
Participants whose comments fell into this theme talked about best practices related to
technology available on or through their campuses. This included availability of etextbooks, online courses and computers and video editing labs. These responses also
included information on how rentable computers, tablet integration and the 1:1 program
of ensuring each student has a device, are going well. Although some expressed
hesitation about providing students with devices, the majority of participants who
addressed this were in favor of it. Although faculty addressed this theme more than
students did, overall those at Metro or Greater Minnesota schools and universities and
colleges mentioned this theme relatively evenly.
Example comments:
“1:1 is one of my favorite things about going to [school name]. It takes away
anxiety about technology” – Student
OERG
381
“Need more technology in classrooms; support for D2L; free laptops for all” Faculty
Theme 4: Training and support
Participants whose comments fell into this theme addressed the need for training on
new technology, and IT support for the technology in place. Some participants
suggested students should have access to technology and technology help 24/7.
Participants brought up how their colleges and universities are lacking in best practices
in this area due to a lack of staff. Similarly, some participants pointed out how
important it is that existing staff are well trained so they can use technology effectively,
and help others who need it. This theme was addressed more by participants affiliated
with Greater Minnesota campuses than those in the Metro area. Staff made comments
that fell into this theme more than faculty, who addressed it more than students did.
Participants from universities made comments related to training and support only
slightly more often than those from colleges.
Example comments:
“Yes - we have a great online learning department that offer excellent training
and support” – Staff
“No. We have a committee which works to help support instructors in
technology. It is not funded well and time is not given to faculty to support these
large scale changes which will benefit the institution.” - Faculty
Theme 5: Professional Development
Participants whose comments fell into this theme addressed best practices relating to
professional development. Some of these comments just said “Concept #1”, and
commented on the importance of professional development. Several participants
brought up Quality Matters, and the importance of giving instructors adequate training
before they begin teaching online courses. Faculty roundtables was another best
practice mentioned, and some participants said they did this informally at their campus
during lunches. Faculty addressed this theme more than staff, and both wrote
comments that fell into this theme for more than students, who barely brought it up.
Example comments:
“CTL mentoring groups. Faculty roundtables” – Faculty
OERG
382
“OIT start to work with instructors and staff/student development. Increased
use of a variety of technologies to enhance learning. Push to stay in front of the
changing world of education” – Staff
Theme 6: None
Participants whose comments fell into this theme felt that there were not best practices
in place at their college or university that supported the Education Technology concepts.
Some participants elaborated that there is not adequate staffing in place for these best
practices to be in place while others cited lack of funding, up to date technology or IT
support as the reasoning. It seems more participants from Metro area colleges and
universities felt there were no best practices in place than those at schools in Greater
Minnesota. More participants associated with colleges felt best practices were not in
place than those from universities. Fewer faculty wrote that there were not best
practices in place than either staff or students.
Example comments:
“No, we need more funding and more IT/academic support staff” – Staff
“No, we lack adequate IT services” - Faculty
Theme 7: Other
Participants whose comments fell in this category made a wide variety of comments, but
many of these participants were unsure if best practices existed at their colleges or
universities. This theme also included comments directed at the Education Technology,
such as how some participants had difficulty understanding the poster and question
content. Some participants felt that the team did a very professional and well done job,
while others noticed certain areas that were not addressed well, such as graduate
education and research. Other concerns under this theme include questions about how
these concepts will be funded.
Example comments:
“Honestly, the posters and glossy packets (this booklet) are a lot of money to sell
a plan with no sign of recognized graduate education or research” – Faculty
“I do believe that technology has good effects but also can be difficult for all
students to afford.” - Student
OERG
383
Education Technology Question 4 by Theme for Colleges vs. Universities
Themes
Yes
Online Courses
Technology On/Through Campus
Training and Support
Professional Development
None
Other
College
26.5%
12.5%
19.1%
10.0%
6.6%
21.5%
21.6%
University
31.5%
9.6%
23.9%
13.0%
6.2%
15.1%
19.8%
Education Technology Question 4 by Theme for Metro Area vs. Greater
Minnesota Schools
Themes
Yes
Online Courses
Technology On/Through Campus
Training and Support
Professional Development
None
Other
Metro
25.2%
11.0%
18.5%
6.7%
6.8%
24.8%
20.1%
Greater MN
29.7%
12.3%
21.8%
13.9%
6.3%
16.1%
21.8%
Education Technology Question 4 by Theme for College or University
Affiliation
Themes
Yes
Online Courses
Technology On/Through Campus
Training and Support
Professional Development
None
Other
OERG
Student
Staff
35.3%
6.0%
18.2%
6.4%
1.1%
22.3%
20.9%
19.6%
15.4%
20.3%
17.9%
10.7%
22.0%
22.1%
Faculty Community
Member
17.8%
50.0%
25.9%
0.0%
24.2%
0.0%
12.9%
0.0%
19.3%
0.0%
11.3%
50.0%
21.0%
0.0%
384
Education Technology Poster Comments
The comments were transcribed to the best of the OERG and MnSCU’s ability. To keep
the integrity of the comments, they were not edited or modified.
Question 1: What do you like about these five concepts? What
concerns you about them?
Theme 1: Better Access
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I like the online education concept, it makes learning more accessible to people.
No concerns
Easier access. Problems that occur with technology.
Everyone having equal access to learning.
open opportunity to all technology available, however some students prefer
traditional styles and dislike the ideas like online homework
The availability for technology 24/7
Increased accessibility = :)
Students will have more access to tech resources, but will spend less. More
equitable access will be great.
Expands the use of technology to deliver high quality online courses, strengthen
classroom instruction and student services, and provide more individualized
learning and advising
All student have a device concern: who monitors use/ abuse? Cost? 24/7 tech
support. Fac. have instructional design: will the support be online or face-to-face?
F2F is probably most beneficial for me
Bring in more technology like 3D. Like least - the combined move to online
education
Covers the issue of access to technology
I like that things would be more accessible, online advising seems easier than
tracking advisors down. E-textbooks would be more user friendly for students.
Though could lose revenue? Devices for all students would be handy too.
1. Availability of technology 24/7
24/7 technical support, cheaper (OERs)
#1 more development opportunities are needed, #4 Love that all students would
have access
The diversity of the concepts is great. Giving more people access is great.
OERG
385
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The resources you make available for students
Easy access
I like that students will have access to e-textbooks. Save money, more options,
can have them read aloud. I am concerned about having every student having a
computing device - high cost and computers are already available
Good, access to technology and the internet creates barriers for people at the
lower end of the socioeconomic spectrum. This demographic segment is also the
group that needs education and development to advance professionally
I like the possibility of online learning available to anyone. Financial and
personnel resources to complete the concepts
Like: increase support and access for student technology. Concerns: training for
students who receive this technology but are not skilled with its usage
Increased opportunities for tech
1. Love the 24/7 access and the usage to be more curriculum related with
instructions. 2. Love that the cost could go down, con. 3. Pro, it is a convenience.
Con, professionals do not look at online degrees as working hard. 4. Cost and
student abuse. 5. Abuse from students
Like: 24/7 tech support. Highlight of fact that students don't buy tests due to
finales. Concerns: online learning may not prepare students for workforce social
skills needed
Prices of textbooks make more affordable to students
Increase technology opportunities
Increased availability of technology imperative to students learning, I'm
concerned that not enough students have access to the necessary equipment
required to meet college/state standards
Broad access - applicable to students and faculty staff
There should be uniformity across MnSCU so all campuses can provide high
quality access
Theme 2: Cost
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OERG
Students will have more access to tech resources, but will spend less. More
equitable access will be great.
All student have a device concern: who monitors use/ abuse? Cost? 24/7 tech
support. Fac. have instructional design: will the support be online or face-to-face?
F2F is probably most beneficial for me
I like that students will have access to e-textbooks. Save money, more options,
can have them read aloud. I am concerned about having every student having a
computing device - high cost and computers are already available
386
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I like the possibility of online learning available to anyone. Financial and
personnel resources to complete the concepts
Prices of textbooks make more affordable to students
Time, cost, and keeping up with technology
Etexts are great to save $. (Down arrow) cost. Access to technology (laptops)
Helping people without money have access to computers
Generally good, but I wonder how expensive this could be (e.g. a computer to
each student)
Cost-savings for students. Cost of implementing technologies.
Concept #1 is important. #2 OERS - quality? Online both tend to be more not less
expensive. How about an online purchase w/ a graduated to be rented to
students.
Financial and needs to incorporate funding so students can access up to date
technology, computer, ipads, software, & phones. All colleges should lease and
require laptops for all students. Also need to provide tutoring and predevelopment courses in technology for those who haven't been able to develop
basic technology skills.
#2 students save $ #1 staff/faculty more knowledgeable better served students #3
online will only increase #4 Access to technology very important
I have concerns for lack of funding of educational tech
not wasting time and money
lower cost for students and using 21st century technology learning style
they do seem to provide a solution to the problems but I would be worried about
the cost
#2 e-text more affordable options #3 quality of online programs/classes. Some
courses unable to be online #4 technology students
like #4 a lot, some people don’t have the money for expensive tools
less cost for books. Online courses and their flexibility
by making everything cheaper you will need to find a way to make up for the loss
cost
cost savings to students or OERs, 3/5 concept -> large innovation potential
Cost associated with providing every student a/ computing device, plus related
costs due to lost, upkeep or stolen
opportunity to save cost and time for students faculty and staff
cost of providing 24x7 support to any device
Not having enough money to support these technology advances
They give more resources to students and cuts down on individual costs. The
dependence on technology and the expense required.
OERG
387
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OERG
OERs, I think we should provide all students with computers and reduce
computer labs on campus
Rural students who are first generation and/or low income may need extra
support in the area of technology. Not all students want to be on campus. So
online classes are a good option.
Need for ongoing professional development time and money for technology.
Training is key.
#4 Concept - cost to students increases. #2 concept - some students dislike the
"e-text" we have used. Prefer print copy.
Like: professional development and move toward e-books and OERS. Concern:
cost of all students having devices. Training faculty to teach online
The cost for 1:1 program concerns
Concern: we cannot afford to give every student a laptop or tablet; nor can every
student afford one
Big expense, but computers per students would be great! Could pilot with more
programs - I know EMT uses now
MnSCU should renegotiate textbook prices as a system and ditch the profit
models of the associate bookstores
2: e-textbooks - good lower cost? 4. Having students with access to the internet is
a vital priority. Allows more success.
1. People are not aware of opportunities that exist. 2. Not all students learn well
from electronic sources. 3. Must have bricks and mortar option for those that
need it. 4. Electronics are now relatively cheap, but cost is an issue. 5. Need to
stay current on technology to stay relevant
Some are no-brainers, some are expensive and yet deliver questionable benefits
The cost. One of these would be quite expensive doing all five is going to require
more state funding
Cost
$, training
Excluding students who are low-income and may need developmental classes
(Can't afford a laptop)
Like the ideas of 1:1 technology/student ratio, but where does funding come from
for items and personnel.
The costs associated to keep up with newer types of technology concern me
They're fairly comprehensive. I see a lot of increased costs in these concepts, and
MN already has the 3rd most expensive community college in the country. So I
worry about increased cost onto students
388
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Student readiness instructional/ emerging technologies. Regulatory cost issues
and legislative support does not meet expectations financially
cheaper educational materials/ textbooks. Having the option for full-time
employed students to achieve a degree online
These make sense, but cost could still be a major issue, as well as question about
fairness. The issue of using a connected device during class could be problematic.
I like looking for ways to reduce costs of textbooks with the number of Ph.D.
professors in MnSCU, can't MnSCU make their own publishing company and
make/write their own texts I realize this is complicated, but offering and
requiring students to purchase their own tech device? Or handing out one per
students? No. I love computer labs available at universities. Continue that .
Continue offering IT support and make sure students know that support is there.
MCTC actually has IT computer science students watching/helping gaining
hands-on experience.
#4 very practical - we need to facilitate technology with students who do not have
good access; not so sure on the others #1 how would you enhance? #2 who will do
this? #3 Who? faculty, administration, system? #5 what kind of price tag / cost?
#2 Love the idea of e-textbooks makes education more affordable, #4 Appreciate
the opportunity for student to have personal access to computing device - levels
playing field for students without resources #3 Online is a great option - concern
over ensuring success for students in online classes. Meant to increase access for
those underserved but they also need most help
In theory these concepts are great. However, they school's technology budget has
been slashed in recent years,, making implementation nearly impossible in
addition, staff development funds have been eliminated which makes concept #1.
With limited funds, Boosting IT is probably the least important. Everyone loves
to find IT, but education really depends a strong stable faculty
Great - providing technology devices may be a challenge and add costs.
They seem to cover technology as a whole lower costs
State-wise courses can lead to rigidity in those same courses. Uniformity in
devices will be expensive to implement. Another Accuplacer might move.
Providing relief for the cost of textbook materials
Opportunity to further education MnSCU workforce - making it a better
workforce "grow your own". Who pays for it?
Concept 4 - very appropriate to meet needs especially dealing with poverty and
expense issues
Mandatory a supported device for each student creates cost. Are our computer
labs unused?
OERG
389
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OERG
In an increasingly open intellectual world, I appreciate professors who take the
time to integrate as many sources as possible to broaden my learning. It would
also motivate many students unaware of these sources to discover them for
themselves, encouraging life-long and independent learning. The cost of texts are
always a struggle as well.
I think providing equipment to students is cost-prohibitive (#4)
Like - online makes education more accessible, E-books are less expensive and
easier to carry. Concerns - students need to be educated in the only system before
taking a class. The constant format should be consistent. Assignment and due
dates should be in the same spot. Use the best technology not the cheapest
Good ideas. Cost of implementation seems to have been addressed.
concept good - cost
Many students do not have laptops. Could be very costly.
Getting the costs of everything down
That they want to make school cheaper. The cost to implement these.
Propose concept #2! Textbooks aren't cheap, make teachers use these programs.
#4 I like the idea but where is the funding coming from
Love concept #2 - online education scares me. I have taken online and hybrid
courses at a MnSCU university and I was not pleased with the level of education.
Seemed like busy work.
concerns: cost, like: accessibility if all have computers, support e-textbooks
concept #4 - cost
concept #2 - immense potential benefit for students in money saved concept #3 online education needs to consider what supports are necessary to help students
succeed
They seem comprehensive. Cost concerns me and adequate preparation for
faculty to implement the concepts and technology
4 cost IT support? all of these are expensive
concept 4 seems expensive. Does the college pay or the students? concept 5 was
good but there must be a solid foundation for the tech
Cost- reliability that students will use laptops for school work ability to get
enhanced training to teachers
Not sure how each student will be able to get a computing device. Especially the
cost per campus.
Increase technology among campuses cost is a concern
Budgets across system vary greatly, thus the ability for basic services isn't always
available
390
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Greater use of technology should be highly encouraged. However, who is going to
pay for devices for every student?
Concept 4 - where do the students get eh money for the technology? If it's free for
the student why would a student use their own device? Concepts - some teachers
have a hard time using technology. Also ITV classes suck
Good ideas: how can we get all students devices without increasing costs
Cost of providing laptops for all students support varies significantly between
institutions
Reinstate staff development funds for staff like for faculty. It's not really expect or
encouraged. Sad statistic on students not buying books. Some comes from faculty
not planning ahead and not using what they assign.
I think the goals are all very beneficial. I'm concerned that not everyone can
afford an electronic device?
Love the concept of a devise for each student. Cost concerns me and staff time to
manage a device for every student. Online and e tests are not the right learning
style/method for everyone - we need to remember that, too
I like them all, but how will they be funded? #2 is great, and #4
Be sure there is funding to support the institutions
Cost of infrastructure to support personal devices. Liability of working on
personal devices.
Equal access for all students. Concern about cost and how will an institution
cover costs of textbooks training, computers, etc.
Implementing them so that its equal for all student=cost
Like lower costs for students. concern- need more funding and staffing support to
make #4 happen
All about more money and technology fees to students
Could be cost saving by concern relationships will suffer. communities will suffer
They offer opportunities to a wide range of students. The cost associated with
technology has the potential to get "out of hand" for smaller institutions
#2 I like to save money. E-textbooks are more convenient. If we lean more
towards online resources, some may be left out. #4 I really like this idea. Making
all technology more available to students preps them for the future. Uniform
technology helps with sharing work and repairs. #5 This concept is the best.
Prepping with new technology allows quicker entrance into the job market
Students more integrated with technology. Lower cost to students. More access to
courses. Staff better serve students.
That students could see lower costs by using DER's and e-textbooks. Partnering
with businesses and organizations would be a win/win for both institution and
business.
OERG
391
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Love concept #2. Concept #4 - what will the cost of devices be to students?
Would they be rentals?
1. For overdue. 2. Desperately needed. 3. Many students are underserved due to
the lack of, or poor quality of, online courses. 4. This could be expensive to
implement on part of students. 5. YES
Like the idea of utilizing E-textbooks to save money online courses give more
options for students. Like the focus of having new technologies to prepare
students for real world jobs.
#4 may be expensive. I find e-texts hard to concentrate on.
Lower cost to students (OUR) leading to more online offerings. Institutional tech
standards!
Saving money. Increased communication between schools
#2 yes! My son is a 1st year and spending $600 per semester is ridiculous. #4
socio-economic (student cannot be required to purchase own computer)
Why does online cost more?
#2 e-textbooks great idea. Kids pay hundreds of dollars and sell back books for
zero money who profits the store. Scalping students.
All sound great, but cost
Student who can't afford technology equipment to expand opportunities.
We are stretched so thin that there isn't much time for trainings, etc.
#1 - To invest in employees will bring a quality education to student and
encourage long term employment and continued process improvement to
increase overall satisfaction. #2 - books are too costly and keeps students from
persisting. Backpacks are too heavy. #3 - All programs could include some online
components. #4 - I believe universities do a good job already providing computer
access. #5 - These technology are expensive could some of these be shared
between universities
Developing eBooks would benefit students by saving money. Online classes better
structure. I've dropped classes due to bad structured online classes no help from
instruction. Communication would be easier between students/faculty with
concept #4.
Making sure all students have device cost
#2 reduced student costs
A concern is proposed #$ - the expense of offering a "device" to all would be
overwhelming. Also the devices become obsolete quickly. Faculty use differently.
Students don't have the same internet access, etc.
Like: cheaper books and more jobs. Concerns: where do these funds come from?
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#1 - not high priority unless in support of changes to system (e.g. Increased
diversity training, new business practices). #2 - Need to recognize technology is a
financial barrier #3 - Again, decreased connection to
Supporting student owned devices will be difficult and emerging technology is
expensive and most of the time goes through many changes before widespread
use happens
Increasing exploration of emerging technology. Money
Proposed concept #4: will implementation of these technology also add to tuition
cost? Ration of support for student devices and experts (or knowledge) staff to
help students use the technology
Cost of online learning and e-books are still very high, are the benefits focused
enough to be worth it?
Developing e-books, the cost of books
Money
Great ideas, thinking (excellent). Concerns: time and money to achieve
#4 Trying to provide a laptop or tablet for every student seems like it might be
extremely expensive and not a realistic idea
Cost to fund #4, will funding be provided
The cost of providing technology to all students??
Concerns: cost - all students have devices, who pays? Online instructors not high
quality. Like: much potential in emerging technologies
Where is the money going to come from?
Some students lack personal funds
The cost of implementing a laptop/computer device and institution support will
require a huge cost in both the equipment and labor
#1 - S.O. facilities trade the hours of professional development events. #2 - will
this just lead faculty to spend lots of time creating their own text materials? #4 Costs
Concept #4: concern about cost of computing device, also that student can't
choose their own. Winona students paying $1000/year for university specified
computers?
#1 - advantages to all groups involved to keep up with changing technology or to
learn about it. #2 - cost of textbooks sometimes are more than the cost of the
class. I am all for cheaper textbooks or other options like eBooks. #3 - to
incorporate more "listening" options into online courses for those who learn best
that way. #4 - perhaps add an option for discounted purchase for students. #5 great idea to explore
#2 OER - this can reduce costs to students. #1 Professional development - critical
to success of MNSCU. #4 - computing device
OERG
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I liked all but #4. Concern is cost, and finding the right platform to fit various
needs.
EBooks, OER. When I was in school frequently heard "this is the last semester
this book will be used". No option to resell.
#2 - agree with the cost of textbooks - can cost almost as much as the class.
I like developing e-texts. Textbooks costs are ridiculous.
Lack of textbooks due to cost is concerning. More effort needs to be made to
reduce the price of textbooks. More information should be provided about the
availability of used materials.
Really like the idea of more e-textbooks, keeps cost down for students and
campus (surprised how unaware are faculty), some things seems to benefit
certain departments more that others. They should be system wide. Concept #5
seems to lean more towards education village
Money and time. Anything is possible with enough time, but with fewer staff
doing more work, time flies.
I like the student focus. I'm concerned that e-textbooks will cause a deeper/wider
gap between students who "have" and those who "have not". Supporting people's
personal devices could be very staff intensive.
There are ways you can get the needed supply for school like renting text or
buying used items
Waste of money to make sure everyone has a laptop
#2 is a bit odd and counter productive to the non business minded
Focused towards learning. #4 seems like a waste of money.
Like: #1: necessary resources and professional development. #1: more efficient
across system. #2: E-textbooks. #3: New online programs being developed
Budget - where will the money come from to provide students with a computing
device and support? Professional - Development - limited budget as well.
Concept #4 - students are broke and education is EXPENSIVE as is. I can see this
as challenging, I doubt if the state wants to put money to support this.
Use latest technology - do not let individuals determine platform system should
use FEEDBACK to determine best one/most cost-effective - use that system-wide
Theme 3: Training
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OERG
#2 students save $ #1 staff/faculty more knowledgeable better served students #3
online will only increase #4 Access to technology very important
Need for ongoing professional development time and money for technology.
Training is key.
394
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Like: professional development and move toward e-books and OERS. Concern:
cost of all students having devices. Training faculty to teach online
$, training
We are stretched so thin that there isn't much time for trainings, etc.
Like: #1: necessary resources and professional development. #1: more efficient
across system. #2: E-textbooks. #3: New online programs being developed
More training for students before taking online courses
Laptop for every entering student is critical to bridge the digital divide that still
exists. EBooks for good for intro courses, but can be limited for others. Make sure
their are sufficient training offerings to support technology
We think our students know way more about current technology than they do Give them an Ipad or computer? - Then we need to educate them on how to use it
Like idea of laptop/tablet available for all students. Open educational resources
concern: may develop "cookie cutter" education and will this eliminate faculty
positions
Actual time and resources given to staff to take classes or programs to increase
knowledge
Create more relevant staff, develop training/informative sessions
Emphasis on exploring appropriate technology and software, the "fit" for online
to specific programs and making sure each campus has adequate training and
support . Concerns? Quality of OER
The training/professional development piece is critical. We're doing online by the
seat of our pants.
I like having e-books and using D2L to communicate with students. Time needs
to be provided for instructors to learn to use technology.
Some of our nontraditional students need very basic introduction
Lack of training. Behind OER
#4 is wonderful and needed. Online education improvements needed, especially
training on how to approach online environment and structure their own time.
Concept is good but what is concerning is that online education is hard to train or
evaluate skill needed classes.
Professional development for staff and faculty, purchasing new technology.
Theme 4: Support
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Like idea of laptop/tablet available for all students. Open educational resources
concern: may develop "cookie cutter" education and will this eliminate faculty
positions
Actual time and resources given to staff to take classes or programs to increase
knowledge
OERG
395
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OERG
Emphasis on exploring appropriate technology and software, the "fit" for online
to specific programs and making sure each campus has adequate training and
support . Concerns? Quality of OER
Rural students who are first generation and/or low income may need extra
support in the area of technology. Not all students want to be on campus. So
online classes are a good option.
#4 very practical - we need to facilitate technology with students who do not have
good access; not so sure on the others #1 how would you enhance? #2 who will do
this? #3 Who? faculty, administration, system? #5 what kind of price tag / cost?
With limited funds, Boosting IT is probably the least important. Everyone loves
to find IT, but education really depends a strong stable faculty
Use latest technology - do not let individuals determine platform system should
use FEEDBACK to determine best one/most cost-effective - use that system-wide
Like: 24/7 tech support. Highlight of fact that students don't buy tests due to
finales. Concerns: online learning may not prepare students for workforce social
skills needed
Coordination of support between campuses should be considered. If online
technologies are used there is no reason not to share IT support resources
Online student support - tutoring that is system wide.
Faculty get access last to high speed computers
More assistance with technology, standardized technology, standardized online
classrooms, older student's difficult with technology
# Tech support 24/7 in person? #4 I like all some devices - much easier to
support. #5 plenty of p(can't read) out there
IT can barely service the campus now - these five concepts have huge costs. Who
is going to service the students' computers?
Lack of a centralized place for students to take personal devices. Liability in IT
staff work is on personal devices
Technology support 24/7
Would be great to have 24/7 support and consistency across campuses. Like the
idea of OERS for cost, etc. However, many students like hard copies of books.
How would we meet those needs?* How does Quality Matters fit into online
curriculum design?* What are criteria for establishing whether or not classes can
be online?* Great idea to provide tech. to everyone but (underlined) what is cost?
Both in terms of hardware and support? (IT) would there be funding to hire more
stuff for this? If not, tech. would be very underutilized? *ed. items
396
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1. How do we find this at smaller institutions? 2. How do we help students
determine if they will be successful as an online learner? 3. great idea - how is
this funded - course fee? institution support?
Support services for online education!
Core to keeping us abreast of changes and trends in the use of technology
Faculty don't support laptops especially on grades.
Coordinating training and support for faculty as technology changes at the
student level occur.
Faculty will need support and training on technology for teaching
Yes to 3-D technology in classroom! I hear of students who regularly don't
purchase a textbook due to cost concerns. We should not provide tech to
students. Students care for their technology more when they pay. IT staff needs
would need to drastically increase to support this
enhance professional development support students/faculty/staff, develop
strategy for quality online education, ensure computing devices, increase support
we need to find a way to get faculty on board with OER to save students money. It
may take some funding to use stipends in order to have faculty evaluated
potential OERs that they may use
Are we really going to provide tech support for student devices? sounds great and
if we can do so wonderful, but really?
Access to technology for all sounds ideal, but it also sounds like an IT nightmare
I like support technology. My concern is equity of support across actually having
a laptop or tablet for each student helps for usage and maintenance.
Enhance support device, increase resource opportunity, develop strategy
I like support being available 24/7
Good. Colleges having to support them and the students expecting the college to
pay for the changes
Like 24/7 tech support OERs!! yes!
Definitely need support and in going transfer for faculty by missing link
Pros: Concept #1 - 24/7 tech support. Concept #5: I love the idea of partnering
with outside business. Cons: Concept #2: e-textbooks: harder to use and not
really adaptable. Concept #3: Going to a mostly online, you lost the hands on
experiences, discussion learning
Tech support 24/7. I personally don't like e-books. I know universities who
supply tablets/ipads/etc. to incoming students.
I like that it makes access to education less based on geography. I'm concerned
that tech support for students will be difficult to implement without them here on
campus
OERG
397
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I have developing technology support for faculty. Older faculty will stick with
technology (projectors) they know. We need more people to be able to answer
their questions!
A concern for campus IT to support personally owned laptops. Most campus IT
staff are spread thin already.
4 - Doesn't seem sustainable. 3 - D2L quality is not consistent in all courses.
Instructors should be audited when teaching online. 2 - Online texts such as
Ciso's Net academic are helpful to students 1 - Work with campus AV techs and
faculty to train
Providing support for a variety of different systems that students might have
could get to be costly
BYOD is a great concept - support is tricky, but by pooling the knowledge and
resources of IT departments at all 37 colleges and universities could make
support more possible
Developing a strategy for online education. Ensuring students have a device.
Faculty support (whether PhD or other) is a MUST. For devices, STUDENT
CHOICE.
None
Wonderful in concept. What about the people you leave behind because they
learn better in a classroom.
Theme 5: Approval
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OERG
# Tech support 24/7 in person? #4 I like all some devices - much easier to
support. #5 plenty of p(can't read) out there
Access to technology for all sounds ideal, but it also sounds like an IT nightmare
I like support technology. My concern is equity of support across actually having
a laptop or tablet for each student helps for usage and maintenance.
Like 24/7 tech support OERs!! yes!
Like: #1: necessary resources and professional development. #1: more efficient
across system. #2: E-textbooks. #3: New online programs being developed
The training/professional development piece is critical. We're doing online by the
seat of our pants.
I like having e-books and using D2L to communicate with students. Time needs
to be provided for instructors to learn to use technology.
#4 is wonderful and needed. Online education improvements needed, especially
training on how to approach online environment and structure their own time.
Concept is good but what is concerning is that online education is hard to train or
evaluate skill needed classes.
398
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I like that students will have access to e-textbooks. Save money, more options,
can have them read aloud. I am concerned about having every student having a
computing device - high cost and computers are already available
Generally good, but I wonder how expensive this could be (e.g. a computer to
each student)
they do seem to provide a solution to the problems but I would be worried about
the cost
opportunity to save cost and time for students faculty and staff
OERs, I think we should provide all students with computers and reduce
computer labs on campus
They're fairly comprehensive. I see a lot of increased costs in these concepts, and
MN already has the 3rd most expensive community college in the country. So I
worry about increased cost onto students
#2 Love the idea of e-textbooks makes education more affordable, #4 Appreciate
the opportunity for student to have personal access to computing device - levels
playing field for students without resources #3 Online is a great option - concern
over ensuring success for students in online classes. Meant to increase access for
those underserved but they also need most help
They seem to cover technology as a whole lower costs
In an increasingly open intellectual world, I appreciate professors who take the
time to integrate as many sources as possible to broaden my learning. It would
also motivate many students unaware of these sources to discover them for
themselves, encouraging life-long and independent learning. The cost of texts are
always a struggle as well.
Like - online makes education more accessible, E-books are less expensive and
easier to carry. Concerns - students need to be educated in the only system before
taking a class. The constant format should be consistent. Assignment and due
dates should be in the same spot. Use the best technology not the cheapest
Greater use of technology should be highly encouraged. However, who is going to
pay for devices for every student?
Good ideas: how can we get all students devices without increasing costs
Love the concept of a devise for each student. Cost concerns me and staff time to
manage a device for every student. Online and e tests are not the right learning
style/method for everyone - we need to remember that, too
I like them all, but how will they be funded? #2 is great, and #4
They offer opportunities to a wide range of students. The cost associated with
technology has the potential to get "out of hand" for smaller institutions
Love concept #2. Concept #4 - what will the cost of devices be to students?
Would they be rentals?
OERG
399
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OERG
1. For overdue. 2. Desperately needed. 3. Many students are underserved due to
the lack of, or poor quality of, online courses. 4. This could be expensive to
implement on part of students. 5. YES
Like the idea of utilizing E-textbooks to save money online courses give more
options for students. Like the focus of having new technologies to prepare
students for real world jobs.
#2 yes! My son is a 1st year and spending $600 per semester is ridiculous. #4
socio-economic (student cannot be required to purchase own computer)
All sound great, but cost
Student who can't afford technology equipment to expand opportunities.
Like: cheaper books and more jobs. Concerns: where do these funds come from?
Great ideas, thinking (excellent). Concerns: time and money to achieve
Really like the idea of more e-textbooks, keeps cost down for students and
campus (surprised how unaware are faculty), some things seems to benefit
certain departments more that others. They should be system wide. Concept #5
seems to lean more towards education village
Increased accessibility = :)
Expands the use of technology to deliver high quality online courses, strengthen
classroom instruction and student services, and provide more individualized
learning and advising
The diversity of the concepts is great. Giving more people access is great.
The resources you make available for students
Good, access to technology and the internet creates barriers for people at the
lower end of the socioeconomic spectrum. This demographic segment is also the
group that needs education and development to advance professionally
Increased opportunities for tech
1. Love the 24/7 access and the usage to be more curriculum related with
instructions. 2. Love that the cost could go down, con. 3. Pro, it is a convenience.
Con, professionals do not look at online degrees as working hard. 4. Cost and
student abuse. 5. Abuse from students
Increase technology opportunities
More convenient, more affordable, more accessible, win-win-win
They are comprehensive
They all sound great.
I like that the institutions are looking at e-texts and focusing on faculty
awareness. Online classes require some form of rigor similar to sit-in classes, and
focus on that is important.
400
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It increases awareness and the professional development and support of students
and staff. It concerns me because online is a lot more challenging.
Love concept 2 - go e-books! #3 - what do you consider quality? -> that's hard to
determine. #4 - where is this money coming from??
#4 I like that because not all people can afford laptops
All sound positive & needed. #4 - devices - may be difficult to embrace variety of
potential devices, but necessary
I like that it is about making sure every student is informed about how to get
money for college, and may also want to provide electronics to everyone. I don't
think the way to do this is available to every school
The fact that students have challenges gaining access to computers
Easier use of online courses. It strengthens student learning experiences. More
sensible.
I like that they make education online & cheaper & easier to use
I like the concept of impraring online classes. They can be really (underlined)
hard.
E-text, sharing best practice
Lower costs, etext books
Benefits to students, faculty, staff, and beyond
Emphasis on education technology seems like a good idea that could benefit a lot
of people
Great way to improve learning and student life. Not enough student awareness.
I like how it gives a chance to move on and make things better
I like that they try to provide better basis for students heading into the world.
I like the idea of being more tech-savvy. Students tend to be more interested
when it's not all straight paper.
I like the increasing opportunities but am afraid classes would become more
expensive.
Great will help out future students greatly
They have nice ideas for improvement, but might be hard to switch or implement
new ideas.
Concept: 1 - good, 2 - good, 3 - unsure, can't replace on ground classes, 4 - good, 5
- good
#4 great. E-books - will they be able to use them after class is done?
Like the laptop giving to students provided by the institution
Academia does allow change & hinders true growth by not developing further.
Teachers stop learning & stuck in old ways.
OERG
401
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OERG
This really is the way education needs to go with the new generation of learners
as well as the workforce
More PD is always helpful. OERS are usually poor or varied quality - lack a
consistent voice & associated assessments
Technology. Can definitely strengthen classroom learning!
Sounds good
They seem on track. Open educational resources may be perceived as limiting
academic freedom
lower cost to students and programs using OERs. Easy access to learning
I think they are good and would help students to learn in many different styles
I agree that the schools should support home PC's or Laptops
all of those 5 concepts proves to be beneficial the only concern as a student is
about the cost toward out education. Having e-book is helpful for people with
tight budget but sometimes may crash
I like the five concepts
well about the 5 concepts I like it. The idea buy will it really improve?
good benefits to the first concept. Shows great insight to this information, future
state is high
concept that 4 I like I would like to see if everyone gets a tablet or something, I
just worry about fees or something like that but at least it guarantees everyone
has access to at least one device and the schools Wi-Fi
I dig #4 add apps to? Perhaps have those who receive receipt the things they get
not just handed to them
More accessible technology and support. Students having their own device
I really like concept #3 as I use online classes a lot. No fears, they all sound good
seems like it will greatly improve the quality of education. I'm wary of online
education
I like the idea of planning classes using eBooks to minimize cost
lower costs of e-books would be great
benefits to students
better time scheduling. Office tracking of work
I like that it will help students to learn efficiently and will have supplies readily
available
I like that they are all aimed to help us but are things that can be reached while
I'm still in school
I like the access availability. Doesn’t seem like I have many
402
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I like the consideration message that it gives. Students should be held as a high
priority. There could be difficulty in implementing the concepts
I like the continued desire to improve our quality of education
I like the focus on technology. Businesses and employers are becoming more
technologically advanced and its importantly for education to keep up w/ that.
Concerns = cost
I like the idea of advancing technology for students but it could create a bigger
gap between rich and poor
I like the ideas
I like the structure but what concerns me is the focus on testing
I liked them I would need to see them in a bit more structured setting
I really like the idea of more arrays and options for education
Pretty much everything about them. The world is becoming more technologically
driven and schools need to as well
sounds like it would make school cheaper
their intriguing powerful very enlightening
they support the student
I like the professional development for students, faculty and staff
E-Textbooks option, access to laptops/tables, educational support materials
love the etextbook idea
OERs are highlighted. Specific achievable
They are innovative and needed. What are the limitations?
they seem effective
I like the idea of OERs!! I'm not sure we need to be providing mobile computing
device- computers on campus are available
#4 - yes!
Sharing tech best practices. OERs! Students having own computer partnering
with businesses with technology
Forward thinking
Really like #2. This should be aggressively developed. It ties in well with #4. A
cheap device can easily replace textbooks and will last for years
I like all the ideas - technology and online learning is the future for higher
education. #4 is a must
Laptops for all students is excellent
I like #4 through 7 have a laptop great idea
Love #4 - not all students have their own computing device and low income
students could really benefit from this proposed concept
OERG
403
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OERG
I think technology will be increasingly important so it is important to address
changing technology
I like the five concepts because each one has to do with eliminating the problem
of not having access to technological advantages. I believe the goal is to get
people aware of what is available, and that is a plus
I like these five concepts they establish responsibility
I like concept #4 so everyone would be on the same level
I like that they are making technology more available to those who have that
need, i.e. laptops
Engaging the students more will keep them occupied they will have less time to
do unproductive things
I agree with keeping all students and faculty on the same page - technology would
be a great place to start
I like that new technology is used in education process
They are very organized and gets straight to the point
1. Best practices across the system, more integration, instructional support,
quality OER's, more access, diversity
OERs reduce redundancy and control costs of education. Great opportunity to
make things more affordable for students and institutions
Balanced and comprehensive
I like that they actually make sense. People should get credit for life experience.
No concern about the concepts, concern about the ability of faculty without much
real life experience being able to carry out the concepts.
#1 is good. #2 is a mixed bag. Not all OER are equal or good. #3 online courses
have to be consistent #5 Tech is great but don't lose the personal touch of people
touching people in person
Focus on supporting educators as well as students.
EBooks- streamlining educational materials - making it more affordable for
students, exploring emerging technologies
Are we thinking about accelerated courses to fit in with students' busy lives?
Concept #4 simple white boards are still important to have in classroom
I think they are visionary in nature.
everything!
All business and industries need and require professional development, yet we
rarely offer it at all. If we are good enough to educate them 1-4 years - why are we
not able to continue?
404
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OER -quality??? Online - quality instruction??? Computing device for all!!
Excellent!
That student readiness/success is important. I like the device option and feel
many of our students that will be entering college in the next few years will expect
this based on their k-12 experience
It allow people to access more technology for technical classes. Also teaches
people more about tech. What about improving equipment/ better teaching
technologies that aren't technology focused?
I like all of them! I particularly like etextbooks and OER's. more services to online
students, ensuring students have the devices they need. Students will need
training on how to use the devices.
Easy to understand, lots of different types of development processes
I like them because how they cover everything
Incorporates technology into classroom learning
Like all (underlined) the concepts. Current faculty who have limited skill set for
using technology and resistance to progress, use, or support technology
Enhanced professional development is a wonderful idea and needed in our
system.
They are all valuable and relevant for today's post-secondary culture. As the
nature of a concept is, they are free floating, disconnected from a particular
context or clear objective(s).
Excellent (underlined) provide all students with access to technology equipment
and software (underlined)
I like that they are concrete ideas.
Love ideas! Will need system level support.
They thoroughly address the future state.
I really like the focus on increasing access to technology for students and faculty.
I am especially interested in professional development for faculty that is
substantive, not drive-by
Wonderful concepts. Students are now having mobile devices that can access
textbook and resource anytime and anywhere. It will not only save money, but
also time when they want to read/study.
I like the idea of promoting OER
Loved the initiatives to reduce textbook costs
Well thought out, organized.
Increase opportunities
OERG
405
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I love the idea of offering additional support to instructors and staff. I think some
instructors struggle with D2L... but I don't know if it's because they're
stubborn/resistant to technology or if the resources weren't available for them.
I like the developmental aspect since it is so hard to keep up with technology and
the latest and greatest.
eBooks may be cheaper but to me they are more time consuming and electronic
device can break. Will tuition go up if electronics are required
I like #2 online textbooks/references are easy to access and update, cheap. Open
sources are awesome. #4 computing device = success
Strongly agree with Concept #2: e-books are cheaper and more convenient.
Concept #4 doesn't seem achievable.
I think all are great ideas especially making sure students have computers.
I like the flexibility, I hate online discussions
Like the more online options
They all make great points to help students and staff
They all seem fine
They are legit.
They help students, faculty and staff
Using technology to enhance education will always be important
Really like professional development opportunities
Separation of trend from tool in emerging technologies
I think they are all great ideas. My concern is that even if we give technology to
students they may not have internet OR another obstacle.
All are good. PD = use recorded webinars and D2l format when possible. OER
must get better (underlined) to be useful. It is essential for best practices to be
shared i.e. online. All online/technology seems to be done in a silo
I like the book idea the best!
Nice job touching on the most crucial issues involving education technology
Student focused should put student readiness first
Technology is a major factor in higher education going forward. Will be necessary
to invest in updated online tools and resources for our students to stay
competitive in job market for MnSCU
They address major concerns of the students needs to better serve them.
Implementing a system that work to benefit all and won't be redundant or
cumbersome
406
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They all seem to make sense. #1 - development - make plans for continued
education - with waiver #2 - kick textbook companies to curb - one MnSCU store
- online #3 Online cleaner #4 - Tech comp. - Privacy concerns. #5 Not sure
Great concepts and what is needed to get us and students up to speed and I like
the attention to access for those who may not have computers or can't afford
textbooks
Good idea - technology. Love e-textbooks - reduce online options (underlined)
The reality is that students want the convenience of online learning, so we need to
develop best practices to increase its effectiveness. Faculty need more training
and resources to be better online teachers
They acknowledge the need for it forward focus - Tech is not the end all - still too
many students struggle online and need to be in a classroom. Governor Paul
(can't read) ipad AppU is Horrible idea
They're relevant and important. I'm concerned what the rollout and follow
through would actually look like
All of it! Education technology is an evolving product that is needed to help
students get the best out of their education
I need my textbooks as resources in the future. An eBook will expire. I am
entering a profession that requires many resources, getting an eBook or renting a
book is a waste of money for my situation
I like that they are focused on student learning and support. Serving more
students.
They all see like "must do" in 2015+
Very thorough. Well thought out.
Ensuring all students have a computing device
# 2 - I like idea of e textbook.
Basically gives students mostly everything they need for their future academics.
Highlights basic points that technology touches on
It's easier for people who don't have time to sit in a class.
They have many of the concepts that some people need info on
I like the 1:1 computers. These are nice concrete ideas. I like that. Don't see what
3D printing for all students would be useful for.
Students, faculty, and staff are ready for updated technology. I'm concerned
students will not enroll if our technology is not updated - I like proposed concept
#5.
Prop. concept #3 is important! Be sure all things are in order to have it work.
OERG
407
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I think it's very important to provide students with devices, as many cannot
afford them. Just providing computer labs doesn't work, due to limited hours.
So I like the focus on personal technology.
Enhancing professional development is a big plus in student education. The
strategy for quality online education.
I think on their face value they sound great, but what about low-income, first
generation or students coming in unprepared? It seems to put those students
even further behind.
well organized
geared toward benefiting everyone as students and instructors
I like the steps, they are very easy and simple to understand
This group did outstanding work. It totally agree with all 5!
are relevant
Like them all!
all necessary!
1. can't be too tech savvy! 2. Open textbooks (like useful resources with not cost)
3. Balanced online remember most vets don't like online also GI Bill is limited on
online payments
#3 array of option like OERs
Concept #2 As someone who's struggling with buying books, and relies on
YouTube and other online sources, I think this is a brilliant Idea
I like they reach out to the community
student learning and the use must be evaluated the technology must support.
Training of faculty who teach online and an evaluation with them. Faculty
training re: teaching in use can't toss technology on top of ineffective teaching. we
need a much men stringent. Additionally OER's and their development must be
intended with solid design and assessment. Faculty textbook adoption must be
eyed with reduction in cost. Faculty evaluation must include different tools for
courses online
Concept 5.yes. Concept 4 yes access to technology (attended a Laptop campus)
wouldn't have been able to afford a computer for college if it wasn't for that.
Concept 2 yes affordable textbooks but not only "e-book", some people cannot
read on screens.
Ensuring all students have a computerized device critical.
I like that devices are available to student for a one on one basis. We do have
older student who are not tech savvy so it is nice to make that available.
Expanding online strategy. OER and etextbooks
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OERs will make attendance more
I think they are all important: no concerns.
Like sharing of best practices. Opportunity to meet, talk and lean
I like how all of these concepts help level the playing field for all students. I do
think concepts four and five would put increased strain on budgets and could be
difficult to fund
I like concept #4. Maybe like a rent to own idea where you make monthly
payments because I have to come to school to do computer assignments
I like the idea of all students having a computing device. I also think that the idea
of getting ___ involved with the ___ for classrooms would be a step in the right
direction
Concise and realistic
Great. No concerns, very thought through
I like how modernized and helpful they are, no concerns
I like these concepts because they make sense and they are realistic as well as
being super beneficial
Shows more efficient education
They all seem great but the scope might be too large
Thoroughly agree with the laptop necessity in classrooms. Laptop use is
becoming important to learning.
With technology not going anywhere, these are good. Older generations might
find it harder to get back to school
Professional development - needs more outreach to staff and we should be more
engaged in this in MnSCU system. Staff should be doing x number of staff
development each year. We should have a textbook library system, they are
checked out for the term problem solved, fold it into the cost of the class
#4 is long overdue
I like the idea of students receiving a computing device to support their
educational goals
I like the #4, but wonder about cost. Supporting (underlined) would require a big
jump on IT staff
Retention is a big concern and I have found online instruction to be very doable
for today's students who are mostly non-traditional. They have jobs, families and
other demands
I like that there's good coverage of different things
Looks good to ME
I believe tech could be better integrated with class work. I also like the idea of
identifying where online courses are appropriate.
OERG
409
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OERG
I like that tech support would be 24/7 for student who have study time outside of
9-5 monday-friday. I agree that e-books are useful. Textbooks are very expensive
and are only used for a short time with little resale value
Like concept 1 - Faculty instructional design support that allows multiple
pedagogies. Like concept 2 - Expanded OER inventory Concern Concept 4 Expense to provide, maintain, update computing devices.
I really like the idea of computing access (tablets, laptops) for all students . Will
enhance success towards finishing your degree if you are provided necessary
tools
They create a more even playing field for students (digital, socioeconomic)
Exposure to cutting edge technologies and 24/7 access to a computer are
essential for student and life experience.
I like that the technology is more fully integrated into the curriculum.
Professional development is a TOP PRIORITY. Also - I urge you to "standardize"
wherever possible, using web-based applications.
I like all of them. These are all the great concepts, but just need more time to
work on it.
I like the idea of developing online classes
Like = support opportunities. Some people are not very comfortable with
technology.
I would love to see staff training - learning how to use MS Word, Outlook, build
user-friendly forms and create user-friendly materials.
#4 - creates equity so that a student in Minneapolis can still do homework at
home even if their family doesn't have a computer. How can you help make sure
students are connected (have an internet service provider)
commitment to staff development
We need to keep up with technology or we become obsolete
I like the fact about providing some sort of computer device for students, because
not everyone is available to a computer or internet. Like the strategy for
implementing online services, because students commute from man towns/cities
that can be far away
I like online education because it allows you to have a job while you go to school.
Some people aren't very technical savvy.
Promotes self-teaching and accommodates more students who commute
Technology is up and coming. It needs to be consistent through the system. Ebooks through the system should be good.
410
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I like the focus of increase technology support and opportunity for training.
Concern is the cost.
Looking forward approach
We are a tech school - yet do not always have high tech available for our students
or staff.
#1 is highly needed, #3 is not online use more webx or jabber to appeal to more
students if online not available #4 excellent idea
Good. Not only online classes but evening and summer in class sessions for nontraditional students.
I like that they are student centered but some are unrealistic to me. Requiring
specific computers for example might take a lot of students away because of cost.
3D printing, very interesting. Interesting statistics show today's students are
online/technology ready. It's what they want.
I like always looking ahead. I get concerned about the speed of evolution of
technology and our ability to keep us
I like that we are trying to make technology available for all students. We
recognize the significant increase in online learning
I like the idea of being able to access information across the state, region, and
country to better serve our students in an efficient way. Cost is a concern, as well
as staff training
This is the most important area for improvement. Granting access to textbooks in
alternative versions will help greatly and students need access to devices
All were very good.
Exciting. Necessary.
I think they are forward thinking and provide excellent opportunities for our
students
Technology use is only going to increase so this prepares us for the future
Good
Pd for faculty staff. Great access. Emerging technologies
Hard to argue against more support
These are great concepts
Agree with concept #1, #2, #3, #5. The laptop initiative is tricky.
Professional development. OER is great for low income students.
I like that reliable access to and use of technology is recognized as important to
student success.
I like the implementation of integrated technologies in the classroom
Like - trying to provide more consistency across MnSCU
These are great ideas. Address them in relation to graduate education
OERG
411
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They make sense
Yes, good
I strongly believe in increasing our emphasis on technology to better compete
with other institutions and to provide our graduates with the skills and
knowledge they need to compete and perform in their chosen professions
I would love to see more technologies.
It shows that people care. That it will not change.
Over looking the little things
The professional support is most important and provided tablets and technology
are really important
#4 - will help students that can't afford to purchase their own computers/laptops.
I like the idea of everyone having a computer
I like them and it's true a lot of students don't have a computer to do work at
home.
I like that it is easy, but online classes are tough because the student has to
motivate themselves
that it is going to increase online learning
they are efficient. There is more online classes.
They are efficient. There's more online classes.
Their great! No e-books! Keep textbooks in their place. Keep power line the same,
no more technology and more hands on experience
Seemed good to me, not much
Everything, nothing
Everything, nothing
help complete degree
I feel that it will help me and other student be the best we can be
I like them
it develops easier interaction between students and staff
It may be more cost effective and timeless
No concerns, sounds good
the quality of learning and success in the field
The seem like good ideas
there good straightforward
everything, nothing
good
good variety
412
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help the student
They are efficient
they are good
They are good ideas
they are great
They offer a good amount of variety
They work with students nice!
They're good
they're great, nothing
trying to bring better technology to schools
yeah
sounds good
Technology is vital to success in today's workforce. The personal aspect of
education is still vital - communication skills can not be forgotten - find ways that
they can interact with professors and other classmates
I especially like concept 1 since I feel like there are wide disparities in how well
staff, faculty, and students are able to use technology. I'm concerned about
relying on e-textbooks because it is more difficult for some people to read
electronic materials and studies have shown less comprehension compared to
printed materials.
They are awesome ideas!
Increase development of eBooks and ensuring a computing device provided by
the institutions, Some people might be very bad at computer language
I like the idea of students having a computing device ensured by the institution
Focused on online learning; This is an important aspect to consider since it is
slowly becoming more and more a part of academic life.
open source knowledge - awesome, increased opportunities for exploration!
All the help available for students
I like them it all sounds like necessary steps to keep our schools up to date and
meeting all the needs of students
I think its good to be more innovative, creative, and focus on technology
especially now technology are really important
This is helpful for the students
I like the first very much. I think they would be effective. #5 just concerned about
the budget for this.
I love the focus on open source and e-texts! I see that cost as a major barrier
point and there are good solutions here
OERG
413
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OERG
Like concept #2 a lot especially e-textbooks, less paper use, save use, less to carry,
easy to access
like encouraging use of more OER/reducing textbooks costs for students.
concerned about too much focus on online education.
all of them. An integrated system is needed.
I like that we are focusing on all of these - We need to! These could really help us
make an students more competitive in the job market and increase the
engagement of our employees too
love increased staff/faculty support
Strong concepts that will offer even greater value when implemented with other
CTF strategies/goals
yes yes yes yes yes!
I like how these concepts are trying to get students to be more involved with
technology. I like concept 3 and 5 to be more student involved and they will help
student do better in school. main concern of these concepts finding money to
implement these ideas since most of then do involve newer devices
I like how it includes giving all students access to computing devices
let there be an instructors lecture online
all good please don't forget the cavemen
develop student skills in using tech to study
more use of tech
they all are logical to me
they focus on every individual including faculty student and staff
they support for students
The professional development and support, e-textbooks, all students have a
device, educational support with technology are what I like. Quality online
education concerns me but I like it.
I like the integration with technology and embracing new ideas and concepts. My
concerns would include funding and having a group of people to help with
problems with technology
student experience, campus, balance
hopefully enhancing prof dev. and support could create new jobs. students could
have access to a computer to complete assignments at all times and not just at
school= better work completion success
well thought out, glad to see some focus on future innovation. related to
computer/ devices for all student did the committee consider wireless access?
414
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I like #1 more. Professional development opportunities. This would be
wonderful.
yes promote student access to computers and software
online opportunities will define. help with retention/ graduate, possibly even the
student starting here. concerns; lack of face to face contact. also how are all
students expected to afford the tech to support the curriculum text. I believe we
could provide the students with laptop to support the text needs.
they're looking to the future
I like the eBook concept. It is the wave of the future
I like the concepts but I see them as very difficult in accomplishing especially in
the smaller schools
I love concept #2. Concerned about cost on concept #4.
Using online resources are great. It enhances learning, increases flexibility and
reinforces teaching. Some students don't learn well using online resources
Like: that schooling online is becoming more pronounced as an option for
students. Concerns: though it is an option, your classes or the way you work may
not be compatible.
I like everything about them
They address many important issues that we face. I love the idea of making more
online learning available
I like the idea of having equipment available to all students, lowering costs, and
e-textbooks. Concern is adult learners who have little computer knowledge when
most of the learning work is based on that. I can see them getting overwhelmed.
Concepts are great if they can be implemented effectively
Improved curriculum design
Love and embrace technology concepts
Like: Increased technology access and skills for students. Dislike: Too much
reliance on technology might lose the vital person-person interactions
I like that the system encourages support for fastest students
They are all great concepts that will ultimately provide better education and
better educated students. Concern = where will the money come from.
I like the concept of students using technology to learn more content in a flexible
way. I am concerned with how much it would cost for this technology to become
available.
All five concepts are relevant and needed. No concerns - any problems that might
be encountered would be outweighed by the benefits provided.
Getting students access to the technology they need to succeed.
Great step forward. Coming to an agreement with all the colleges. An ideal model
OERG
415
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Technology integration is vital to our ongoing excellence in education
I think the 5 concepts have great potential. My concerns relate to costs that are
related to these concepts and what falls on the backs of students in terms of
additional fees, etc.
I think the five concepts are great. My concerns would be cost to implement and
where would the resources come from.
Forward thinking meeting needs of future students
Love them - very important for student success and support
We would assure all students have access to the tools they need. It would also
allow for an employer to have an employee with up-to-date technical skills
In proposed concept #1, I like the idea of providing a simple set of pathways that
include all universities to be on the same page when transferring
Taking advantage of technology by e-textbooks, making sure all students have a
computing device is HUGE! Really helps with D2L usage.
I like the idea of the provided technology
Helping students learn better in different ways (ITV, reading, materials, etc.)
Class size.
I like education technology, but technology is always changing, this could become
outdated quickly
I like how detailed it was - it informs us
I like that they are aimed toward helping students succeed
I like that they work to help students achieve their programs
I like the help and support to students and community to help them in their
education
They are dead on!
They are very good concepts
This one is my favorite of all. I think the fact that technology is growing, the
classroom should grow with it. My only concern is working out the kinks in an
actual classroom setting.
Works with the flexibility of students and faculty to ensure success
#1 - good - better resources give faculty a better chance #2 - No textbooks,
regardless of format will be given. Let this one go. #3 - yes, faculty need to be
certified through. See below. #4. Yes, if support is there. #5 - YES
Like - professional development for employees e-textbooks - cheaper/more
affordable providing a laptop/tablet to ALL students
Need professional development to prepare staff for online
Professional development. Educational support.
416
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More consistency between instructors. resulting from improved professional
development, advanced technology and friendly technology
Like - comprehensive strategy to increase awareness. Ensuring all students have
computing devices. Increased opportunities for exploring emerging technologies
- cost.
e-textbooks -> yes, tablet texts do it now! CM -> push it - tablets for all!
Like: open educational resources. Support for all users, e.g. professional
development for educators. All students have a computing device. Concerns:
Consistent quality and validity of courses, identity of students taking tests
The ones related to forward thinking and not staying with past models that don't
have data to show their success. That we won't have the manpower to implement
This is a great set up. I don't understand how 7 out of 10 students get through
their class without textbooks - what a hurdle
This is the future
Enhance professional development. develop strategy quality online. exploring
emerging technologies
Good concepts- infant to make sure technology is available and useable by
students
I like that the concepts are very futuristic. Most employers are requiring
graduates that are technologically savvy.
I like that it makes sure students are instructed on use, more sure they are
prepared and have help along the way.
proposed concept #4 gives student devices to learn from
I think that enhanced prof is important the more specific the better. I don't like etextbooks, I need books. online is not good no thanks on I have not had a good
result. They have computer in the lab. More tech is always a good idea.
More hands on in the classrooms makes the most sense especially at 2 years
college
Sounds promising how long will this process take? Will it cost anything?
sounds promising. How long will it take?
enhance professional development is key to keeping our best people. given us at
the 2yr level tuition reimbursement to get a master's/ doctorate.
they address key issues
Concept 5 seems that it would make the most change to provide a better learning
experience while keeping students on campus
The laptops being available to students. Yes. Not many students will take
advantage but for students who can't afford laptops it would be beneficial
OERG
417
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I enjoy the online as an option for a larger array of students. Will each individual
institute be able to pay for a larger number of students' laptops.
Open education resources/etextbooks. Online opportunities (student services,
classes)
Approved charter. Helped availability of online education that provides an array
of options
I think that focus is to enhance student learning and give them a higher, better
education. They are all good and detailed, and they give a bigger advantage to the
student
The making sure that every student has access to a laptop computer is actually a
good idea.
Very important to keep training and development at the forefront of the concepts,
along with providing adequate tech support
I think this is really exciting to think you can get a degree online
I believe they are focusing on what is needed for job opportunities in 2020 and
beyond. It is tough to plan for technology cost when we don't know what they will
be 10 years from now
Needed learning opportunities for faculty to provide higher level on the courses
so as to provide best student learning opportunities
Flexible learning spaces! We need these.
Expanding online education is a must the next generation of students won't settle
for less than a tech-savvy online optional college experience to some degree.
I like that these concepts focus on improving the efficiency for students to learn
#3 - necessity we could do so much better
I liked concepts 1, 3, 4, and 5. Many students do not like e-textbooks but I am pro
textbook companies creating online programs to compliment books like Mcgraw
hill's "connect" program.
With the increase in technology, the 5th and 2nd is the best because integration
and information are key to the future
Making sure students have laptops, and having things immediately available
I like how though out they are and how each concept seems helpful. E-textbooks
can be very helpful
I like the idea to support Etextbooks. Myself included have not purchased a
textbook due to the cost.
I really enjoy concept #2 about books and making them more affordable as well
as online because students so much with them
I think they are all very good concepts especially #2 and #4
418
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Having the best technology practices used across the campus. More ease. Better
opportunities.
I like that each of the concepts are all designed to make colleges more accessible
to all learners
I like the student support provided
I liked how futuristic it was. For a society with expanding technology, education
is not progressing with
Sounds promising. Concern for me would be enthusiastic for the course. May be
more time consuming than intended.
I like reducing time to graduation but it concerns me because they should get all
the attention they need
Professional development should be consistent across the system. Textbook
purchase is a concern for students with the high cost of education utilizing more
online resources is wise.
Professional development needed
Proposed 5 = stronger partnerships with businesses and organizations to acquire
and use emergency technologies. Concern = how will you ensure all students will
have a computing device?
I like them all! Problems - how will the disadvantaged student get technology?
More importantly how will they get to college?
I most agree with concept #4. Local elementary schools - private and public have
already adapted to this concept. It is a huge benefits to students. Include
university provided technology as university provided technology as a fee with
tuition then have the same technology for all students and provide the support.
Proposed concept #4 - increase accessibility to technology for all students
#2 and #3 Education technology fewer students on campus?
They all look solid. In advising it would be nice to develop better tools and service
for online.
Address needs of students, faculty, and staff. Movement from textbooks (which
are often out of date) to online resources which could/should be most current.
Great ideas! How about addressing digital divide? Not all students (and even
staff) are comfortable with keyboarding, computing things online, or taking
online courses.
I like everything
I like the increased focus on affordability, quality, and flexibility for students
I think they are good
It would draw more students to the university
OERG
419
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OERG
The push for online courses is a huge impact for adult learners who wants a 4
year but travel and full time jobs is a challenge.
They seem good. What will be the unintended consequences?
Would be preparing students for real world technology use, concern. Faculty and
staff will not be provided needed and proper training to keep up with documents
like the students.
I especially like #2, #4, and #5
Ensuring that all students have computer devices might produce knowledge on
students and/or institutions
I like the OER concept. This would benefit us all expect textbook authors.
Like faculty/staff development
These are all vital
Good!
Use technology for all. Have a computer program like Winona State!
Developmental education students don't need online courses - detrimental
I'm a big supporter of OER and e-texts. This has hit political resistance; we must
persist. Good job keeping this before us.
I like that these concepts encourage a more open line of communication and
understanding between students and staff.
I really enjoy the opportunity for students to have access to laptops (low income
students such as myself). Informing students/teachers of electronic resources
(D2L) will help. Make sure all teachers use it the same.
The idea of all students having the appropriate level of technology at their
fingertips. Both in and out of the classroom
I think they are spot on
I think moving to e-books and striving to get computing devices into students
hands are good ideas but then concept #1 and every other concept needs to
happen. MNSCUs online capabilities are limited.
A focus on serving students
I think they are good ideas, but the cost and support for these need to fall in
proportion to the ideas.
The five concepts are on target for problem vs solution.
good
#2 and #4 would improve student success dramatically.
I like the support aspect which is vital across all parts and personnel of the
institution. E-textbooks is a great idea in order to save money for students.
More information about OERs would be great
420
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Its more easily obtainable for busy students! I love that they're trying to merge
and unify classes.
#1 - this makes sense and sounds great
All are excellent ideas - wish we had endless resources
Its the direction we need to go to best prepare all Minnesotans to succeed at
learning their whole life.
Providing more professional development will go a long way. Concerned about
supporting students with laptops.
#4 and #5, will provide an extra edge to students. Both while attending school
and after.
Concept #5: Increase opportunities for exploration of emerging technologies and
their uses for teaching, learning and educational support. I want students to have
better technologies like everyone else and to have the benefit of getting the
chance to use them.
Making devices available for students on a 1:1 basis. A system strategy
The laptop program and better access to technology would help with the way
things work
Concept #3 because I believe there could be a higher success rate
The fact that you have opportunity to allow yourself to learn online at your own
pace and from your own environment. But what is the actual benefit or statistics
showing the rise over at school learning
E-books are cool. Keep it up
I like the e-textbook idea
I like the online book
More ebooks for students with comprehension issues
More e-textbooks
More e-textbooks is good
OERs would be beneficial for my program. Only color of FOR would be reduced
Adapting to the future
I like the proposed concepts. None
It provides clear pathway
Less books to purchase and haul around
Lessening the strength of paid education as compared to working education. This
reduces working wages.
The benefits to students, faculty and staff
I like everything
Sounds good
They are all common sense. Nothing concerns me
OERG
421
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OERG
They are good. None
They sound like they will work if properly implemented
They sound like well thought out ideas. That people may take students out of
class to attend something
Utilizing technology to individualize learning
E-books are a great idea. We should work on it as a system to make this resource
available to the students. At two year colleges, how will this model work to put
computing devices in student's hands
Concept #4: ensuring students have a laptop/tablet supported by the college is
great! Many of my incoming students ask if we provide laptops.
I like the 5 concepts. I think concept #4 (all have laptop) might be easier to
implement just by allowing easier access to on campus resources
Opportunity for students to connect with more services from home
I love all of them!
Enhanced/professional development and support is critical! For example, a
campus looking to provide instructional technology resources/online learning
needs an instructional designer focused on technology, not on learning
outcomes/objectives
#4 - Yes! Supported by the colleges - staffing needs?
#3 - just use a certification tool and make it mandatory (like Quality Matters). #2
- great idea, a lot of work, should have all faculty without a discipline contribute
I love (underlined) the idea of increasing access and exploration of teaching
technology. Some campuses with grant funding and very strong instructional
technology, staff do this well, while others not. I appreciate that this considers
prohibitive to students textbook costs.
Love (underlined) the concept of using open educational resources - it's essential
Concept #5 makes the most sense. I think the more familiar students/grads are
with emerging technology the more in demand they will be
The online program which give more opportunity to people who can't be there
(school) due to a variety of reasons to still be able to further their education
#1 - be nice to have statewide workshop to coordinate with all related
departments and still applying, regarding financial aid, graduation, dropouts,
loans, services, etc. #2 - I'm very surprised that 65.9% of faculty are not aware of
OER. #3 - Faculty duties will still be needed so no job loss. #4 - getting the word
out to new students of the specified standards
422
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I like the professional development idea. I also completely agree with finding a
more affordable way to provide textbooks. My concern is due to affordability and
support capabilities of offering devices for students.
I like the concepts. Consider strengthening the fifth concept to include an
expectation that faculty employ appropriate educational technologies not simply
increases opportunities for them to do so
I think they seem to move the system forward in a consistent manner I work
about equity of student experiences. I love #5.
I like the fact that colleges/universities have a budget and security in place to
provide computing devices for students
Low E-text
Getting more technology involved in learning
I like all of the five concepts, I think all of these concepts can help student achieve
success
Less expense for textbooks.
Like that they are oriented toward establishing a common framework on
delivering courses, utilizing learning tools, etc. Concern is how to develop
framework for deciding what technologies to invest time, work effort, and money
in
Very good
e-textbook saving for students
Goals seem inclusive in terms of goal areas. Most seem achievable.
I like all of them. I see potential for some issues with some topics but concepts
that might be difficult are actually the most important. For example the 1:1
concept.
Excellent work by the team
These are all no brainers
Great directions!
Great ideas - very valid and sustainable
They are pretty tame.
Not sure
I think they are well thought out and comprehensive in scope
Increased adoption of technology can only be a good thing. Poor implementation
will hinder acceptance.
Everything and nothing
The statistic on Concept #2 about the number of faculty unaware of open
educational resources is startling. I think it's important to reduce this number.
OERG
423
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#2 I believe in the use of e-textbooks. Online education does have advantages not
for everyone.
Theme 6: Disapproval
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OERG
Providing more professional development will go a long way. Concerned about
supporting students with laptops.
Everything and nothing
Lack of a centralized place for students to take personal devices. Liability in IT
staff work is on personal devices
Yes to 3-D technology in classroom! I hear of students who regularly don't
purchase a textbook due to cost concerns. We should not provide tech to
students. Students care for their technology more when they pay. IT staff needs
would need to drastically increase to support this
Tech support 24/7. I personally don't like e-books. I know universities who
supply tablets/ipads/etc. to incoming students.
Wonderful in concept. What about the people you leave behind because they
learn better in a classroom.
Some of our nontraditional students need very basic introduction
Lack of training. Behind OER
I have concerns for lack of funding of educational tech
not wasting time and money
#4 Concept - cost to students increases. #2 concept - some students dislike the
"e-text" we have used. Prefer print copy.
Great - providing technology devices may be a challenge and add costs.
Propose concept #2! Textbooks aren't cheap, make teachers use these programs.
#4 I like the idea but where is the funding coming from
Love concept #2 - online education scares me. I have taken online and hybrid
courses at a MnSCU university and I was not pleased with the level of education.
Seemed like busy work.
concerns: cost, like: accessibility if all have computers, support e-textbooks
Not sure how each student will be able to get a computing device. Especially the
cost per campus.
Increase technology among campuses cost is a concern
#1 - not high priority unless in support of changes to system (e.g. Increased
diversity training, new business practices). #2 - Need to recognize technology is a
financial barrier #3 - Again, decreased connection to
424
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Supporting student owned devices will be difficult and emerging technology is
expensive and most of the time goes through many changes before widespread
use happens
#1 - S.O. facilities trade the hours of professional development events. #2 - will
this just lead faculty to spend lots of time creating their own text materials? #4 Costs
Concept #4: concern about cost of computing device, also that student can't
choose their own. Winona students paying $1000/year for university specified
computers?
Concerned about moving toward open education resources and e-textbooks since
we may lose the flexibility as faculty to choose the best materials. Concerned
about pushing students toward online courses when that may not be appropriate
for their ability. Already, I see students take my online class who should be in a
face to face course due to poor preparation and low ability, but we may be only
offering the class online that term.
I like that you are incorporating e-textbooks, but I prefer actual textbooks. I like
providing students with a computer.
Quality online education - I personally had an issue with learning online
I like that there's an emphasis on importing online education, but I'm a bit
concerned about the costs and policy impact in making some entry student have
e-learning
There is no reinforcement for cement/mortar locations - still need these.
Low income students may not have computers or technology
Nothing specific. The fine concepts are rather broad & inclusive
concern - computers and printers available for all
Online ed needs to expand to other/more campus departments and have more
offerings. And more 8wk offerings
I don’t like the use of eBooks. I like the idea of all students having a computing
device, very needed here
I like this but #4 the cost the students lots of money as well as destruction of
property
I love the ideas about every student being able to have a device. I'm concerned
students might not take care of these devices, get insurance?
for myself, looking at my hard copy of my textbook is easier because online
textbooks are harder to manage. I do like the affordability though
I enjoy the emphasis on online resources and opportunities, but as someone who
prefers actual textbooks I would want cheaper books
Concern is that students wont fully get it if its all taught by technology
Don't sound good
OERG
425
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OERG
nothing! No instant feedback, technology fails, teachers not required to reply
promptly.
that they are pertain to technology, and future education process, not every one is
able to be accessible
The look like a good idea but what about the students who learn better with non
electronics
no
like - includes fac/staff development. Dislike - funded portable technology for
employees
Providing quality professional development will be a challenge. Outsourcing
would be an option but much more expensive. T-text and OERs is a great idea to
support
Really like #4. No faculty subject matter expert from technical education
Love the textbook expansion, concerned we are losing students when they jump
fully online. Increase hybrid options - best of both worlds
online education has to me more then "watch my YouTube videos" too many
faculty "can" their courses. These new modes of instruction need a lot more
oversight
The seem concerned with balancing the playing field, but there's a worry that tech
is sold and advertised and not to the benefit of students
To broad. More details on specifics
#2 - still like hardcopy textbooks for students to highlight #4 wondering how it
will work at institution that has this? Do students use laptops to take notes in
class or do other things (such as social media)
#2 - e-textbooks hurt my eyes. How about better access to normal textbooks?
Online learning concerns me. I feel like the most impactful learning I engage in is
face to face interaction with my professors
Good idea - OER and e-textbooks option. Concerns: Don't see it as necessary that
all students are provided a computer. Computer takes also work to provide access
to them who don't want/need their own
Nothing will ever replace face to face learning. My online courses made me learn
significantly less.
My biggest concern is the lack of live interaction. There is limited opportunities
for developing interpersonal skills without in class projects and other things that
organically arise out of a real time, in class discussion
People should not be issues personal computers. The potential for abuse is too
great for the cost
426
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No addressing combining current and future curriculum offers.
The most concerning concept is the lack of personal communication. We are
slowly developing a society of disconnected individuals rather than a community
of colleagues.
Colleges should not purchase computers
Online education is not a complete educational experience. How for instance will
a student practice listening skills - will he always have to supplied written idea
because he can't "hear" what's been told to him and record what he's heard?
A concern is that they don't show anything about improving the resources
students have access to on their own devices, such as improving the Wi-Fi
connections, or providing access to better technology
They sound good but are not realistic as far as implementation goes
#2 - teachers are too lazy to use. I think faculty and staff are far ahead of the
system, by the time the system catches up, the momentum is lost, lack of
nimbleness
Too bad that didn't make the cat! We need quality matters standards as a system
While I fully support online learning for all students, they need to be prepared to
succeed online. We currently see disparate - success rates with race/ethnic
backgrounds/SES
They can improve our education. What concerns me is that if everybody has
access to a device at school would affect their tuition
e-textbooks are often paid for but aren't used because it's not comfortable to use.
Also has a limit on how many pages you can print
Textbooks online annoy me. I can't read them. I can't get the same info as a
printed book. I dropped a class in Arizona because online book was the only
option
I like how they all specifically explain each concept and propose something
different. There is too much there. Sometimes less is better than too much.
Too many computers and not a lot of tools/equ.
Like textbook options see cost is a factor leading to students not being successful
when they have chosen not buy them. Like improve quality of online education some students do not do well online and could benefit from possible changes.
Concern - in addition to addressing which programs and courses are well suited
to online learning the needs/abilities of students also needs to be addressed.
Some/many students are counselled into or choose online learning when they
may not be well suited to this delivery method due to language issues/reading
ability/etc.
Online is not end all for all students in all disciplines
Too much online training is not a good thing
OERG
427
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OERG
#3 The traditional classroom experience is a valuable experience for many
students, is the push online just the tail wagging the dog i.e. more classes are only
online so more students choose online. #4 internet access should be available
anywhere on any campus but the schools should not be supplying devices
It might be challenging for some students to have a decline in person to person
time. Too much focus on technology!
Technical students struggle with online programs, even assignments. It may be a
time management issue where all hours are committed to work/family
Like: Very student conscious Concern: The reality of all students having laptops
and how that is accomplished
While it is great to provide technology there are still limitations to internet
access. If individuals have limited access and limited mobility, where's the
solution for them?
Concern: the huge rush to jump headfirst into online courses - need to ensure
rigor and content matches classroom delivery. Like: that staff is inclined and that
it's not as faculty & students receiving new tech.
There are no faculty on the committee, yet you address the quality of online
courses.
It concerns me about getting rid of old software advising a new system because of
the security
The array of software needed will be difficult to manage. I would go to school
issued tablets turned in at the end of each semester
Online education will be a problem for veterans using their post 9/11 benefits
because their BAH (monthly/ Housing allowance) is determined by being on
campus us online it could mean a $900 or more difference per month.
I'm concerned with open materials; they are constantly changing with a huge
challenge to provide my states with up to date information
I like them but #4 would be iffy that would be really hard to do
E-textbooks should be affordable and they're not! All that's being distributed is
an access code yet my last book purchase I would have saved only $20!! Etextbooks should be significantly less money be there are minimal distribution
costs associated with it. Plus you cannot sell back an access code at the end of the
semester like you can a textbook.
All campuses need to offer hardware support to students, many students have
only one computer and it if is not working, they may fall behind or drop out of
classes
428
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#1/#5 - Faculty do not have the time (underlined) when teaching 16 credits to
fully develop new tech use. Need release (underlined) credits or development
days without (underlined) seminars all day. #2 My students must keep their
books indefinitely. E-resources didn't allow this, it s a perpetual cost to them. #3
- feel retention from online is worse than on ground - which is already poor. #3
and #4 - need better ways to prevent cheating, plagiarism, etc.
#3 - Not all students can learn by just online courses
The computing device is good, but I have seen struggles here with just getting the
stuff equipped - worried about management system wide
There still is disparity in professors. Systems are still less efficient. Concept 2:
Would be awesome when developed Concept 3: Need more sections classes
Concept 4: This worked well
My concern is that it may lead to ineffective teaching in general. Although online
teaching is modern and more acceptable and frequent, it can cause more
cheating.
That students won't take advantage of them
E-book are over-rated. Physical textbooks can be sold back thus reducing their
actual cost. Ensuring all students have a computing device is important to
prepare them for employment. Exploration is also very important.
The focus on increasing opportunity and access is good. Ensuring that all
students have a computing device will be challenging, given rate of emerging
technology. What will the preferred device be in 5,10,20 years?
offering more online courses such as science labs concerns me. I like OER idea
What did you use as content experts? technology is a language...it is very
challenging for current students
#4 The tech would/should not require all student to have laptops - we have
programs that would not use them.
I feel they address what I should perceive as some of the key challenges.
Overwhelming scale. Hard to tackle.
1. costs 2. not aware 3. aware 4. very aware 5. no flexibility and a degree
1. lower cost 2. not aware 3. No flexibility in a degree 4. no device 24/7 5.
With growing online student population not having online support services be a
focus may be short sighted
#2 making sure students have access to etextbooks after the course is completed like keeping the book (hard copy) for future professional reference.
#1 No idea what this is referencing. Very cloudy. #2 #3 Distance MN
(underlined) = no need to re-invent what they are already doing :)
OERG
429
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OERG
#1 NOT a problem I am aware of. #2 There are also other (less popular) ways to
control cost #3 Quality is key - this approach doesn't currently work - see
California #4 All students at Mankato have access to a device. #5 no comment
Lost of connecting with student teacher relationships
Not all students prefer e-books
Not much. They are short sighted, ill informed and overly broad.
overlooking the little things
overseeing the smaller issues that are more important
I struggle with the concept "enhance professional development" Hasn't that been
the point of higher education all along?
As an older individual, I would hate all online learning. I question the quality of
some classes offered all online. Some content should only be offered on campus!
Students also need to have some structural courses - employees complain that the
young people are not accountable
Concerned about online education, it's easier and more convenient but not an
easy way to learn
They are great. Online learning is in the near future. Mu concern is the loss of
student to faculty interaction
lack of missing my goal
they will help, not enough fast enough
It's efficiency and accessibility. Some students learn better talking face to face or
reading out of an actual textbook
They are pretty vague and non really ensure of quality
No devices for students. Institutions are not responsible for this.
#3 keeping in mind not all students can actually learn that way. #4 would be
amazing
quality online education, computing devices, will it work? will it distract
students/
conversation with instructors would be difficult for online classes
we must be careful not too over standardize. not all edu experiences are enhanced
by tech
Professional development, E-text and OER, online is not appropriate for all
students, many students do not have internet access, students also come in with
widely diverse degrees of technical competency.
pro: involves all humans working and taking classes at a college. Cons: not all
students prefer e-textbooks. Not all faculty are embracing tech because it is not
required
430
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#4 scares me - the majority of students already have their own personal devices. I
don't want to put a ton of money into something that affects a small percentage of
the population
Proposed concept #4 - very shortsighted thinking to limit computing devices.
Some classes at Ridgewater don't work using iPad. This is what students are
using in high school. we need to accommodate iPad usage.
Providing devices only works if we can afford it and faculty are willing to use
(underlined) it
All others ok. Online education can be harder, but also, testing can be
questionable
Somewhat - we have computer labs
That it will get hard to use technology
How do we support online students who are need tutoring or who have
disabilities? Students disengaged from college community unless intentional
approach to connect and support
Implementation feasibility
The best strategies come from many faculty and student voices, not stamping out
a "widget" course
#3 - Not sure how much our 18-22 year olds are learning in this format
Concerns- there are some buzzword new technologies listed. How do these
become tools instead of toys
Not everyone likes online classes
I like focus on tech I'm concerned about students accessibility and faculty
competence in online ed
E-textbooks could be good but it is harder to learn when it is not a physical
textbook. Doesn't really save that much money - known from experience online
education is good. But need to have some sort of physical contact with profession
otherwise its like a deury university.
Concept #2 - I personally don't like/learn well with an all online textbooks since
it's harder for me concentrate
Will the online degree be categorized as such? Devalue the degree.
Different standards at different campuses for technology will give a
complex/unfair learning experience
Will we lose students with more online opportunities? Won' this have a negative
effect on other resources/offices on campus potentially?
I like how the concepts include many opportunities. What concerns me is that
with e-books if you bought the wrong book online you can't return it and what
about people downloading the books on their computer then selling the books to
future students?
OERG
431
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OERG
Students having a device instead of books - campus should not provide through.
Device should be required but would replace cost of books so less expense to
student.
#4 concerns me if all classes are not fully integrating e-books and technology
because then the cost of a device (laptop or tablet) is more than the benefit would
be. I worked at a private institution that did this and not all students used the
devices as best as they could.
One size does not fit all. Online learning is not for everyone. Technology is our
world but people are not able to communicate now and we are creating a climate
of hermits.
They share a top down flavor and the assumption that outcomes can be
quantified. That the goals of education are unidimensional
Concept #4 - regarding institutions providing computing devices for students concern - outdated equipment, affordability
#2 - many open educational resources in my field are very low quality e-texts are
horrible on your eyes and research shows people learn less them ready paper
books
Research shows that students read digital documents/media differently. The new
term is "fueling" rather than e-learning. Comprehensive reading falters and
students do not clean the information they need to be successful. This is
especially an issue forecast - risk students and 2nd long learners.
That is sad that 7/10 students surveyed didn't buy the text but it is not excusable.
That is their responsibility and required. We do provide text info no so they need
to plan for it
The younger you are the more tech savvy you are. Why does online instruction
need new system of quality workers.
If concept #1 is not done successfully then the rest cannot follow
Like idea of more e-textbooks and more online education. Concerned about
providing/ensuring all students have computing devices
E-books may not work for everyone. Some students are hands on learners and
need the books to highlight or take to additional notes to help them understand
the material better.
Concerns: too many options technology illiterate
We are hands on, while some curriculum can be adapted to be online. We still
need the hands on.
E-textbooks won't work for all programs and online won't work for all. A lot of
hands on in our school and programs.
432
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Concerns keeping everyone on the same page
Still needs to have balance between online and in person classes. One model does
not fit the other.
Holistic approach. Nothing at this point.
All concepts are good except #4, I don't think it is necessary. The funding for such
things can be used for better things
Everybody does not need to a computer. I make them dependent
Less emphasis on computer teaching, more on instruction from instructors who
earn their living
On concept 3, it would be great if we can have more access to courses and
degrees. My concern on this concept is, will students get the same learning in
class while taking online classes?
Don't care
Touch, smell, sight, hearing, taste. Helps me get around better.
Instructional - inefficient. Student service - belonged. Professional development:
NA. Readiness: NA. Energizing: NA.
I am concerned about e-textbooks that only allow access for a specific time
period. They are not able to be used as a resource after the course has ended.
Like the concepts but students must have basic skills in learning how to learn
before technology can be an effective tool
#4 is a barrier with the cost of higher education. giving them a tablet/laptop
should be considered
Most okay. #4 probably not system issue. Few students unprepared can be
rewarded through grants or speed programs.
Online textbook are the biggest scam and rip off ever. You get access for 6 months
or a year and then lose everything including resale value.
Lack of funding is a concern - it should be top priority
They are hitting some pain points. Replacing re-engineering ISRS seems
daunting. We have been talking about that for years.
Question 2: What barriers do you see as most challenging to
overcome in order to implement these ideas?
Theme 1: Funding
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Cost
Funding
OERG
433
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OERG
Reduced regulation funding. Faculty contract - the professional development will
come at the cost of less time spent with students
Consistency and funding
Difficulty switching from old to new, people (disabled or others) left behind, not
enough funding.
Staff/money
Cost
Costs to institutions
Money
Money for computers/electronic devices. Having to teach everyone how to use
online services.
Money! Getting teachers willing to comply to getting e-books, and getting them to
NOT slack on online courses.
Money. Tuition/cost of living as a student is high enough.
Money/funding
Price. Is online learning cheaper? Do we learn the same amount as if we were in
class?
The amount of money we would want to put toward this. How hard would this
be?
The price for providing students with electronics.
The price of providing students w/ computing devices.
They sound expensive. Technology pace will require constant attention to keep
institutions 'current'
Educational costs becoming too great for students
#4 the cost
Cost
Cost to provide this technology, keeping current with technology
Cost to taxpayers.
-Funds
Not all can afford computer access? Perhaps funds for those who cannot so have
computer to take home while in school?
Changing peoples attitudes that students need to pay for technology & software
before they can take a class. Quit saying the State doesn't have money.
Funding?
Money. Get people onboard
the funding to get the equipment we need to have equipment students would
need
434
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cost
Laptops preferred to tablets for students, smart classrooms
what would be challenging in this would dramatically raise the cost of education
cost and these costs raising tuition substantially, schools my be resistant to
change
Available money for both students and for implementing the ideas shown
cost
expense, and schools willingness to convey to a more technological system
financing
funding and proper fund utilization
Funding is challenging
just going to school
money
money
money
money
money and funding
the cost of money
the cost of more technology might cost the amount of student payment
the funding and management for time and efficiency
the monetary challenge and keeping equal opportunities for everyone
the technology aspect and funding what is needed (tablets and computers) maybe
challenging
they are thinking on how to make resources more easily available, but I haven't
seen anything on how they plan on funding these additional resources
I would say concept 4 even though it is a great idea but the problem is the effect
afterward like what effects would it change into tuition
it would cost the school money and potentially raise tuition
tablets or readers for students and what will the cost be
Funding + online education is not suitable for many students
cost, facilitation/inspiring change from the status qup
cost at #4 to students
funding. Staff training
IT resources and help desk. Personnel needed. Resources and bandwidth
Money to provide such broad areas of the population to the point of attaining a
high enough retention of quality students to balance input with outcomes
Technology is always not dependable. Costing
Money
OERG
435
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OERG
money
I would be concerned about students not caring for devices and the added
expense with that.
Finance for computers
Money and training
implementation costs will be high but good in the long run
I love #4. My computer is on its last legs and my phone kaput. I don't have money
to replace them, so am looking at soon trying to do all my papers and homework
at on campus computer labs
money
Money. Breaking Tradition. Breaking large contracts with publishers and vendors
The cost of PCs for students to have a personal one. Plus, software last like Adobe
#4 - how to fund
Great idea - funding to support?
Not all students can afford the technology either
#4 the cost and responsibility of every student having a device could be too great.
Also, some fields are not good for computing devices.
cost, consistently changing technology
Dump administrative costs in favor of educators and program expansion
Funding and the regulation of electronic devices, depending on a machine rather
than a person
money
The computing device concept would be great might get expensive for the student
of the college
The expense of computer purchases
The funding and resources required will increase the costs of education.
Bookstore financial impact
Cost
lack of funding. Need more technology support
Money-need to collaborate with industry. Fighting over students that can be part
of statewide programming
What is cost to student? Most students live in poverty.
1. cost 2. union foot dragging 3. employee fearing for their portion 4. accepting
the accountability for keeping credentials unafraid
Cost and willingness to fully support educators. Will educators be "forced or
coerced" to upgrade but not be given time (credit equivalent) or monetary
support to do it well.
436
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Cost to institutions for new technologies
Funding for computing device students
money
Cost
Cost? Student pay for hardware
Money and getting people's interest/attention
Finding funding
In terms of textbooks, it will be hard to lower the prices on them
Some faculty will feel that how they deliver an online course is up to them totally.
Cost of laptops, especially for programs that are very visual and use Macs. Getting
buy-in from our local workforce/industry to help us with funding new equipment
and training on that equipment - how do we get to the next level?
Cost, faculty appreciation to use the technology
Funding for support/devices - especially at small campuses. Faculty "academic
freedom" limiting what can be mandated about training technology. Same applies
to DER resources. Concept #3 - accessibility requirements.
Funding!
Cost, competence, website design.
Lack of enforceable central control. Competition amongst academic planners
from different MnSCU schools.
Cost
Money seems like the most obvious hurdle. Also, finding and keeping IT support
staff who can communicate effectively with mere mortals is key
#2 - teachers #3 - students don't know how hard these classes are and the level of
tech still needed. #4 - $$. #5 - $$
Money. Who pays for all these devices, especially when programs require
specialized software and operating systems?
Proposed Concept #4 seems expensive given the many smart devices already
available to students. Perhaps a Chromebook rollout would make sense.
Those of us who like to have a book (underlined), not an ebook. Cost of
laptops/tablets for students and schools
#4 Money, theft, misuse
Cost effective
Cost to Students and faculty
Filing and paying for the position
Having funds for it all and tuition increasing
Money involved with Concept #4
Money?
OERG
437
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OERG
Not enough people are able to afford the equipment for e-books and such
The tablets and devices, who can pay for these?
What about making school more affordable? (tuition, books, supplies, etc.)
All students required to have personal computing device maybe be challenging to
implement successfully. Students do not all buy textbooks so how does the
campus mandate a computer
Cost to individual devices and money to support/IT services for various
technologies
Affordable books
Capital and/or front expense. Bureaucratic expense
Cost
Cost and concern over keeping students longer
Finding the right appropriate funding for students to make it affordable for all to
attend.
Money and time
Money. Not everyone is convinced that technology, online courses, etc. are the
way to go
Textbook prices are prohibitive - find online access options
E-texts are very difficult to use. Texts are way too expensive and updated way too
often
Beyond cost I would say the technology. Both from a faculty resistant to change
and from a standardized approach. In other words, each campus will want (or
not want) to do their own thing, trying to get everyone to agree may be a
challenge
? Accuracy of data on proposed concept #2. Cost of textbooks = buy in bulk
throughout system for reasonable costs - ridiculous pricing on books
Cost, prepared students. Many underprepared for online learning
Money and time. Some programs are better suited for face to face education.
Students not having internet access.
Proposed concept #4: Only because the cost of upkeep and maintain usable
hardware can be a drain of revenue. Hopefully a corporate partner/sponsor can
help ease that cost
#4 need to have a consistent platform for all students provided by school
included in tuition fees
Learning to do online class. The price of a computing device.
cost
Money, student participation, and college participation.
438
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Money, tuition increase
Raising the funds
Cost of laptops and books. access to internet
As always - money
Cost, user's level of knowledge, constant evolution of tech & devices
financial, Wi-Fi experience for students, loaning electronics and getting them
back
Funding
Funding
I know that students know their email addresses better than mailing or street
addresses. Costs could be a concern.
Cost - perhaps there could be partnerships with industry to provide technology.
money
cost
money
Some are very expensive (ISRS) replacement need legislative funding above
current levels to complete
1. cost 2.pushback
Money who is funding the devices for each student
open textbooks! because money (lots of it) is involved
Sounds expensive. Perhaps using already existing resources such as YouTube
videos and web pages will help. There is also the idea that courses are taught
differently by different institutions
A lot of student veterans need the "Brick and Mortar" structure, many need faceto-face instruction, time mgmt. seems to slip away creating problems. TextbooksMany students complain that they purchase books and they never use themwould having a laptop/device help with the problem? Devices- its costly to
maintain them? do we have the staff to do that?
Compact #4: not sure how you could go about every student has a computing
advice. there will need to be a strong commitment financially by every institution
to provide this
Cost- implementation/ support down the road
Help desk support budget for equip
Concept #4 concerns me simply because it doesn't get at the whole issue (access
to internet being equally important) and it could just be an additional cost added
to tuition eve if the devices is owned by the institution
OERG
439
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OERG
Disparity in professional development funds for staff vs a faculty. Staff cannot use
tuition waiver to complete 4 years degree. now do they have the same $s available
annually for individual activities.
Growth of online instruction without a strategy and definitive goals is
problematic. Funding to support computing devices and support
Getting rid of textbooks would save students $$ and force instructors to embrace
technology
Funding for getting everyone a laptop or tablet
Higher tuition
Maybe finances, because some seem really expensive
Money
Money for laptop/tablets
The strongest barrier would be the funding of all students having a computer
Cost and staff
Bookstores get an overhaul, this becomes more financially viable to go online
with textbooks. But not all students are tech savvy. Many have problems just
using a computer. We need more intro courses in this areas.
Commitment is needed of fund these opportunities for the long haul
Cost
Funding! technology has become an integral part of education, but the funding
has not increased with the demand! We need more qualified technology expert on
campus to help with all aspects of operation
Money and access to technology
The cost to keep up with emerging technologies
Money
Customize. expenses in technology and staff in job. Concept #3 make online
multi-campus classes to serve students at preferred location
Budget - how to incorporate this in an already fiscally challenged institution with
decreasing enrollment
Financial peace - finding the resonance to get them going - especially #4
Resources and significant investment in technology
$
Cost - technology and emerging technologies. Availability - invest much in online
may sacrifice traditional classes
Financial is the biggest yet we shouldn't let that stop us going forward
440
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#4 is a good idea and needs but hard to support by current staffing. Due to
budget cuts out IT staff was cut. Trying to support an additional thousands of
devices would be tough
Cost -we have $0 professional development and a lot of fear of technology.
Commitment to a system long-term and the staff to manage it. Getting faculty
buy-in and participation
A lot of students lack computer skills, Cost for institutions to provide
laptops/computers to students
Funding
funding
Sticking to more online presence whether it be canvas, D2L, Blackboard. Again,
cost-who is absorbing the per student cost of being provided a device, and are
going to have the best for our students, or the cheapest device we can afford to
provide them? Backlash from textbook publishers. Print books are their cash
cows.
Tech budget needs to be restored to pre-austerity levels.
Technology is expensive and after seen as a luxury rather than a necessity.
funding, openness among faculty and students to effectively incorporate
technology to enhance learning
E-textbooks generally require a credit card; many students do not have
Financial impact of #4 is concerning. Not just in devices, but infrastructure and
support costs. But I am supportive. #3 is exciting if an online course catalog is
tied with easy articulation
cost for each college to implement technology upgrades
cost security
Cost, Fee structure to compete with OERs
financial
Financial cost to the college will the colleges really use the new technology
Funding! Quality of online delivery. Not hands on.
money
Money!
Money
The cost
Cost to student, faculty, lack of support
Getting people to use them. I can see great cost in the implementation as many of
these are available within our organization and it is a matter of convincing people
to take time to use the resources. Cost of the implementation of software - how
often will it be renewed for capability
OERG
441
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OERG
Cost
Cost
Cost
Costs
Expense
Money
Reallocation of resources given budget parameters
The cost
Money
Cost, buy-in from faculty. Connecting to career availability
Funding for computing devices/emerging technology, Training for faculty and
support for online programs
$
Costs of providing devices. Limited eBook inventory
Cost/responsibility for computing device - what kind of fees? Enough IT staff to
accommodate? Rent? Rent to own?
The cost to apply these tools
Cost. Love the idea that all students have a device (#4) but that is costly!
Financial
Lack of funding. lack of training to maximize the potential of technology. Too
many hoops (underlined) caused by MnSCU
Cost of devices
Proposed Concept #2: 7/10 do not buy textbooks due to cost. How can library be
a part of that?
costs for technology
Unwillingness by some to implement technology into their courses. Cost of
technology
I worry about the cost of college. What is an OER?
Cost of technology and implementation. Training of faculty, staff, and student.
Access to reliable internet outside the metro area. Quality of online instruction vs.
classroom. Verify online students do their own work.
costs
cost
cost
Cost
Cost of schooling tech programs plus equipment are spendy
442
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financing
funding computing devices. Will it raise tuition cost?
Funding for laptops etc. will it raise tuition
Lack of resources
money
money
money
Money. Both for the school and students.
Schooling costs
The cost
The cost may go up for students
The government costs
#1 money
expense of new technology
money
money - cost - who pays for it
Money
Human resources, we need more people that are good in technology and
computation. The budget also another problem.
budget
money is an issue
money/budget cuts
financial barrier to the idea of providing computing devices for all students.
Where does that funding come from?
getting to whole system buy-in and money
$4 cost prohibitive #2 faculty/publisher begin #1 costs
always budget concerns but so necessary to keep up with technology
Barrier is money
Concept #4 - expensive to implement
cost up front
Cost, concerns related to standardization
funding unions
seems like it will be expensive
we would like the grants to be increased and provide more scholarship so that we
can put more time on ed
budget
expensive of computing devices
OERG
443
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OERG
having our education/ tuition be raised b/c students don't pay or want to pay
books
money
money
funding
funding
cost people to do the work
funding MnSCU scattered structure
money and waivers to protect tech given to students. resources. face to face
contact is still most important- we shouldn't lose in classroom classes
funding for new tech
funding/cost
The money to support student tech individual device and then tech support for
those devices
$
more students are not enrolling online. It is flat now
research cheap tech impedes rather than enhances learning. paper is better for
reading taking notes and remembering.
economy many students are forced to do online class because of the need to do
work, sometime full time. and of course time is an issue
sharing among campuses, cost! ease of online course navigation for all students
Funding for the tech for students to utilize computer. If they can not afford
textbooks, will be hard to buy a self aware computer
opportunities for students in rural areas with poor and or expensive internet
option are limited
sharing among campuses who is going to cover the cost of this . the students the
school? online ed is not for everyone
Cost for both college and student that fall outside financial support guidelines.
Fed/state funding available.
Lowering costs of textbooks
Money. Though we can fund for tools that students can use or borrow for class if
they don't have compatible devices. People can be irresponsible
Budgetary concerns, internet access barriers, faculty resistance, IT coordination
Funding! We are held hostage by IT
IT costs for additional staffing would be high
Cost access
Cost, time
444
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Costs for each campuses some have more resources than others
Initial cost
Laptop programs are difficult to manage and rarely please participants. Too
expensive, inferior product unless it can be leveraged with great funds. Allowing
free or almost free, I would stay clear.
Ability of small campus to afford
Lack of high speed internet access available to students. Students need better
"orientation" to online learning. Online learning requires much self motivation.
Lack of IT support to service all laptops/tablets for faculty and students
Money
The money. The budgets are very tight the way it is. Additional funding will be
needed. Maintaining that many computing devices will stretch IT staff. How will
this be addressed
I think the cost will be a problem to institutions as they will have to update their
technology every few years.
cost
Developing a system wide approach and identifying funding. Concept 4: Decide
carefully if laptops are the answer vs more mobile device.
Support costs
Funding
Cost, stubborn staff and faculty
Cost/staffing
Costs
Costs (underlined) and training
Money is always an issue - can we find the revenue to make the 5 concepts
happen?
Money. Student readiness is an issues. We need to be prepared to give students
the help they need. Teacher tenure - too many coasting until retirement
Once again cost - not only for the equipment but the maintenance of all the
technology
Cost to update and support technology
Money. Special disciplines do not have enough e-books available in discipline. So
availability of eBooks is a barrier
COST
It may be hard for students to follow
Money
Money issues
Time, money, maybe family
OERG
445
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OERG
Costs, buy-in from faculty, standardized training requirements for all faculty
There needs to be quality control in place before faculty are allowed to deliver a
course online. If the course isn't a good course, it shouldn't be delivered. Faculty
Also need to be vetted for online dust like some courses can be taught online,
while others can't, some faculty should NOT be teaching online #3 - will this
result in reduced staff? #4 - Will be good if it's' managed WELL. #5 - COST.
Cost for computing device for students - who pays? I agree it is VERY necessary.
Funding. Consistency with use system wide (always more than 1 way to do things)
Maintenance and tablets necessity
Money, personnel to support the concepts, lack of available internet access in
rural areas
What exactly is "an array of options"? How do we absorb the cost of acquiring
new technologies?
Is there sufficient funding?
Cost (who pays for the equipment?) Collaboration with K-12. Will students be
ready to use this technology? Charging culture within educators. How do we get
instructors to use. implement technology?
Cost. Individual preference
Money
Lack of funding for new technologies
Cost and agreement
money to support tech
the only obstacle could be having the budget and to do what is needed to be done
will it cost our pocket anything?
Cost to students hands down. Also tech training for faculty. Faculty cooperation
might be issue. Reliability of e-text is critical
cost and human capital
cost of purchascy/ maintaining devices
#4 and 5 = cost. #2 - getting someone to make resources available online
Are the devices paid for in tuition? If not, where does the money come from?
Budget...
Cost
Cost of implementing to device requirement would be expensive. Would they be
able to take home in summer if enrolled for following semester?
Honestly push e-textbooks. I personally feel like it is flopping book wise in
markets with just recreational use. Therefore students are going to be as
expecting to change for a lower price textbook.
446
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Students may think of a loophole in the system and just not buy a laptop,
expecting to receive one for free from the university
Keeping costs low, keeping campuses lively
Cost of all the efforts suggested today. This has potential to be the most
expensive. Campuses are already strapped.
Cost. Agreement on best software's, etc.
Ensuring all students have access to laptops or other computers - every school
needs a laptop program (and support services (underlined)) for students similar
to WSU.
Financial resources
Might be hard for all students to afford laptop/tablet?
Money to bring smaller/poorer campuses technology up to a level playing field of
other campuses
Encouraging staff to do online courses. Cost of providing all students with a
laptop/tablet
Professors not wanting to be available even more than they're expected
# is the book market pricing scheme
Budget. Finding proper equipment
Cost
money
Some people are not alone to afford a laptop. This could limit the amount of time
some people have. But if they can provide one, the student doesn't have to go
through a lot to get it.
The cost of implementation and the loss of funds due to decreased textbook sales.
I think it will be hard to fund #4 and getting enough people to make it all work in
general
low technology fee's
Cost - areas with small budgets cannot support technology replacement, etc.
Providing student services to online students - need resources, training, etc., in
student services areas
Making devices available and affordable for our economically disadvantaged
students
Cost and faculty willingness to develop courses/programs for online education
#5: when involving outside companies, who pays for equipment, technology that
is required for teaching and learning?
24/7 technical staff sounds awesome! Is there money to support staff? Will there
be increase in hiring? Can MnSCU students in computer science/ IT majors get
internships and hopefully be hired/
OERG
447
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OERG
Barriers for low income students
cost
cost
Cost. Finishing handheld software needed for a wide variety of specialized
majors.
Money
Money
Money - fees and tuition have to stop rising
Resources, enough resources and enough consistent resources. Cost, qualified
faculty at all levels, reliable and accessible systems, policies, procedures and
support, incentive for hard working pay.
Cost. Lack of consistency. Barriers to equity. Constant flex/charge in technology how to keep up with it.
cost
Cost
Lack of interest in adopting even-changing computer hardware among faculty life changes too fast already
Funding and deciding what systems to use
Cost to the institution and to the student students who only need certain levels of
technology have different options.
Enough finances
Money! Funding and where the money will come from. Does it mean higher
tuition or fees for me as a student?
Funding for simulations in technical program areas. Faculty training to maximize
use of simulations.
Costs. Willingness to embrace change by those who have been used to the "old
ways" of doing things.
#4 - ideal, but cost, support, length of time, maintenance and care of device.
cost
cost
Cost
Money and legislative support. Getting consensus on the best way to go about the
solution.
Money!
Requiring a student to purchase a laptop - increases economic cost to them.
Cost/money
Money
448
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Money for providing technology to students
Of course, finances and change in technology. E-textbooks - not every student has
current technology and internet access. What happens to low income students?
Students need to provide the money for laptops if they are required
Cost
funding
The most challenging thing I would think would be to find proper funding while
keeping students price down
4 - $. 3 - Faculty learning tools. 2- ideology shift. 1 - time
Being able to financially support them
Buying the textbook.
Cost
Cost/time required
Finding the funding to actually start it
Funding and professional help
Funding, maintenance personnel, theft
Money
Money, everything needs money
Not enough cash
The extortion of textbook costs
The initial cost to get program going
Who pays for it
Lack of money
Legislation should be introduced to hamper the price-gouging of college
textbooks. Such pricing is the largest problem with post-secondary education in
this country
Loss of funding within the institution
Online classes are difficult for many students. More handholding for students
unfamiliar with computers. Online classes are often like teaching yourself difficult for poor students
Faculty won't adapt. Cost (people and monetary). Always willing to dump money
into implementation and initial training, but lack understanding of continuous
costs required and staffing requirements. Two year institutions have many more
challenges managing technology to students
Affordability, cost, limited gadgets, high cost of technology, technical know how,
staff selection
Budget
OERG
449
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OERG
Concept #4 is extremely cost-prohibitive. How can this happen with declining
enrollment and budget deficits?
Cost
Cost involved
Cost of technology. Student utilization of optional resources like online versions
of different non-academic centers
Instructor training and supervision. Student training and supervision. Cost of
buying technology
Money, the cost
#4 - I don't know, maybe use grants or loans to find this. It sounds like it's a
required textbook. Students would take care of devices unless they own them.
Time and cost
I think the cost of providing each student with a laptop will outweigh the benefits
of a personal computer. The upkeep of the technology would be very costly
Cost. Concern over expectation that faculty and staff will be available 24/7.
Customer service expectation will be unmanageable.
Lack of budgets and training and time. Lack of user-friendly online delivery
systems.
Cost. Ever changing tech world
Although the idea of giving each student a device is laudable, how is that fair to
the middle-class families whose kids don't qualify for any aid, but purchasing a
computer is also a financial hardship for them?
Costs/getting everyone on same page
Territorialism by faculty. Cost
Requiring students to purchase the "supported" technology may be a problem.
Many will come to campus with the device they intend to use. If it is not
supported they will have to spend money again to purchase essentially the same
tool.
#2 OER challenges. #4 device cost
Barriers may still lead to affordability. Continues to use D2L may pose a risk. It's
cumbersome and not user friendly.
Budget, security, and fastest technology hooked on devices
Coming to consensus on what to invest in. All options will have their proponents.
Must have a strong and efficient process to determine best investments.
Cost and implementation
Cost for proposed concept #4
450
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Money for technology. Differences between schools technologies. Need more
shared services
Money. Where are the funds coming from and how do you promote use once
implemented. What if faculty don't want to use an instructional designer. How do
you implement them on diverse campuses
By faculty, adoption, implementation, staff to support
Financial resources - faculty development and adoption
Computing devices will be expensive for students.
Money and time. Politics. My primary concern is ensuring compromise. All of
these goals looks great, but I feel like complete integration would take years, or
more.
Resources: people, $, Change control: getting those afraid of technology on board
Funding
Money
Some students may not be able to afford a device. While some faculty will adopt
these plans, some may be hesitant based on past experience and/or lack of
support. Time (supporting faculty)
Getting faculty to agree on a standardized set of competencies/expectations.
Staffing. Costs.
The lack of funds for giving things away
No money for any of this to come true…
Money
Funding Time
The current faculty have no reason to go outside their comfort zone as it pertains
to technology. They are "tenured" and make little to no effort to improve their
skills. Based on the contract, they get paid to do the bare minimum and ANY
extra duties requires extra pay.
Cost. Some students like paper copy books. Short staffed - hard to make time for
new ideas and research.
Expense of maintaining individual computers for students - keep/use computer
labs - possibly with longer hours/extended - secured have open 24/7
Money, time, personnel (resources)
Theme 2: Support
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Cost to individual devices and money to support/IT services for various
technologies
Cost- implementation/ support down the road
Help desk support budget for equip
OERG
451
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OERG
#4 is a good idea and needs but hard to support by current staffing. Due to
budget cuts out IT staff was cut. Trying to support an additional thousands of
devices would be tough
Financial impact of #4 is concerning. Not just in devices, but infrastructure and
support costs. But I am supportive. #3 is exciting if an online course catalog is
tied with easy articulation
Cost to student, faculty, lack of support
Cost/responsibility for computing device - what kind of fees? Enough IT staff to
accommodate? Rent? Rent to own?
Funding! We are held hostage by IT
IT costs for additional staffing would be high
Cost to update and support technology
Cost - areas with small budgets cannot support technology replacement, etc.
Providing student services to online students - need resources, training, etc., in
student services areas
#4 - ideal, but cost, support, length of time, maintenance and care of device.
Cost. Concern over expectation that faculty and staff will be available 24/7.
Customer service expectation will be unmanageable.
By faculty, adoption, implementation, staff to support
Some students may not be able to afford a device. While some faculty will adopt
these plans, some may be hesitant based on past experience and/or lack of
support. Time (supporting faculty)
Getting faculty to agree on a standardized set of competencies/expectations.
Staffing. Costs.
Cost. Some students like paper copy books. Short staffed - hard to make time for
new ideas and research.
Money, time, personnel (resources)
Staffing of IT positions to support (from HR side)
distraction and support
#1 - Will the helpdesk be open 24/7 or only 10-5 M-F student campus problems
don't happen during business hour. #2 - Not everyone can use e-books. Lac of
interest, eye issues, etc. I disagree with the comment of greater accessibility for
students on e-books. This is a middle class ignorant comment. Option: Promote
rental of books and not just through your local bookstore. I have saved about
$200.00 on 1 book by renting. #3. More online class. Would be good also during
summer. #2. Art departments need updating too.
More training and support for all would be great
452
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#2 - need a device to access to all. #4 Have some SIA on what is supported on
individual devices #4 Wireless preference #5 Make sure you're not lock in to only
one p t (can't read)
ProDev. Lack of centralized CTL/online help/development. Create pockets of
lacks.
Is it possible to support every device a student has that is used? Wonder what are
constraints. Are there lines drawn?
Do we have enough trained staff, IT, infrastructure for this. Not having
specialized IT people to assist with innovation in specific fields
Providing local experts for campuses as well as support resources
Who is going to work mgmt. and where what location getting all students to get/
have their own laptop
As we increase the complexity of the technology, we increase the problems of
maintaining their operation.
No online delivery of support services
Providing equipment would mean needing additional IT staff. Owned and
supported could present a lot of challenges. Better off going with college owned
so we could use an imaging (imagery?) process.
Providing sufficient knowledgeable and skilled support services at the campus
level.
Computer access - students not getting the attention they need
We need to have "identified" areas where students know that they can get hands
on help with technology. Often students are given technology based assignments
by faculty who do not know always the technology they have just assigned. Two
problems here: students need support and faculty also need support
available face to face support
help the students
Lessening staff will not help to implement ideas.
tech difficulties
Having IT of staff to take care of it all. Instructors changing the way they do
things
Availability of support staff
Need increase in staff to support technology upgrades, will technology become
streamlined enough that it does not disrupt class time? With the technologies
ability to increase class sizes, how do we balance increased enrollment/funding
and a quality classroom experience for students
Personnel
no time to take help
OERG
453
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Having the support for the equipment a person has. Many faculty are not up on
technology and cannot offer their classes to students that work better with
current technology
Tech support for #4 deciding who gets one and what happens when they get old,
misuse online, etc.
Providing students with technology/devices - and servicing those devices when
needed.
Definition of device what can be supported by campus IT? Faculty readiness for
many diverse platforms students change majors need different technology.
How will each campus' IT folks support student owned device?
Our institution needs autonomy some need more support from the center. Offer
service don't impose slow stilted supposed the size fits all solutions and services
Our campus is eliminating up to 80% of workstations. how can we possible
provide a strong education in a digital world in this environment?
#1 - loss of local support. #3 - sounds like common classes taught from a central
school this would save money but would students get any individual attention
The number of personnel needed
Technology issues are better solved at broad level rather than wasting 32
different systems that make it difficult for students to transfer or take classes at
different schools.
Enhance support is not an idea of how to do this.
Would it be possible to provide technology to all students without corporate
sponsorship? Once corporations have a foothold, how do we keep them from
interfering with schools?
To have all devices that would be fully integrated
Theme 3: Buy-In
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OERG
#4 is a good idea and needs but hard to support by current staffing. Due to
budget cuts out IT staff was cut. Trying to support an additional thousands of
devices would be tough
Cost to student, faculty, lack of support
By faculty, adoption, implementation, staff to support
Having IT of staff to take care of it all. Instructors changing the way they do
things
Having the support for the equipment a person has. Many faculty are not up on
technology and cannot offer their classes to students that work better with
current technology
454
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Definition of device what can be supported by campus IT? Faculty readiness for
many diverse platforms students change majors need different technology.
Difficulty switching from old to new, people (disabled or others) left behind, not
enough funding.
Staff/money
Changing peoples attitudes that students need to pay for technology & software
before they can take a class. Quit saying the State doesn't have money.
cost and these costs raising tuition substantially, schools my be resistant to
change
cost, facilitation/inspiring change from the status qup
1. cost 2. union foot dragging 3. employee fearing for their portion 4. accepting
the accountability for keeping credentials unafraid
Cost and willingness to fully support educators. Will educators be "forced or
coerced" to upgrade but not be given time (credit equivalent) or monetary
support to do it well.
Cost, faculty appreciation to use the technology
Funding for support/devices - especially at small campuses. Faculty "academic
freedom" limiting what can be mandated about training technology. Same applies
to DER resources. Concept #3 - accessibility requirements.
#2 - teachers #3 - students don't know how hard these classes are and the level of
tech still needed. #4 - $$. #5 - $$
Beyond cost I would say the technology. Both from a faculty resistant to change
and from a standardized approach. In other words, each campus will want (or
not want) to do their own thing, trying to get everyone to agree may be a
challenge
A lot of student veterans need the "Brick and Mortar" structure, many need faceto-face instruction, time mgmt. seems to slip away creating problems. TextbooksMany students complain that they purchase books and they never use themwould having a laptop/device help with the problem? Devices- its costly to
maintain them? do we have the staff to do that?
Cost and staff
Cost -we have $0 professional development and a lot of fear of technology.
Commitment to a system long-term and the staff to manage it. Getting faculty
buy-in and participation
Getting people to use them. I can see great cost in the implementation as many of
these are available within our organization and it is a matter of convincing people
to take time to use the resources. Cost of the implementation of software - how
often will it be renewed for capability
Cost, buy-in from faculty. Connecting to career availability
OERG
455
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OERG
Unwillingness by some to implement technology into their courses. Cost of
technology
Human resources, we need more people that are good in technology and
computation. The budget also another problem.
getting to whole system buy-in and money
Budgetary concerns, internet access barriers, faculty resistance, IT coordination
Cost, stubborn staff and faculty
Costs, buy-in from faculty, standardized training requirements for all faculty
There needs to be quality control in place before faculty are allowed to deliver a
course online. If the course isn't a good course, it shouldn't be delivered. Faculty
Also need to be vetted for online dust like some courses can be taught online,
while others can't, some faculty should NOT be teaching online #3 - will this
result in reduced staff? #4 - Will be good if it's' managed WELL. #5 - COST.
Cost (who pays for the equipment?) Collaboration with K-12. Will students be
ready to use this technology? Charging culture within educators. How do we get
instructors to use. implement technology?
Cost and agreement
Cost to students hands down. Also tech training for faculty. Faculty cooperation
might be issue. Reliability of e-text is critical
#4 and 5 = cost. #2 - getting someone to make resources available online
Encouraging staff to do online courses. Cost of providing all students with a
laptop/tablet
Cost and faculty willingness to develop courses/programs for online education
Costs. Willingness to embrace change by those who have been used to the "old
ways" of doing things.
Faculty won't adapt. Cost (people and monetary). Always willing to dump money
into implementation and initial training, but lack understanding of continuous
costs required and staffing requirements. Two year institutions have many more
challenges managing technology to students
Affordability, cost, limited gadgets, high cost of technology, technical know how,
staff selection
Costs/getting everyone on same page
Territorialism by faculty. Cost
Financial resources - faculty development and adoption
The current faculty have no reason to go outside their comfort zone as it pertains
to technology. They are "tenured" and make little to no effort to improve their
456
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skills. Based on the contract, they get paid to do the bare minimum and ANY
extra duties requires extra pay.
Getting people to accept change especially any getting "kickbacks from publishing
companies" or other...
Older students may struggle w/ technology use
Helping students understand the process.
Most people don't like change
Other people, students wanting to keep the old ideas.
Teachers that don't even use the books for class after we spend all the money on
them need to be more aware of this. If we have to buy them - lets USE
(underlined) them!
Accountability for faculty creating online coursework
No buy-in for staff development
for textbooks I think getting more professors to use books available by the
methods suggested will be the hard part
getting everybody to learn electronically
getting staff/faculty in student services, etc.
people are afraid of change
people put often to chance
students fear of success
They have to be in accordance with more textbook companies and for those
companies to start to put them online. Some teachers do not prefer online
textbooks. Or require textbooks not online
integrating a system where people are comfortable with using E books as a
reliable. Ease of use
difficult for people to learn
faculty, staff, student, competencies, we need to be current across the board
technology literacy varies from location to location. Its trying to balance
something that is already unequal
Scrapping system that has been highly invested in
getting them to interact. This intrinsic value of the new products we are giving
them
Getting an agreement with everyone on what integration system to use.
High quality D2L, Faculty can't be mandated to improve
Encouraging convincing faculty to change. People need confidence to teach well,
so faculty need great preparation to be great online teachers or even to use more
technology in classroom.
faculty acceptance
OERG
457
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OERG
Making sure everyone understands
As a system, we currently do not work together. I would like to see us work
together and see the system office as a "corporate office" that can help us. This
currently is not happening. Work, work orders, inspections should be
streamlined and all the same.
Resistance to change by faculty
Offering culturally responsive pedagogical practices in an online environment.
How do we prepare for faculty to reach online in responsive ways
Instructors still reluctant to use open education resources - need a paradigm shift
Getting through corporate and or government of the college
Gettings teachers to buy in
People's resistance to change. Walk people through it and that will go a long way
People's willingness
TEACHERS at can us the tech.
Antipathy, stubbornness, not technically literature
Barriers - getting faculty to share ideas - it isn't that they are unwilling they just
don't take the time.
Faculty buy-in could be an issue for *ed. items
Faculty training on how students learn the best with an online environment
1. Professional development! There would need to be significant time and
resource devoted to PD for faculty and stuff to use Ed. tech to best advantage.
Current 'sink or swim' method will not allow us to capitalize on the possibilities
that better tech options could open up. 2. Need more student support to cross the
digital divide - just giving out laptops does not guarantee the skills to use ed. tech.
effectively
Coordination, setting priorities
Communication
Each campus has autonomy and is at a different place with its use of technology.
Enacting a system wide changes of this sort will be difficult due to each campuses
faculty union structure/autonomy.
Many fear change, especially non-traditional students.
The concept of autonomy - Presidents don't like it being taken away - HR,
Finance, & IT are pleading for it!
Faculty use of technology tools. Need for students to have teacher, peer, types of
connection
Benefit: develop high quality programs online. Challenge: will some instructors
worry about academic freedom? How much flexibility will instructors have?
458
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Concept #1> agree faculty/ staff needs more prof develop and support with
online learning however we cannot assume students are successful in these
courses just b/c they are enrolling in more online. Enrollment does not equal
success rate.
GRE Test challenge is that each institution has different IT back bone
The largest barrier is bias. Everyone has a system or idea they believe will work
best. Due to the vagueness of these concepts there could be much debate leading
to stagnation of these ideas
Administrators who are looking at the bottom line, and reluctant to try
something new
Faculty push back on eBooks. Underfunded technology support. Look at like
access to technology for all students in metro alliance. Ability to log-in with Star
ID and any MnSCU institution - currently not happening.
I feel that online classes are great, but I feel that many older students are not sure
about taking online classes. Maybe have a class in person to teach people how to
take online classes and how to do well in them.
each school have their own system
Technology, some instructors use different technology system where sometimes,
I find it hard to follow
Some faculty may struggle to keep up with current technology - and be resistant
to change. Needs to be plenty of support and incentive
Getting older students up to date on technology - they don't want to learn it.
#2 students need to see benefit in E-textbooks
Getting faculty on board to take the time to source and use OER's in their classes.
Don't allow a faculty to write, publish and force students to buy a textbook for
their own class.
Faculty buy-in
Motivating students to use the resources available, and develop the competencies
for themselves
Lack of knowledge of those who developed them
Faculty buy-in to using etextbooks. Some courses should not be offered online
just because it is convenient. Students develop interpersonal skills from
interacting in the classroom.
people are unaware
teachers/instructors not getting on board with ideas that will be great for the
students but they want to teach their own way
Maybe the understanding from teacher standpoint of student standpoint
persuading students to qualify
OERG
459
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OERG
teachers following suit
The legislature being stubborn
the people behind the programs
cooperation
the student body
The resistance of faculty to increasing online courses, the lack of standardization
of presentation of online courses, the lack of acceptance of guidance in creating
good online courses and/or response to student concerns about the quality of
online offerings.
older agreed professors struggling with technology
teachers have to make the change first. They must be willing to use the materials
out there and not make students buy books they barely will use
To get staff and faculty numbers to step out the box and try these "new" processes
and ideas out finding a way to replace or re-energize ISRS
1. $ 2. Employees - that's faculty and/or staff that don't, won't or can't embrace
change and technology
faculty time
faculty, time, resources, money
OERs faculty accepting there at face value and many aver for traditional textbook.
faculty are not receptive to open resources as a general rule
Changing the current system and mindset
Changing the way people see education
Everyone agreeing to disagree so we can move forward and not get stuck in
talking about forever and ever. Action - not talk
Getting everyone on the same page.
Teachers not using the technology given to them
Staff need to be trained. Currently at Ridgewater there is very little to no training
on the use of IPad, Smart boards, equipment across campuses
Some people suck at using technology. More teachers are needed to teach basics.
Flexibility of school administration
Staff/faculty aversion to technology
Convincing student affairs of doing more with technology to be more efficient
Getting all instructors engaged, helping students succeed with struggle with
technology, online learning, etc.
Cooperation trust transparency
The teachers have to double their work to put out material online. Sometimes
without a textbook the teachers don't' add enough to supplement otherwise they
460
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rely solely on the materials and books that it is almost "self taught" instead of
interactive learning
Awareness of the importance of technological implementation
Barrier #1 faculty: Most faculty are not willing to learn the technology well
enough to be good online instructors. Barrier #2 will enough resources be
committed to this so it can be successful?
Education for both staff/ faculty and students who prefer a non-tech approach to
learning so in other words how do we continue to meet this needs as given team
the resources to prepare them?
Some not willing to make change
Faculty don't want to change
Encouraging students to take online courses.
Everyone being willing to work together as a state.
Getting all students to engage.
Professors may prefer a hard copy book that may not be affordable
Professors that hate technology in the classroom, I., think its distracting/students
won't pay attention. Have to show them by example class students retaining more
information, not memorizing for tests. Learn for learning's sake, not to pass tests.
Again - faculty that can teach in this manner. I have heard over and over how
online instructions do not expand to emails and interaction online. Class is a
waste of time.
All faculty need to use it
Faculty all need to adapt to using new technology - not stick to old methods they
always used.
Faculty need to know what resources are out there!
Going away from textbooks will take effort and change in attitude
People don't like change
Retaining faculty/staff getting them to buy-in!
Technology is changing so fast that it is impossible to keep up with it. Faculty
need to stay current in their subject matter but adding a new technology and
pedagogy on top of that just leads to burnout.
Getting buy-in
Teachers teach in different way. Some like technology others don't. Can be
confusing to students.
On demand technology training isn't available for people to learn at the time they
are ready for training. Faculty do not want to provide content for open education
resources. A laptop/tablet for every student might be a financial burden.
Helping staff and faculty understand why students need these options
OERG
461
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Lack of participation
Students' abilities
Getting people on the same page
Teachers actually have to teach
Getting people together to share, deciding on best practices among institutions
By in and acceptance
Instructor lack of some current technologies
Faculty excluded from team
Disagreement within organizations
Faculty IT knowledge
consensus among institutions
Faculty buy-in WSU concepts - education village!
Buy-in
Older professors who won't change their format! We need to educate the
educators!
The will of administration to support these initiatives - administration cannot sit
back and watch
Resistant professors - I have several courses where the professor bans technology
in class.
Needs to be mandatory across campuses. The changing technology.
Resistance from faculty!
How do you assure students pay attention to what info you are giving them? Most
of what they need IS given to them WHEN they need it - but they don't pay
attention to it.
Theme 4: Training
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OERG
Faculty won't adapt. Cost (people and monetary). Always willing to dump money
into implementation and initial training, but lack understanding of continuous
costs required and staffing requirements. Two year institutions have many more
challenges managing technology to students
Faculty training on how students learn the best with an online environment
Staff need to be trained. Currently at Ridgewater there is very little to no training
on the use of IPad, Smart boards, equipment across campuses
On demand technology training isn't available for people to learn at the time they
are ready for training. Faculty do not want to provide content for open education
resources. A laptop/tablet for every student might be a financial burden.
462
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Cost - areas with small budgets cannot support technology replacement, etc.
Providing student services to online students - need resources, training, etc., in
student services areas
More training and support for all would be great
Some faculty will feel that how they deliver an online course is up to them totally.
Cost of laptops, especially for programs that are very visual and use Macs. Getting
buy-in from our local workforce/industry to help us with funding new equipment
and training on that equipment - how do we get to the next level?
Learning to do online class. The price of a computing device.
Funding for computing devices/emerging technology, Training for faculty and
support for online programs
Lack of funding. lack of training to maximize the potential of technology. Too
many hoops (underlined) caused by MnSCU
Cost of technology and implementation. Training of faculty, staff, and student.
Access to reliable internet outside the metro area. Quality of online instruction vs.
classroom. Verify online students do their own work.
Funding for simulations in technical program areas. Faculty training to maximize
use of simulations.
People not knowing how to use whatever "computing device" will be an obstacle.
I think there should be a tutorial as to how to operate the class web page as this
was something I struggled w/ as a freshman.
Keeping instructors up to date with continually evolving technology and using it
in meaningful ways for students.
making sure everyone has access to a computer, teaching everyone to use the
system
The biggest barrier is the quality of the teaching/institution. Q4 certification
should be mandatory - too many faculty/instructors see online courses as a "cash
cow" rather than a true quality learning experience
The technology should be easy to use and figure out - it should not act as a barrier
to learning the content.
Training for faculty, staff, students. Costs money -> how to implement, I know I
could benefit today (underlined) from this type of training (underlined)
The time to teach staff the current technology
Training for everyone
Basic computer skills of students entering. We serve students of all ages & tech
background
Learning the new technology
OERG
463
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The learning curve is the biggest barrier - we have things on our campus
currently that many people don't know how to use - would need to educate and
train faculty/staff alike
OER are great in theory, however in practice, quality is questionable. Some
students prefer tests. Quality online education depends on the instructor
(underlined) - look at online as easier to instruct - when it definitely is not
Time to learn how to use, develop instructional practices applying new
technology
Student not understanding how to use resources offering free, optional classes
about program may help.
I am concerned about academic freedom. To create consistency is important but
let instructors select their own materials and ways that course can be evaluated.
Who will pay for all the student laptops?
Training, fear: (??) an uneven tech program
How will training be over seen for new students or first time college student? In
what way will you emerge technology
Training time, cost
Training. Catching up. We are behind technologically
Training, funding, and support.
Training, knowing what can and cannot benefit from education technology.
Online classes are an excellent idea. It seems that some students are definitely
less ready for them though. I believe more training support for students initially
would help
I like the idea of providing/supporting personal computing devices, but there
needs to be training opportunities for students who aren't computer confident.
Preparing laptops or other materials for online courses.
Prior education
Theme 5: Not Best for Students
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OERG
People not knowing how to use whatever "computing device" will be an obstacle.
Basic computer skills of students entering. We serve students of all ages & tech
background
Student not understanding how to use resources offering free, optional classes
about program may help.
Online classes are an excellent idea. It seems that some students are definitely
less ready for them though. I believe more training support for students initially
would help
464
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I like the idea of providing/supporting personal computing devices, but there
needs to be training opportunities for students who aren't computer confident.
Older students may struggle w/ technology use
I feel that online classes are great, but I feel that many older students are not sure
about taking online classes. Maybe have a class in person to teach people how to
take online classes and how to do well in them.
Some people suck at using technology. More teachers are needed to teach basics.
Students' abilities
Educational costs becoming too great for students
what would be challenging in this would dramatically raise the cost of education
Funding + online education is not suitable for many students
Those of us who like to have a book (underlined), not an ebook. Cost of
laptops/tablets for students and schools
E-texts are very difficult to use. Texts are way too expensive and updated way too
often
Customize. expenses in technology and staff in job. Concept #3 make online
multi-campus classes to serve students at preferred location
we would like the grants to be increased and provide more scholarship so that we
can put more time on ed
economy many students are forced to do online class because of the need to do
work, sometime full time. and of course time is an issue
Cost. Lack of consistency. Barriers to equity. Constant flex/charge in technology how to keep up with it.
Being able to financially support them
Online classes are difficult for many students. More handholding for students
unfamiliar with computers. Online classes are often like teaching yourself difficult for poor students
Generational difference in staff may impede these goals? Students in lower socioeconomic classes will have less opportunity to access; use well technology.
Older students who have difficulty using technology; funds to ensure students
have a computing device.
Regarding concept #3, online courses are beneficial but should not be degrees in
certain areas, such as science major because the lab portion is essential in a
college setting.
Some students are not suited for online classes
Some students won't be able to learn as well online
- Some people are not online learners - Some new students are not skilled in basic
computer knowledge
OERG
465
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OERG
Text b/c companies always want as much as possible. #3 online isn't successful
for everyone. #4 ? #5 less for specific classes?
not every students have access to technology or skills set
people no internet or don’t know how to use tech
not all students are audio/visual learners and NEEDs hands on explanation from
a teacher
people can be very technologically handicapped- like me! I sometimes find it very
hard to navigate software, online pages etc.
ineptitude with use of tech for students
giving students that aren't as technologically advanced the same opportunities ->
real, in person training opportunities to give students necessary tools. Maybe a
training program that can incorporate D2L and its functions within an
orientation
Technology keeps updating, improving how to keep up training for students to
ensure proper usage if a student are provided with device. (due to large # of
students in MnSCU system vs a small college or university)
Reading e-books is challenging sometimes. I would rather read a book than a
screen
Not all students are successful online learners. Not all rural students have access
to dependable internet service.
Not everyone likes online classes
Students like the idea of online classes but for many it's not the best way to learn.
Students need more information about how online classes work before signing up
for the first time. Faculty need a lot more training to keep up with new
technology. Online courses need to be more interactive to keep students involved
and connected. It's too easy for them to fall through the cracks
Not everyone can do online resources
The amount of technology knowledge does the students have based on their skills
I want an option to have a textbook in my hand: option for both text and printed
textbook
Have will eBooks effective bookstore? Will actual paper textbook still be
available? If not, that will be a huge problem only make it an additional option.
How will we ensure that all students have computing device?? Will we include
that into tuition?
Personal preferences for tech shy individuals. Cost of the technology mentioned
(personal computing devices for student for one) Rate at which such devices
become outdated/ obsolete. Uniformity among personal devices is not realistic
466
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some students need basic tech training: word processing how to turn on a
computer
Getting used to an e-textbook as opposed to a hard copy
Those unfamiliar with technology struggling
Technology gap of understanding by students. Method to reduce gap?
Make people who have not one interest in technology want to learn about it.
Students not having skills to use the technology
Some classes are best in person. Losing time with faculty/student
Students - not all will want provided computer. Not all like e-books (e-textbooks)
no barriers, do not like the computers. I like hands on and text books
The advancement of technology is really fast, so keeping up with learning curve is
not for everyone
many students don't own a computer device so most of them don't have any idea
about computer
not everyone know how to use computers
teaching students tech basics LD technological divide among students as well as
access to reliable internet
what I see as a student are the basic computers skills with uploading documents
and sending or even opening emails
Accommodating different learning styles
Be careful - not all students can learn using online resources. Going fully to
ebooks can be very difficult for some students - especially non-traditional
Not all student want online classes and learn better in a classroom
Some students still need in the classroom vs. online
Some people will not understand it
Maybe #3, online teaching is great but not for all students. Online lectures
(lecture capture) should be required by all faculty in order for a student to learn
effectively and not end up teaching themselves (read chapter/test/read/test)
Some students don't like online courses. Some need to be face to face learners
How to sustain the in class format with todays society. Online learning isn't for
everyone but it is the most convenient means to an end
Online education is not (as you state) for everyone. This ignores use of technology
in traditional classrooms
Some people simply learn/ read better by hard copy. Will textbook be available or
only online? Can you highlight/ take notes in e-textbooks?
Not every student likes the idea of everything being online.
The increasing awareness and development in e-textbooks. Not everyone likes
technology
OERG
467
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Not all students come to school with IT experience - how are we going to bridge
the digital divide that still separates some of our students - Remember IT
courses? E-books will help keep out of pocket costs down for students. Potential
to reduce theft of textbooks from students and the bookstore. How can we
leverage using the Miller Center for these goals. We're moving from a traditional
library/media center. Cost
Some subjects may not lend themselves to 100% online instruction.
The push for the digital interviews diminishes reading literacy competencies.
Research in reading literacy identifies it as the most important literacy for profit
success. There will need to be increased support for reading literacy as we move
further into this model to assume student success.
E-textbook may be great for some but personally I prefer to actually have a book
in front of me
The solution may not be the only solution to all students. Give students the choice
to choose what will help them to grow and learn best.
It will be difficult to convert some non-traditional students to more tech based
learning
Verify that everyone has background/knowledge to use current/new technology
Devices keeping up with availability. Ability of students
For online classes, group work becomes more challenging - how do groups/teams
collaborate?
Theme 6: Tech Access
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OERG
I like the idea of providing/supporting personal computing devices, but there
needs to be training opportunities for students who aren't computer confident.
Older students who have difficulty using technology; funds to ensure students
have a computing device.
not every students have access to technology or skills set
people no internet or don’t know how to use tech
Not all students are successful online learners. Not all rural students have access
to dependable internet service.
Have will eBooks effective bookstore? Will actual paper textbook still be
available? If not, that will be a huge problem only make it an additional option.
How will we ensure that all students have computing device?? Will we include
that into tuition?
Students - not all will want provided computer. Not all like e-books (e-textbooks)
teaching students tech basics LD technological divide among students as well as
access to reliable internet
468
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Cost - areas with small budgets cannot support technology replacement, etc.
Providing student services to online students - need resources, training, etc., in
student services areas
making sure everyone has access to a computer, teaching everyone to use the
system
A lot of student veterans need the "Brick and Mortar" structure, many need faceto-face instruction, time mgmt. seems to slip away creating problems. TextbooksMany students complain that they purchase books and they never use themwould having a laptop/device help with the problem? Devices- its costly to
maintain them? do we have the staff to do that?
Budgetary concerns, internet access barriers, faculty resistance, IT coordination
Computer access - students not getting the attention they need
Providing students with technology/devices - and servicing those devices when
needed.
To have all devices that would be fully integrated
Not all can afford computer access? Perhaps funds for those who cannot so have
computer to take home while in school?
tablets or readers for students and what will the cost be
#4 the cost and responsibility of every student having a device could be too great.
Also, some fields are not good for computing devices.
All students required to have personal computing device maybe be challenging to
implement successfully. Students do not all buy textbooks so how does the
campus mandate a computer
Cost of laptops and books. access to internet
Compact #4: not sure how you could go about every student has a computing
advice. there will need to be a strong commitment financially by every institution
to provide this
Cost - technology and emerging technologies. Availability - invest much in online
may sacrifice traditional classes
financial barrier to the idea of providing computing devices for all students.
Where does that funding come from?
Funding for the tech for students to utilize computer. If they can not afford
textbooks, will be hard to buy a self aware computer
opportunities for students in rural areas with poor and or expensive internet
option are limited
Making devices available and affordable for our economically disadvantaged
students
Requiring a student to purchase a laptop - increases economic cost to them.
OERG
469
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OERG
Although the idea of giving each student a device is laudable, how is that fair to
the middle-class families whose kids don't qualify for any aid, but purchasing a
computer is also a financial hardship for them?
Making sure everyone has fair access all the time
Not everyone has access to internet
That every student get a computing device.
Not every student has the ability to connect to the internet at homes on a regular
basis
laptop mandate may be difficult if institute - supported device criteria is strict.
You say you want to develop strategies for online learning, but after this much
time, where is your strategy?
Concept #2 - OERS and e-textbooks won't be useful for students unless they have
devices to access them, so this is dependent on #4
Internet
Technology and internet access off campus
Although text could be available online, would this create an unfair advantage to
those who own the technology to access them? - Related to concept #4, which I
think would need to come first. 1st devices, then e-books, online classes for all.
Just being online and trying to remember to get online for class
Access to internet in rural areas. Having a computer doesn't mean they can
access the material if all they have is a dial-up or nothing.
Getting access to technology for every student or making it more accessible
Implementing those computer devices
I think providing devices for all students will be hard, some people aren't
responsible enough for this
Not all students have access to technology beyond basic computers. Some
students may not have confidence/understanding of online classes. Will high
quality online classes cause prices to rise/tuition to rise? Concept #4 - Will cause
prices to rise? Will classes be offered on how to use this new technology?
getting computing devices in the hands of all students - how has this worked
ability for all students to have access to the internet
Get rid of bookstores and paper textbooks - require all students to have a laptop
or netbook
Everyone needs a laptop
students have their own device
No device
470
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Not all online courses are the same rigor. Internet speed is not consistent in rural
MN. Biology and chemistry labs for majors should not be allowed for majors as
the equipment experience is not the same between online and in the workforce
Providing technology in a cost effective way
Statewide broadband - Lack of a device and lack of money to purchase one
Getting everyone technology
Not being able to have everyone have computers
Technology advances so rapidly. How will professional development keep up?
How often will student devices be replaced? Who will decide the specifications for
these devices? What if students have a preference for apple vs. windows?
Is the computing device provided by the institution to "take home"? What about
homeless students?
Giving all students computers is a great idea, but monitoring it would be difficult
ensuring laptop/device for every student
Rural Minnesota online
High speed internet for all, anywhere
Not everyone can get to a computer so if there is more time to go in and work that
would be helpful
No access to technology at home
Technology for all students
For the 4th one, getting everyone a device will be hard but at the least given
access to these devices
Ensuring all students have the needed technology. This is not a one size fits all
program.
Every student with laptop or tablet.
Access to a computer 24/7
Everyone will want online book
Giving students device will be the most challenging
Not all students have constant access to the technology (example at home vs. at
school)
The technology (physical product) to use the e-books or software to operate the ebooks
Lack of certain technology at home
Ensuring that all students have computing devices, don't know how to
manage/solve
Access to internet
Providing a device for students does not guarantee access to the internet.
OERG
471
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Hard to tell a student that has own computer than, no, they must use this one,
this kind. Professional development is siloed into specific positions and
bargaining units - what will MnSCU do to even out that playing field - same with
employees who are offered laptops, tablets, and other technology?
Too many online resources being used. It would be nice to stay in one
place/website for homework and information.
OERs will be a good challenge
Technology spikes may impact progress harshly
Theme 7: No Barriers
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OERG
no barriers, do not like the computers. I like hands on and text books
I don't see any barriers it should be accepted.
none
nothing else
none
Don't dwell on OER because zero cost is more inclusive (it includes OER). OER is
limiting
No barriers
None
none
Not a barrier, sometimes technology is viewed as an excuse not to work
I don't see barriers as long as the school pays for devices
not that many challenges
nothing
None
None
None
none
not too many
nothing
none
nothing
None
Nothing, but system wide internation may be a pain
None
None - BYOD for life please!
Support it all. No barriers!
472
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None that I can think of
None
None
Nothing
Question 3: What other suggestions do you have for the
Education Technology team?
Theme 1: No Suggestions
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No. A speaker would be helpful
Great ideas but all technologies have to be brought into the current century.
I really appreciate the free office software download. t has been truly helpful
they are all great ideas. hopefully the funding to support theses can be found
No a lot. I think its great to produce students in need with computers. A lot
cannot afford them.
I have no suggestions
it all look good
It do not have any
It looks good
keep doing great
keep up the good work
Keep up the good work
keep up the good work we need to be able to make things easier for our students
Keep up the good work!
looks great
Love the ideas
No
no other suggestions
No suggestion
no suggestions
None
none
none
none
none
none
OERG
473
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OERG
none
none
none
none
None
none
None
none
none
none
none
none
None
None
none
none
none
None
None
None
None
None
None
None
None
None
None
none
None
None
none
none
none
none
None
None
474
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None at the moment
none at this time
none at this time
None I can think of
none that I can think of
None. Keep it up.
Not much, very professional!!
nothing
nothing
Nothing
nothing
Nothing
nothing
nothing
Nothing I can think of
nothing now
Nothing particular right now
nothing that I can think of
Nothing you're great! :)
Nothing, the students would definitely benefit
Nothing. Very good!
very good concepts
Very good, none!
Very sound system, put together excellently
Continue with you wonderful work!
great idea, get it running
Great ideas. Love concepts 5 and 4
I don't have any problem with that.
I like the direction you are taking
I love #5
I think the main concerns were addressed actively
Love concept #5
They are very good concepts
Things are looking good as of now.
This is cool! Great ideas
Concept #4 hits the nail on the head
really like the e-textbook idea (#2)
OERG
475
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Just encouragement. It is worthwhile to pursue this framework. Can unite our
students, faculty and staff and provide greater opportunities for collaboration.
Will lead to improved processes and efficiencies at the institutions level
None
Theme 2: Training and Support
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OERG
1. Need to maintain support of D2L on this campus - have recently lost key
resource on this campus. We have an excellent online system at DCTC. 2. Like etextbook concept - can instructors get them too as a courtesy? I think current
online courses should be evaluated for quality. One online course is not like
another here - accountability issue in my opinion.
Have a QC/QA person who oversees online course to check for ADA
requirements. Have more time to enhance professional development. Assign a
limit or amount of in-services, trainings all must complete
have in-class workrooms with professor in case help is needed with anything
Try not to move everything to online support technology for all courses and
enhance face to face learning
Of the eight concepts - when providing online student support will there also be 1
on 1 chat available?
provide solid programs for providing students with proper tech
same technology system for all the professors.
share expertise? leverage experts already in the system. Students aren't ready to
take online courses, cant self motivate or regulate to get the work done.
Share faculty development resources between schools. Access to face dev orgs for
schools that do not have their own. Include blended/hybrid with online
1.Market, make us different and show how we are better than the privates! 2.
Consistent pricing through system, avoid competition amongst our schools, 3.
DO we have enough instructors trained in delivering good and quality online?
Add faculty to the team! Remember technology is a tool, it does not work for
everyone. IT support is critical.
Need to be timeline with lots of support. Including cost
could do MnSCU training and trainers to reduce cost
Get some faculty on your team to represent faculty perspective. More
professional developmental opportunities for faculty. Training for students
Just more awareness and understanding for students
Implementing protocols that disallow students from registration for classes when
prereqs are not complete. Better Utilizing Tech that is available.
476
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HR needs to be more involved in Prof Dev
I think we should promote more of coding or programming, logic, and algorithms
classes even students are not really information computers because it helps them
to solve their daily problem
Besides affordability for e-textbooks vs textbooks. Is there monthly charge, how
will this be updated? who will show students how to do e-books or how they
work? I'm not technology so how would I know how to do this. Would it be more
stressful for students?
Ask students. Students know what works for them and what doesn't. As a student
myself, I acknowledge importance of proper guidance (in person) along with
online instruction. There still needs to be real teachers/ tutors available for help
Computer Literacy
Allow technology access to all campuses, free classes on technology
Just to make courses available and technology available to all students. To
provide workshops on how to use everything. Educate students/ staff on what
resources are available as a benefit.
Me, personally, I have a hard time opening up files because computers have
different programs. May we need to require all students to download a program
that we all can access and use including staff
Development of consistent training, offered to all institutions with regular
updates. Assessments required every 6 months will ensure that faculty and staff
and kept current, allowing for better student success
Ensure server can support day 1 (week 1) downloading of textbooks
Involve students so that use of technology remains or is very relevant to students
experience and communication mediums
1) Technology is here. Provide faculty and counselors with semester long training
to get updated. 2) Provide technology. 3) Provide basic skill training so all can use
online more. 4) Make technology & training required for counselors & faculty so
distance meeting can be held electronically.
concept 4 need to figure out how this will be supported and by who. Concept 5
great if you have the budget to support this
24/7 Technology support
teachers should learn how to use it
Are you also going to teach people about older technologies too, in case they need
to work with them?
Availability of individuals for teaching the technologies
classes on how to use new technology effectively
Classes to show how to use computers & programs
How to ensure that students are receiving the support needed?
OERG
477
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OERG
I would like to see instructors training as a focus, though.
incorporate training into process
Making it more understandable for elderly and younger people
More available assistance/staff
More help and support in technology
more help for people learn how to make computer
More instructor classes on the technologies available
perhaps more training for staff?
plan for system support imbedded in system
provide class to teach computer skills for student
Provide more services or help to learn the programs
Require D2L to be used by all faculty and provide training to do it, even at just a
basic level: drop box, discussions, grades
support for users
before concept 4 is feasible. Need to look at ability to support students devices
Courses on usage of computers or programs
Faculty education is key to quality online content and success
Faculty need resources and professional development on OERs!
Faculty need support to master current and emerging technology. Release time
(underlined) and resources to support guiding knowledge and skills
Give or require basic computer courses
Have more allocated funds for hands on training, instead of computerized
supplements (where applicable)
Having enough support for the different devices would be wonderful
I like this direction, but also know humans may need face to face support to be
successful.
I would suggest ensuring all students know how to use the technology to their
advantage.
If devices are given, who are going to service those devices
Increased training opportunities for education technologists
instruction for students who lack knowledge in e-book/laptop use.
Make sure faculty and staff have some level of understanding (or close to) of
technology as our students do.
Make sure help is readily available to students in online classes. Not having as
much contact w/ the teacher can be challenging.
478
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Make sure that all colleges have the same level of support for IT. Materials need
to work. D2L needs to be "bug" free
More computer education at end of semester in anticipation of NEXT semester.
Need IT who are more willing to help @ spur of the moment.
More hands on learning with the technology. Don't just throw it at turn and
expect them to know how to do it.
Needs to develop more usable teaching of tech that will be in the career.
Regard training and certificate for faculty!
Some people don't even have their own laptops smartphone etc. so figuring
training of students into this would be smart
Staff in this area will need to be trained and up-to-date on equipment and
technology. An increase in workers/staff is a must!
Step by step sheets to show you how to do or use it
Student tutorials
These should lead to more consistency in training done across different locations
and by different faculty at some location.
creating class specifically for teaching students how to use online resources
Have all aspects of the tech field be touched on. Impart to hear all points.
Have all of it friendly to people who suck at using it.
Have online courses available in the workplace for small fees/employer subsidy.
In order to unveil educational technology opportunities all faculty and staff must
be up to speed and on board. What are the specifics of training?
Less software, more training
lost of support form the students as well as the committee
Mandated or test out system for technological literacy of the students
need adequate tech assistance that is very responsive in a timely manner
Offer courses/orientation sessions to ensure students understand what online
courses require and that they have the technology necessary to be successful
Offer intro courses or training sessions for use of technology and online
homework
Professional Development for faculty. Many technical program faculty are not
proficient in basic technology applications of industry
Some colleges nation-wide have a substantial budget for each faculty for
professional development. Currently to attend important national meetings it's
challenging to obtain friends to go to represent college and profession.
states need orientation to online learning BEFORE registering or shortly after
OERG
479
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OERG
Thinking about staff support for education technology classified as "faculty"
rather than staff. "Staff" are not considered part of faculty fold, so can be difficult
sometimes to make in roads.
to increase education technology
train staff at school to run the technology around to school
be highly selective and monitor any technology specialist when hiring on campus
Comprehensive tutoring sessions, for those who don't know how to use some of
the technology apps. (but not as a paid courses)
Don't forget the library please. we deal with most of these topics on a regular
basis. We have ways we can support them and awareness of challenges.
Enhance professional development and support for student, faculty, and staff
GIVE employees more professional development opportunities. We have
excellent instructors and staff - use them to deliver one or two hour
lectures/training. College should absorb the cost - not the employee
help the student
help the students
maybe provide practical information on say computers for students without those
resources
More information to new students
Professional development for staff is no where in line with professional
development for faculty. Staff will often have more connections with students.
Make some textbooks standard for subjects!
Saint Paul College should bring back Tuesdays with technology for staff and
faculty. There is great potential for learning and understanding technology
Take advantage of expertise of faculty in the area such as those in information
media that teach in the discipline and offer the e-learning certificate.
Involve students in best practices . Train and involve them.
Involve the libraries!
Promote Lynda.com more - it is under utilized
Provide real life training for real life work force
Train more on the degrees
Utilize the core of what we have - much could be utilized further
Focus on concept #1
quality matters
Create best practice templates based on Quality Matters that are available
system-wide for those colleges without instructional design professionals on staff.
480
Create tutorials for using D2L that are standard throughout the system. Create a
wikipage that all students in the system can access
Theme 3: Cost Concerns
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Need to be timeline with lots of support. Including cost
concept 4 need to figure out how this will be supported and by who. Concept 5
great if you have the budget to support this
they are all great ideas. hopefully the funding to support theses can be found
No a lot. I think its great to produce students in need with computers. A lot
cannot afford them.
Look at cost of technology programs to track data for student retention, early
alerts, etc. Build upon existing EARS system and to renew students in danger of
dropping out sooner and determine which segment to target.
Online education can work, but it takes time, money, expertise. You must put the
resources needed into this.
Cost/benefit. Misuse of technology by students.
Work hard, then work harder, then work hardest. IT and ET are still proposed
when budgets are tightened. We aren't just integral to the mission, we are the
mission. Just like faculty and students.
I would like to suggest that the team help us the students in that whenever we
have taken a course at a two and four year college it should be able to transfer to
any university. Students are poor = don't have the money.
Just make sure students sign a policy form, and destruction and cost will go down
Polling IT departments system wide to see it going online can be accomplished
within 5 years and if not, what is the timeline cost to be prepared?
Consider learning styles that can't be addressed in educational technology. Be
able to provide students with laptops/software if they don't have financial means.
Could the reservations possibly fund students for laptops? (Make sure they have
access to internet to include and not exclude native students)
Remember that students who can't afford textbooks maybe can't afford the
technology to access eBooks either
Technology is expensive, but even free access outside of school hours are difficult
- E-text helps cost down on cost (so we get more students) so this would be good
to start with. - Laptops for students is great. Eden Prairie schools are that way
from middle school on & is excellent for them
Get real. Community college students are poor (underlined) have limited funds
for computers let alone software and antivirus support, lack high speed internet
at home. Not realistic
I like the idea of all students having a computing device, but who pays for this??
OERG
481
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OERG
It some students have their own computing devices and others do not, does the
university provide them at cost to the student in need? What if said student
cannot afford computing device?
I like that the college would help students have access to technology through bulk
purchase etc. Affordability and the fact that technology changes so rapidly may be
barriers to some
Laptop students should be loose and based on individual class need
Possibly grants available for low income students to afford technology and
internet access. Otherwise, other students have an unfair advantage.
Capabilities to hand out device
capability to hand out devices
provide the tech, and time usage fee. Students sign in to the school site, the
school site host all e-texts, not need to be on there devices and no additional fees
when signing in.
have a check out system rather then giving out things
keep the costs in mind
money
Money!
More definition on cost
need money
To find way of starting a funding program to buy new technology
be able to provide money for program for what they need
Cost
Don't overspend
Finding good ways to fund
Focus on open textbooks. Students care about cost not as much about content.
Saving money is king.
Have discounts & make it more well known to students.
Have discounts on technology
How do you help students who cannot afford the technology you propose they
use?
Lower costs
more money for budgets to accomplish these goals
More money for colleges to purchase and try new technology. I would love to try
new ideas, but a lot of it would be cost prohibitive.
More money for equipment, less for books
Needs investment from MnSCU
482
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negotiate for MNSCU system schools really low license costs - Photoshop, etc.
Propose a student fee to help fund this
Seek funding from the companies who need qualified people right out of college
Think out of the box to fund this
Use tax money to purchase rental equipment for college students...duh
Work on reducing cost of technology based learning, equipment and supplies.
The cost isn't currently reasonable.
Be very careful not to reach for additional technology just because it exists.
Sometimes it expensive and doesn't help
Common IT investment in students
Concept #2 - faculty need to understand why the cost of books needs to be
lowered
Consider equitable funding for IT concepts. 2 years need to deliver the same
experience as 4 years but must do so on a shoe string budget.
Consider trades in funding
find a way to support students who don't have money to spend on school tech in
the future such as laptop
Find a way to show how these changes would be cost effective (attract more
students, improve efficiency, etc.)
funding without putting a lot of strain on the school or student tuition
Get math students to use cheap but good calculators (< $20) instead of those old
TI- 80 series things.
Help individuals get support for affording technology
I would be interested to see the funding/expense forecast to implement these
concepts
If e-textbooks can reduce the current student resentment about expensive
textbooks, that would be great.
there should be more benefit to the students to lower the cost of tuition
There's so much money earmarked for student technologies. Rather than buying
so much "stuff", use funding to improve and maintain what we already have.
Ensure there is appropriate financial support and review of the systems in place
that coincide with technology (i.e. every 2 years)
Make instructors more aware of the eBooks available to students, they are much
cheaper than the physical books
Trying to bring new technology, hopefully drop the costs of books
Continue to work to standardize software and use System Volume Purchasing to
make it more affordable to all users
OERG
483
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Maybe including laptop into tuition cost, although if renting, it would be hard to
maintain the usage
Scholarship for students grants. More tech labs raffles for student tech.
Software at a discounted price
Colleges need a funding stream to have more technology hardware in the hands
of students (they don't all have a laptop and NEED one)
Maybe a giant program to help with payment of these concepts
Requirements to have a table or laptop might have financial problems
Theme 4: Accessing and Up to Date
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OERG
Consider learning styles that can't be addressed in educational technology. Be
able to provide students with laptops/software if they don't have financial means.
Could the reservations possibly fund students for laptops? (Make sure they have
access to internet to include and not exclude native students)
Remember that students who can't afford textbooks maybe can't afford the
technology to access eBooks either
Technology is expensive, but even free access outside of school hours are difficult
- E-text helps cost down on cost (so we get more students) so this would be good
to start with. - Laptops for students is great. Eden Prairie schools are that way
from middle school on & is excellent for them
Get real. Community college students are poor (underlined) have limited funds
for computers let alone software and antivirus support, lack high speed internet
at home. Not realistic
It some students have their own computing devices and others do not, does the
university provide them at cost to the student in need? What if said student
cannot afford computing device?
I like that the college would help students have access to technology through bulk
purchase etc. Affordability and the fact that technology changes so rapidly may be
barriers to some
Laptop students should be loose and based on individual class need
Possibly grants available for low income students to afford technology and
internet access. Otherwise, other students have an unfair advantage.
Capabilities to hand out device
capability to hand out devices
provide the tech, and time usage fee. Students sign in to the school site, the
school site host all e-texts, not need to be on there devices and no additional fees
when signing in.
484
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have a check out system rather then giving out things
1. Need to maintain support of D2L on this campus - have recently lost key
resource on this campus. We have an excellent online system at DCTC. 2. Like etextbook concept - can instructors get them too as a courtesy? I think current
online courses should be evaluated for quality. One online course is not like
another here - accountability issue in my opinion.
Besides affordability for e-textbooks vs textbooks. Is there monthly charge, how
will this be updated? who will show students how to do e-books or how they
work? I'm not technology so how would I know how to do this. Would it be more
stressful for students?
Allow technology access to all campuses, free classes on technology
Just to make courses available and technology available to all students. To
provide workshops on how to use everything. Educate students/ staff on what
resources are available as a benefit.
Me, personally, I have a hard time opening up files because computers have
different programs. May we need to require all students to download a program
that we all can access and use including staff
Development of consistent training, offered to all institutions with regular
updates. Assessments required every 6 months will ensure that faculty and staff
and kept current, allowing for better student success
Ensure server can support day 1 (week 1) downloading of textbooks
Involve students so that use of technology remains or is very relevant to students
experience and communication mediums
1) Technology is here. Provide faculty and counselors with semester long training
to get updated. 2) Provide technology. 3) Provide basic skill training so all can use
online more. 4) Make technology & training required for counselors & faculty so
distance meeting can be held electronically.
Great ideas but all technologies have to be brought into the current century.
I really appreciate the free office software download. t has been truly helpful
I would like to use laptops in classes more often. Gen. Ed. classes for using
laptops?
Online tutoring and advising offers great opportunities to collaborate as a system.
Yay: computing devices for everyone!
You should provide materials for online kinesthetic learners
Like in the high schools, I think all students should be issues a IPad/laptop to do
work at home and can email the work to the teacher. Saves money for students
and school.
Look externally. The world of technology is fast paced. Let's utilize what the
experts already have and not try to create our inbred version.
OERG
485
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OERG
Make sure what you are "teaching" isn't out of date by graduation. "Teach" them
how to research and think!
Get rid of ISRS - was a bad, ineffective system to begin with + even with
improvements it is still cumbersome, ineffective and poor technology
get rid of web assign!
Not only provide the technology (computers) and the advising, but a diversity of
courses
So portions of your educate you choose to keep your textbooks for future use and
want open e-text book once you own it , its yours
Issue with D2L log in is silly. Let's adapt a system wide fully integrated education
software system that can be accessed across all campuses by all students.
Look to increase the diversity and software that students are exposed to on
campus.
Make laptops a requirement for all incoming students
Show non-traditional students in the posters using current technology. Consider
the unique needs of under represented student groups.
Assign a team to redevelop Db and CCI for system
#4 - develop plan/program for student to purchase or upgrade their device upon
completion of degree
I like the approach at MSU-M where we have distributed services. HUGE and
impact on efficient, effective use of technology.
I would like to see what crossover with other work groups - hiring and
orientation/outline PD courses, helping with the transfer pathways program.
We need to understand the tech. needs associated with various career paths and
match the ed. tech accordingly. Some students do not see themselves as 'high
tech' and are looking for a 'high touch' program - we can't lose this while pursuing
appropriate use of ed. tech.
employers seem to be looking for skills in new employees that aren't necessarily
related to use of technology and are being inhibited by too much focus on
technology
Make sure faculty all are using the updated technology
A stronger internet connection
access to computers. students being prepared for workforce technology
access to internet. not just devices
access to resources for student. 24/7 labs disconnected laptop/internet service
Consider accessibility of services and resources
Faster internet
486
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Having laptop availability to students to take on/off campus will be a huge asset
for anyone who doesn't own one and may need to be off campus but can still use a
laptop provided.
Increased computer speed
Make it more readily accessible to students
Make sure faculty have up-to-date computers/devices in offices
make sure the technology is up to date
make things more accessible for students
Really consider investing in technology to bring the entire list of colleges and
university into the 21st century.
Rent laptops to students that support the required software
Rental of technology for students
What about the terrible inequality of broadband access in rural areas?
what if some students don't have access to internet
Better opportunities for tech at home
Computer labs! Apples and PCs!
get new equipment, better stuff
Get newer equipment
Keeping up with current and NEW technology is key! What's actually
(underlined) being used in the field?
Look at like access to technology for all students in Metro alliance ability to log-in
with Star ID an any MnSCU institution - currently not happening.
More e-textbook availability
Need to modernize our technology and physical classrooms as well as our
methods of teaching to faster paced students.
Teams should review campus technology in some current standards
Technology is our future. CSU graduates must be equipped to enter the workforce
with the most current knowledge of technology.
The use of more modern technology and materials in the classroom
What % of students currently own laptop or other device?
Adaptive technology
Carry e-readers in the bookstore
Don't focus on hardware, infrastructure and access are more important
ensuring all students access to the technology required. Also getting the info out
to student
Ensuring all students have technology is a waste of resources. Our job is to
provide access which we do with computer labs
Free eBooks
OERG
487
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OERG
get better tech
get better technology
I am in art/graphic design at MSU. We have a very strong interest in having
Adobe products provided to students and faculty through an Adobe Cloud bulk
licensing agreement.
If we are only making upgrades to technology available to student in all computer
labs than I see a huge benefits
Improve the resources available to the faculty and students, don't just add new
technology. We don't really need 3D printers, but we do need internet
Increase community access to basic technology on campuses. For instance, a
community member should be able to access Wi-Fi in a university library.
Keep up with trends. Provide training to accomplish these goals to faculty AND
staff
Making sure everyone has access to a computer and "textbook" (OER) will be a
positive for the system as able to attract and retain
One of the things that has always been a positive for MSU Mankato is its being
up-to-date and ahead of the curve on technology. MnSCU must not (underlined)
allow its tech component to fall behind or become outdated. This is particularly
important for faculty.
partner with private sector locally to ensure students are using software relevant
after graduation
Perform research using US Department of Labor data on emerging technologies
in-demand
Perhaps technology is an area where partnership with the business community
could be leveraged to ensure our institutions are using and teaching state of art
processes.
Possibly make internet accessible to ALL students (free laptops w/ tuition & free
internet)
Show some real date to date technology use in career jobs
The recommendations need to be flexible because of the field changes very fast.
Address technology in relation to graduates (underlined)
To keep on improving in the field which seems to update and change very rapidly
try getting more cutting edge tech classes, learn about emerging industries
Base technology on the "universal design model". For instance, all videos should
have closed captions. All lectures should be accessible through recordings
Check out ipads with pre-loaded textbooks
Each program should have their own computer lab with unique software.
488
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Focus on eBook/open resources and quality online courses.
Get something up and running for closed captioning
Greating create website and easier websites to help students with their
assignments such as tutoring or searching for career goals
Have/implement screen reader (text to speech) technology to allow students with
visual learning issues to access online printed materials
I think video text books should be an option. This would help auditory students
as well as people who can't read very well.
I would rather see all rooms as computer labs rather than students having mobile
devices
I'd like to see some of these technologies available cross-platform. For instance, I
use Linux on my computers at home, and occasionally, software won't work for
that.
If #4 (all have device) it needs to be the same device so students transferring are
not disadvantaged (have to purchase multiple)
ipads
Mobile offering like a traveling library/mammogram medical sites - with "state of
sit" future technology that can travel to work with various campuses. Decked out
trailer - 3-D printing, no noted. Biotech, etc.
more equipment - tools
More tech. stuff
Newer equipment
Purchase more capital equipment
System-wide purchases of students devices
Update classrooms, just
What about audio text books?
Get a laptop program. Put an IFO rep on the committee
managing equipment
More BYOD
Purchasing a laptop as a required resource is like purchasing textbooks. It may be
highly necessary for learning. As a result, supplying laptops for rent may be
beneficial
Create more partnerships and utilize current ones to explore and utilize resources
and tools for our students
E-books
E-textbooks should be mandated. Textbook available to students at library.
Get business involved - see what they will need. Use the Accuplacer test on tech
skills. students are not tech roads.
OERG
489
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Include industry as much as possible.
Increased institution tech collaboration? More SIGs and work groups?
Involve alumni, community leader, local businesses for the innovation to leverage
the current technologies and pass them to students
More input from businesses, large companies and how their technology can help
or how their new technology can come from their cooperation with the technical
college
More work needs to be done in partnering with business to train our students so
they are equipped with skills that enable them to be sought after and hired.
Remember that companies providing tech have their own interests and we should
not make tech the core part of education. It is a supplement nothing more.
System wide modules for shared access -> general psych resources, etc. instead of
textbooks
System wide resources, whether server forums or getting people that do similar
things at different schools together so we can pass knowledge on in a way that
students throughout won't even see what's going on
System wide online tags. Tech or computers purchasing power aka Sam's club for
MnSCU. textbooks reliance eased off like morphine drip
when more technological focus is brought to schools, the concept about bringing
tech to students would be extra important
Working with employers, high schools, WFCs and NGOs to deploy. Short-short
courses everywhere - airline terminals, buses/literal video
Working with industry partners, again SAP! Utilizing the BCRL model Business
Computing Research Lab
#4 - traveling c-labs. #5 - GIS, other technical programs
continue to work with local businesses to expand opportunities #5
I would like to see some focus on how we provide educational technology for
businesses and those in the workforce. This could be part of concept 5
Plan carefully: BYOD. #5 - Allow for local variations in practice.
Focus on concepts two and five. These two concepts are the most important.
More OERs
Theme 5: Hesitations about Technology
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OERG
Consider learning styles that can't be addressed in educational technology. Be
able to provide students with laptops/software if they don't have financial means.
Besides affordability for e-textbooks vs textbooks. Is there monthly charge, how
will this be updated? who will show students how to do e-books or how they
490
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work? I'm not technology so how would I know how to do this. Would it be more
stressful for students?
We need to understand the tech. needs associated with various career paths and
match the ed. tech accordingly. Some students do not see themselves as 'high
tech' and are looking for a 'high touch' program - we can't lose this while pursuing
appropriate use of ed. tech.
employers seem to be looking for skills in new employees that aren't necessarily
related to use of technology and are being inhibited by too much focus on
technology
Add faculty to the team! Remember technology is a tool, it does not work for
everyone. IT support is critical.
Ask students. Students know what works for them and what doesn't. As a student
myself, I acknowledge importance of proper guidance (in person) along with
online instruction. There still needs to be real teachers/ tutors available for help
Computer Literacy
Finding an appropriate balance for online and in class to get the most benefit for
all students and staff
Keep the classes in the classroom
make sure teacher and student interaction in online classes are well. New
programs are good, but teacher-student relationships is still important
Online education is not a good fit for many students. Keeping these computers
working will be a serious challenge.
Online is great for some students and a waste for others. How to see students get
what they need to succeed.
Online learning will not help me
Online options are a good concept - showed also explore evening program
offering, not all like the online option
If MnSCU continues blended/ hybrid courses make it 51% in classroom and 49%
online for veterans. Again problem for their benefits and its costly. Many veterans
go to school and don't work because the post 9/11 benefits gives them a housing
allowance. we should be taking away barriers not creating them!
Leverage technology and maintain the "personal" touch
We have to remember that technology is not an end. It is merely a tool.
Add faculty to this group - they are the ones that use this technology and teach
students. They need to have a bias about the best technology for their subject.
Also an provide insight about whether or not the technology works
Not a whole lot - just be aware that not all students might actually like new etechnologies (older non-traditional).
OERG
491
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OERG
EBooks are nice but not necessarily for everyone. Some students have a hard
time reading on computers and need a physical book. Book renting could be an
option!
Not all classes should go online. I hope whomever is determining this is looking
at everything involved for each class.
Ok in some areas - is it really best for the average student?
remember that online courses can't always substitute the real thing.
That technology is not for everyone
All people to choose the way they teach - not face a expect everyone to adapt the
newest fad which would change in 5 years.
Give students a CHOICE to take a course online vs on campus. Don't force
students into online classes in the name of efficiency. Some learners are not suite
for the "e" world
I Think it is important not to alienate potential students, current students,
faculty, and staff by limiting traditional learning methods too much...i.e. etextbooks vs paperbacks. be cautious of maintaining a balance to offer a
supportive, inclusive environment.
Inclusion of disabilities once accommodations
It's an important some component but students need to be in the classroom
Keep in mind that the more rural colleges serve a unique population that is
"behind the curve" forcing change too fast will lose a large number of those rural
students.
Make it an option but not the only option.
Realize that not all students want online classes. They learn better in a
traditional classroom setting. More emphasis on offering blended courses.
Devices should only be provided if required. Do not require all students to own a
device.
Do NOT enforce device standard.
Don't moderate the e-books. Increased awareness yes...but as soon as you make
electronic reading required, you can expect me to drop that class. I can't learn
that way. :( Embrace (underlined) technology rather than resist it! Some faculty
are "stuck in their ways" and we need to get educators educated, too
etextbooks have some drawbacks
Focus more student readiness and less on technology. Technology is NOT the
answer to everything
have a game plan for students/staff that don't want/need technology.
492
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It would be easy to rely on technology so much that it replaces learning. I've
heard instructor complaints about not being able to teach because of a projector
being down, but people used to teach before projectors. The main goal is
learning, and in most cases technology can support that. But, it shouldn't
overshadow it.
Make sure that students have opportunity to attend classes on campus as well to
become well rounded
Recognize and demonstrate awareness that not all skills and not all learners want
online courses - listen (underlined) to all learners!
I prefer that students are not (underlined) required to purchase a specific device.
It should be their choice.
No tablets! Difficult to type on and no more useful or engaging than laptop unless
unique programs are developed specifically for tabs
Stop using e-textbooks I hate them
Great communication between students and teachers needs to be emphasized
through online classes
Theme 6: Technology in Classrooms
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Finding an appropriate balance for online and in class to get the most benefit for
all students and staff
Keep the classes in the classroom
make sure teacher and student interaction in online classes are well. New
programs are good, but teacher-student relationships is still important
Online education is not a good fit for many students. Keeping these computers
working will be a serious challenge.
Online is great for some students and a waste for others. How to see students get
what they need to succeed.
Online learning will not help me
Online options are a good concept - showed also explore evening program
offering, not all like the online option
If MnSCU continues blended/ hybrid courses make it 51% in classroom and 49%
online for veterans. Again problem for their benefits and its costly. Many veterans
go to school and don't work because the post 9/11 benefits gives them a housing
allowance. we should be taking away barriers not creating them!
Leverage technology and maintain the "personal" touch
We have to remember that technology is not an end. It is merely a tool.
Great communication between students and teachers needs to be emphasized
through online classes
OERG
493
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OERG
1. Need to maintain support of D2L on this campus - have recently lost key
resource on this campus. We have an excellent online system at DCTC. 2. Like etextbook concept - can instructors get them too as a courtesy? I think current
online courses should be evaluated for quality. One online course is not like
another here - accountability issue in my opinion.
I would like to use laptops in classes more often. Gen. Ed. classes for using
laptops?
Online tutoring and advising offers great opportunities to collaborate as a system.
Yay: computing devices for everyone!
You should provide materials for online kinesthetic learners
Like in the high schools, I think all students should be issues a IPad/laptop to do
work at home and can email the work to the teacher. Saves money for students
and school.
Look at cost of technology programs to track data for student retention, early
alerts, etc. Build upon existing EARS system and to renew students in danger of
dropping out sooner and determine which segment to target.
Online education can work, but it takes time, money, expertise. You must put the
resources needed into this.
Have a QC/QA person who oversees online course to check for ADA
requirements. Have more time to enhance professional development. Assign a
limit or amount of in-services, trainings all must complete
have in-class workrooms with professor in case help is needed with anything
Try not to move everything to online support technology for all courses and
enhance face to face learning
Of the eight concepts - when providing online student support will there also be 1
on 1 chat available?
provide solid programs for providing students with proper tech
same technology system for all the professors.
share expertise? leverage experts already in the system. Students aren't ready to
take online courses, cant self motivate or regulate to get the work done.
Share faculty development resources between schools. Access to face dev orgs for
schools that do not have their own. Include blended/hybrid with online
1.Market, make us different and show how we are better than the privates! 2.
Consistent pricing through system, avoid competition amongst our schools, 3.
DO we have enough instructors trained in delivering good and quality online?
Create best practice templates based on Quality Matters that are available
system-wide for those colleges without instructional design professionals on staff.
494
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Create tutorials for using D2L that are standard throughout the system. Create a
wikipage that all students in the system can access
Include more faculty members from all levels of MnSCU institutions that have
experience in online learning.
some online systems are more difficult to use. A text system alerting of
assignments would be convenient
With current technology, no way to identify student taking the test in an online
course. Need a way to verify student
D2L could use some common/best practices.
Develop an app for D2L for students to get notifications and such automatically
on their phone
Utilize health and fitness. Technology to enhance learning. Update ISRS
PSEO online is a great tool and to advance it
Audio recordings of lectures
Audio versions of text material as well as hard copy and digital
During the course of two years, every class should be offered face-to-face, not just
all online as some classes are
Focus less on online courses and get more art programs back at BSU
Have consistent course content for all online courses throughout the system
How to make my online classes "come alive" with video-interaction that doesn't
require hours of production time
Hybrid and online
I would recommend a focus on real time online institution with tools such as
adobe connect
If courses are online, have more telepresence (skype) classes. "hybrid"
If everything is online, everything should have the same setup
Improve and facilitate online teaching/classes
Improved training for faculty teaching in an online environment to better connect
student to institutions and the curriculum
Keep online classes as an opportunity for at home parents
Make everything more interactive
Making online classes more beneficial for students however properly structured.
People who take online class often are busy with work other obligations. Having a
poorly structured online class only makes a busy person more busy.
more hands on
more hands on
More hands on
More hybrid classes/help
OERG
495
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OERG
More online courses
My child enrolled in an online class. He emailed instructor with questions
throughout the term - instructor never responded to any of the questions. Who
supervisors this?
online course are good but do we learn more? do we learn what we really need to
know? there is no talking. it is more about finding out what the teacher want and
not about the information you learn
Online courses are going to be where it's at soon with our economy, most people
have easier ability to make online courses fit their lives.
Online courses offered through MNSCU should be monitored. Too many
instructors do a terrible job with the development and implementation
(especially assessments) of their online courses.
Quality matters framework is great for online
Quality Matters, mandatory "how to do" online orientations
Record lectures for students who can't make a session
Study and get feedback on online course structure and online homework
activities
Teachers should be tested if they can teach (underlined) online classes. Very FEW
(underlined) of them do this well! Most do not answer emails when you request
help until it is too late, and some just give you busy work but you learn nothing
(underlined)! "Great example of great online class" Lisa Everts @ ARCC
Cambridge campus is an example of how an online class can be done well! Perfect
example (underlined) of an online class that is done well! They should all be like
this.
Technology programs are hands on. Have 90% of grades based off that.
Tele/skype/web classrooms
there should be a way to get online courses to be extremely interactive. To make
sure students are actually learning an not just doing it for the credit and because
they think it is ease`
There should be some type of test of course so that students can find if online
classes are for them before being allowed to enroll in them
Try not to integrate too much technology for power line. We like the hands on
experience
Try to work on contract language stating that faculty being given extra load of
designing or including more technology will be given time and minimum stipend.
Update technology in the classroom innovative ways to engage.
use more hands on and less technology
496
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use teachers with the online courses at least once a week
Use technology so it supplements education, not to replace it.
Utilize interactive learning
We have folks who are excellent online instructors. They are not allowed.
What are students really getting out of online classes?
When improving online course quality, it will be important to develop standards
that all could follow - right now every instructor using the online technology
differently. MnSCU should look at breaking down the definitions of
blended/hybrid - what percent so students know
Why aren't all online classes set up the same? It makes it way too hard to start
each class when they're all set up differently.
Would like to see more online courses offered.
All classes should have options for: ITR, online, classroom seat. Students could
choose on a daily basis where to participate
Beyond the faculty/students where does the classroom technology stand -SIG
Consistency in online courses - possibly mentor online structures as some of the
online courses are not structured well
Create a minimum benchmark for all online courses so we don’t have the extreme
disparity between the quality within the courses
create more help for online classes
D2l consistent for all classes. Find syllabus in same place. Find class instruction
in same place. Now it's located in many locations such as content page, home
page and many times in Dropbox. Insist grades to be displayed for all classes
D2L orientation, policy stating that professors post grades online (because some
don't and you don't know your grade with the withdraw classes)
enforce readiness for online assessment
Engage employees in planning and in solution technology education
for the education team to impair instructor lecture online
Force teachers to utilize things like D2L to free up more time for students to give
deeper into subjects
Have online syllabus that can be integrated with a calendar
Many teachers under utilize D2L which we pay a lot for. But also, online classes
get rid of the point of me going to college - I could do that from my house if I
wanted to teach myself everything.
More 8 wk. classes (In person online or hybrid) available across departments. As
a students having this option is great b/c I work full time and the 8 wk. classes
allow to do a full or nearly full course load each semester and work full time.
Online classes, previous comment
OERG
497
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Put education back in actual hand & heads
Teachers should use it.
There needs to be some system wide measures of quality that faculty need to
meet. Rigor is not maintained - online often easier (underlined) compared to land
based-study often enroll based on the ease factor.
Use of simulation technology in various technical education programs. We need
to do more to encourage support simulations) in learning
I would like to see standards for design, structure, and delivery/support for
online classes - so that all professors provide consistent curricula and learning
from earned credits. Accountability for instructional product is important.
Students also don't buy textbooks because they can get by without them
A discourse at the system level as well as each campus about the character types
of online educational courses appropriate for the campus.
I really like #5 clickers, online homework, attendance programs are so helpful
and beneficial. We are lucky to live in the time we do.
Keep classes running in person. Took a Photoshop class and never really learned
anything - my boss told me this. Same school, next semester in class Photoshop.
My boss said 100% improvement
Reconsider the system strategy for online education. The waste of each
faculty/school doing it their own way with limited quality and accessibility
students is a mind-blowing waste
Tools for managing online classes are needed. Ex. Self manage online scheduler
linked with quiz or textbook, etc.
I think online classes are too easy most of the time.
Theme 7: Other
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OERG
Include more faculty members from all levels of MnSCU institutions that have
experience in online learning.
some online systems are more difficult to use. A text system alerting of
assignments would be convenient
With current technology, no way to identify student taking the test in an online
course. Need a way to verify student
D2L could use some common/best practices.
Develop an app for D2L for students to get notifications and such automatically
on their phone
Utilize health and fitness. Technology to enhance learning. Update ISRS
PSEO online is a great tool and to advance it
498
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Add faculty to the team! Remember technology is a tool, it does not work for
everyone. IT support is critical.
Add faculty to this group - they are the ones that use this technology and teach
students. They need to have a bias about the best technology for their subject.
Also an provide insight about whether or not the technology works
Look externally. The world of technology is fast paced. Let's utilize what the
experts already have and not try to create our inbred version.
Make sure what you are "teaching" isn't out of date by graduation. "Teach" them
how to research and think!
Get rid of ISRS - was a bad, ineffective system to begin with + even with
improvements it is still cumbersome, ineffective and poor technology
get rid of web assign!
Not only provide the technology (computers) and the advising, but a diversity of
courses
So portions of your educate you choose to keep your textbooks for future use and
want open e-text book once you own it , its yours
Issue with D2L log in is silly. Let's adapt a system wide fully integrated education
software system that can be accessed across all campuses by all students.
Look to increase the diversity and software that students are exposed to on
campus.
Make laptops a requirement for all incoming students
Show non-traditional students in the posters using current technology. Consider
the unique needs of under represented student groups.
Assign a team to redevelop Db and CCI for system
#4 - develop plan/program for student to purchase or upgrade their device upon
completion of degree
I like the approach at MSU-M where we have distributed services. HUGE and
impact on efficient, effective use of technology.
I would like to see what crossover with other work groups - hiring and
orientation/outline PD courses, helping with the transfer pathways program.
Need to be timeline with lots of support. Including cost
Cost/benefit. Misuse of technology by students.
Work hard, then work harder, then work hardest. IT and ET are still proposed
when budgets are tightened. We aren't just integral to the mission, we are the
mission. Just like faculty and students.
I would like to suggest that the team help us the students in that whenever we
have taken a course at a two and four year college it should be able to transfer to
any university. Students are poor = don't have the money.
OERG
499
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OERG
Just make sure students sign a policy form, and destruction and cost will go down
Polling IT departments system wide to see it going online can be accomplished
within 5 years and if not, what is the timeline cost to be prepared?
could do MnSCU training and trainers to reduce cost
Get some faculty on your team to represent faculty perspective. More
professional developmental opportunities for faculty. Training for students
Just more awareness and understanding for students
Implementing protocols that disallow students from registration for classes when
prereqs are not complete. Better Utilizing Tech that is available.
HR needs to be more involved in Prof Dev
I think we should promote more of coding or programming, logic, and algorithms
classes even students are not really information computers because it helps them
to solve their daily problem
No. A speaker would be helpful
/ Thanks for the opportunity for feedback. / / I think sustainability should be a
factor in all educational technology purchasing decisions, for the livability of the
planet is also a big part of our students’ futures. Use of such resources as the
Green Electronic Council’s Electronic Product Environmental Assessment Tool
(EPEAT) could be encouraged system-wide: / / http://www.epeat.net/ / / I
think MnSCU could be a leader in “green” purchasing of sustainable electronics
and other educational technologies. /
It's a tough problem without a good solution. Hope it goes well
12 inch subs
Need good QB!
Que Dejo?
computers and security
Connecting students to internship opportunities
Do something
Do what's best for everyone
Give more of an incentive to fill this out
google glasses
I'm not sure
Maybe show a slideshow also.
offering food. Incentives.
They should travel to the moon
Think about student data privacy when interfacing with software vendors
unsure
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we need everybody to be in agreement
apple products
Availability to sync due dates, test date, class times, etc. with programs such as
google calendar. DO this by having the teacher make a calendar and letting
students join it
Awareness of privacy issues inherent in contracting with vendors that have
private data! Ensure appropriate contact review and terms
being more open with students
Better DCTC website
big rooms
Can I do this for nursing?
Clearly most of what is discussed - the needs of graduate students are slightly
ignored or not mentioned. For example, needs related to research areas and
educational technology.
Cohorts
continue on
Explain better
get stuff
Get this information out to the public more
Give international students more opportunities to work in campus
have a speech team
help each other
make it easy
printing should be free
rid colleges and schools in general of it
shorter classes
some
take a step back and look at the big picture
The campus center where food are sold is not working sold is not working
according to the economic system
advertise more. I would like to join if I had more info
Come up with implementation plans. How do you get faculty on board.
Create a flexible, sustainable structure
credit score
Develop some objectives for each of the concepts.
encourage others
Focus first on the student's experience.
In theory this should work it ALL are on board, that's your toughest challenge
OERG
501
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OERG
Less influence on exams
Look @ Winona State U. for pros & cons of a student issued device
Look at developing in-house tech stuff.
Make a alarm system that people remember class time and when paper or stuff is
due
Make the student #1 on every concept
Using office 365 instead of good chrome. It's easier and faster then google.
Work with nonprofits and MIT and Harvard to be accepted for transfer to MN
Be more open
Being more out there and explaining each one individually and thoroughly
better phone app
better phone app
carry on
Collaborate but NOT eliminating employees and put more work on less
employees
D2L uniform log in for all schools - students see all classes
energy solutions. History for it. Raise awareness
Expose their theories to more colleges
helping the less fortunate to better themselves through technology
How about the usage of certain apps?
I would suggest getting feedback, such as this from as many college students
across the state of possible about why or how much it would benefit students. We
need to make sure instructors are aware of what is available and what students
are wanting too.
Improve D2L
It seems like said ideas already exist
MMA
more technical schools
More wrong
My concern is a one size fits all approach
Narrow it down and make it so it doesn't focus on one group, but the student
body as a whole
need more effective ways to reach students
Not rushing being planful
On demand education
They should actually use the books if you make us buy them
502
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To consider graduate students needs in everything they do
to much reading
to take a step back and look at the big picture
to take a step back and look at the big picture
ZU technology
Eliminated discussion. They are useless
How do the teachers benefit from the programs?
I need more information about which open resources have worked well in similar
classrooms
Integrate Star ID with D2L service and email.
Keep moving forward but really monitor what's going on
Keep moving toward acting like a system. Get us all on the same page.
More effective way of reaching students
More innovations
more outreach
more student input
provide info to parents on how they can benefit with day care and put more time
in studies
Share best practices i.e. IR reports, processes
Should gather the data, complement and see the results
Standardization of technology
standardize the Minnesota education system (especially general education for
transfer)
Star ID is used for all purposes - i.e. sexual assault - "needs to know"
Start with low hanging fruit and achieve fast cost savings with things like email.
Students receiving higher education, having an improved workforce
Talk to faculty
The mandates computer throwing away is wasteful and should be changed
the students should have a communication skills class as a prereq
Common software discussed for students tracking outside of ISRS? BARS? Like
PeopleSoft map works now we all buy.
Concept #1 - Knowledge is power - the more education and information we
receive the better!
Establish standards that initial change at campus level. CIO's have a good list lack
supportive mandates
Have a best practices for all schools to utilize for consistency
I think different sections of school, S.S. etc. should be evaluated
OERG
503
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I would like to be able to use my IPAD completely for my schooling. I am only
able to put photos in the drop box - Is there a way that you can change something
to allow documents from say pages to be uploaded?
It seems that basic classes should be offered by a central location and then
applied to the school of choice,. why should 32 schools all do a math 101 class.
Shouldn't they all be the same.
Resist the urge to use the language of business when compiling literature
Take parts and pieces to combine the concepts
Why one SCSU student only on this committee? When future of education is so
learning to online
CTL
DER
figure 8 under proposed concept 3 could have come right out of how to lie with
stat. you enrollment online has increased, but not the degree that is suggested in
the graph
focus on what research share is actually helpful and effective not just quick and
cheap
Front desk education in school policies and paperwork
How would concept 5 enhance the work of staff?
One shared CRM
Leading Edge Alliance does a K-12 certification (not sure if they offer higher Ed.).
Something like that increase would be something faculty could hold as
proof/experience.
If accepting corporate money all must be done as an anonymous donation so
there is no interference
Be open to multiple delivery platforms. Don't force everyone into the same
platform(s).
Make easy flowing UI for students
I honestly don't know much about it and still learning but like what I see about
the team.
Question 4: Based on the posters, are there best practice models
at your institutions to support these concepts?
OERG
504
Theme 1: None
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No, not yet
No. we lack adequate IT services
No, not widely used. Some using Quality Matters
A few, but we need more
I don't think so.
No
No
Very few, unfortunately
No, we aren't doing any of this but some staff gather to try and offer some
professional development over lunch to each other.
Not enough staff, etc. funding
NO (underlined) - our IT department is a complete mess (leadership specifically)
No. Need funding and more IT/academic support staff
No - except for iPad pilot in several areas.
No, with limited IT resources I think we would struggle implementing 2, 3, and 4
I don't think so
no
no
no
no
no
No
No
No
No
No
no
No
No
No
No that's why it will be a challenge
none I am aware of.
Not all of them. We have continued to grow and are definitely moving in the right
direction
not at this time
not currently
OERG
505
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OERG
Not really
Not really
Not so much
not sure
not that I can think of
Not that I know of
not that I know of.
np
Uncertain. No.
Technology for staff is outdated, no best practices there.
there isn't at this time. we have pieces of these techniques
Yes/no informing on D2L could be better. Have not taken online courses.
no-I'm on my own for technology. library software is up-to-date
not at all , not provided necessary programs, like Microsoft office. I have to use
OneDrive online. It doesn’t work for a biology landscape programs I need for
class
Yes/No, there are a lot of computer labs/library. Online classes here really vary.
Some are challenging, others are so easy it took 5 min a day to do.
Yes. Showing compassion and life and understanding of what they're actually
saying
no. far from it. $30,000= in PCs were thrown out just this year QED
I don’t know
I don’t think so
I don't know
I don't know
I don't think so
I like the ideas you already have
I'm not sure because this is my first semester only.
No
No
no
No
No
no
No
No
506
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No
no
no
no
NO
No
No
No
No these posters explain everything
no, not necessarily
No.
no?
None
none
none
None
none good
none that I am aware of
None that I can think of.
none that I have seen
None that I know
nope
nope
Nope
nope, not that I know of
not as far as I know. I have no knowledge of this
Not as specific or done nearly as well
Not aware - new student.
not completely
Not particularly but maybe a little
not really
not really
Not really but maybe they would a little bit
Not sure at the current moment.
not that I know of
not that I know of
Not that I saw
OERG
507
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Not that I've seen/noticed, but there could be.
no
for the most part no
Not sure
No, but IT is always willing to collaborate and hear our needs as faculty.
no
No
not sure
Not sure, I don't look for it
2 has the best idea - online books to help with financial strain.
I do not believe so.
Theme 2: Yes
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OERG
A few, but we need more
Yes/no informing on D2L could be better. Have not taken online courses.
Yes/No, there are a lot of computer labs/library. Online classes here really vary.
Some are challenging, others are so easy it took 5 min a day to do.
Yes. Showing compassion and life and understanding of what they're actually
saying
Yes!
yes, QM
Yes, many - too many to list. 1:1 program, tablet integration, faculty support,
Wiki, Tech support center.
Yes if IT support.
Yes, device distribution to faculty is available. Same model could be used for
students
yes
yes
Yes to some, but not all.
Yes.
Yes, but improvement is always welcome
Yes, at with the BCRC
Yes
yes
Yes! We offer: money QM TM certified courses online textbooks
Yes - except 4
508
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yes - we have a great online learning department that offer excellent training and
support
#5 IIT program users partnership. Mushy talk. fab lab. (hard to read)
yes - we have pieces of these processes started but like everywhere we are pushed
to our limits - too little staff
Yes, but we are short staffed so we can't fulfill these competencies consistently
Yes - e-textbooks, multiple technology device options available
Yes. Concept #4 is defensive at WSU. I would argue that WSU could lead the
change for a 1:1 device implementation. That being said, I think we could learn
much about concept #5 from other institutions.
Yes. More and more courses are becoming available online
Yes, except for faculty support
A few
Some
Sure
yes
yes
Yes
Yes
Yes
Yes
Yes
Yes
yes I do think so
Yes!
I like what Winona state is already doing!
Absolutely! this is a great opportunity that could potentially help the students so
directly
Yes. Mostly.
my campus is probably a state wide leader
We have some portion of the concepts in place. The ones that are in place appear
to be beneficial.
WSU is ahead a leader on this - this raises the bar and compels WSU to push
farther
WSU, in my opinion is the pioneer which other MnSCU colleges/universities
should model - NOT perfect, but good start
yes - very technology wise
Yes, but we need to expand our services
OERG
509
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OERG
yes. cost is a concern though
I think the IT here at Normandale does a pretty good job at practicing or
implementing these goals
yes it seem like support will be the most likely cause
Yes, there is. Everyone is so helpful
Yes. There is access to capabilities such as 3D printing. Funding is often
provided, and the computers are kept very up to date and secure. Safety online
and in the system with financial and academic records are made known to
students.
yes but audio books
Yes mostly, students can borrow or use schools technology devices
yes, the library offers free laptops to use for a day. There is also a free Microsoft
office students can download
Yes, they are trying to support e-texts.
Yes, my institution uses D2L which helps me be more organized with my work
and my school offers computers to rent
Yes concept 3
Yes, but I love how our school involves the hands on experience because that is
why I come to a tech school, technology will complicate things. If I went to a 4
year school, I'd say go for it, but we came here to get a hands on experience, not
to learn about technology
A few
As far as I know, yes.
some
Some
Some but not all
Some but not all
somewhat
Sort of, but there could be more
yes
Yes
yes
yes
yes
Yes
yes
510
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Yes
Yes
Yes
Yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
yes
Yes
yes
Yes
yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
yes
Yes
Yes
OERG
511
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OERG
yes
yes
yes
Yes
Yes
yes there are
yes they very helpful
Yes!
yes, best concepts
Yes, there is
yes.
Yes.
yes
I believe so
almost
Very good
I would think so. There seems to be a number in place.
My institution implements some of the concepts presented here, and they
improve the learning quality for students
I think some are . I am not too involved in such area as to know for sure how
much of these concepts are being used
Seems like a great team. These things are already implemented at WSU
yes but I love that our school is hands on and tech savvy
Yes but they are not as strong but yes they do and could be better
Yes, Winona state is a lender in technology education.
Yes, certain instructors would support these ideas
Yes, Trio is a great resource and the parent support.
Yes. I think that LSC has potential to be a practice model for these concepts
because it has potential to grow and thrive as a place of education
yes
yes
yes there are a few models to support these concepts on every poster I've notice
Yes, Utilize existing online resources. Implement industry technology
Some, though not fully
yes
Yes
512
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yes
yes
Yes
Yes
Yes
Yes
Yes, great plan
I think so
Today there was
Yes
Exploring emerging technologies (Unmanned Aircraft Systems) and partnerships
with business and industry
Theme 3: Online Courses
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Yes/No, there are a lot of computer labs/library. Online classes here really vary.
Some are challenging, others are so easy it took 5 min a day to do.
yes, QM
Yes! We offer: money QM TM certified courses online textbooks
Yes - except 4
Yes. More and more courses are becoming available online
Yes concept 3
No, not widely used. Some using Quality Matters
Online support staff designated. Quality matters
Quality matters
Quality Matters rubric to ensure that quality online and blended courses are
being offered.
Quality Matters, but again, that's a choice of the instructor
Quality Matters.
Establish a learning object repository for sharing e-resources. Require faculty to
take QM. Reward QM course review and approval
Not sure at SCC Msu has a Huge amount of computer labs. Also rentable
computers and specialized video editing labs. Faculty training in online
classroom instruction? STARS at msu.
#3 - FF-MLT program - hybrid a working and improving model. Hoping to
implement more options for distant students with lab and training options.
ATCC has great online faculty with good staff support!
online course opportunities
Online is supported well!
OERG
513
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OERG
We have a great educational technology department that helps with online. I
think we have room for a lot of improvements.
Need to remind students - that online is not the easy way out. It is necessary to
have in -person appearances in majority of technical courses. On campus
availability must not disappear but can be enhanced
Number 3
SCTCC is improving options for online tutoring
we need quality control for online course. I do check what is happing online but
the layout of the course as a whole
Online education - Quality Matters
Quality Matters
quality matters
Quality Matters articulation
Quality Matters, mandatory "how to do" online orientations
The use of Quality Matters
working toward best practices in online education/training as well as
professional development
having more help desk workers for students with issues. although I think a faceto face learning is better than all online
Make sure online students seeking support request for successful complete
connect.
Expanding technologies and redeveloping programs to better suit all students. To
get the most education out of in class instruction.
#4#3
Need to build support administratively to incubate tech areas in distance
learning. Takes time to gain efficiency.
Options for staff to engage students and assist with student success initiatives
outside of the classroom
1 we have faculty that train our faculty in online best practices
ARCC has many (underlined) online courses, one of the leaders for 2yr schools
increased online enrollment
Online courses (underlined) - implement WebEx - video cam option. Cohort
structure (underlined) - help with students staying connected and help to
motivate each other to stick with program. Additional online tutoring services for
online students
We have several blended courses. Seems to work well but I don't know for sure.
#3
514
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#3 Yes, LSC has developed training and support processes for online courses and
teachers that are for superior to Quality Matters, which has an outdates and
simplistic view of online course quality
Concept #3
Some programs have balanced classroom at distance learning to tie distance
students more into the program
We have increased our online course offerings at the expense of traditional
settings. Balance is key. Matching students and services is imperative.
e-textbooks and online education
MSU has online classes and decent technology support. E-books would be useful
and could work if promoted as an option.
AR has many online classes available as well
ARCC has decent system for online courses at this point but limited to no
personal device help
Developing an array of online courses to some more students
done for online courses: NA
I think online courses and D2L are the best practices
On-line classes seem to be run well
Slowly moving towards online/access to materials but not quite complete
AR has accommodated students technologically a good amount with several
online courses that are reliable
Online education. Online education hurts the feel of the campus
#3
#3
concept #3
1. The system should be designed around the needs of those who use it and the
tasks they perform, not those who designed it. 2. Easily Adaptable. 3. Focus on
operational data.
Models for developing online education
#3 and #5, Our chemistry teacher posts labs on YouTube when equipment
needed isn't possible at home
working toward best practices in online. Member working towards goals
AME classes offered vice mediated telepresence or via D2L on demand
Use the best online programs across the US
Concept #3
Theme 4: Technology On/Through Campus
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Yes! We offer: money QM TM certified courses online textbooks
Yes - except 4
OERG
515
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OERG
Establish a learning object repository for sharing e-resources. Require faculty to
take QM. Reward QM course review and approval
Not sure at SCC Msu has a Huge amount of computer labs. Also rentable
computers and specialized video editing labs. Faculty training in online
classroom instruction? STARS at msu.
#3 - FF-MLT program - hybrid a working and improving model. Hoping to
implement more options for distant students with lab and training options.
Expanding technologies and redeveloping programs to better suit all students. To
get the most education out of in class instruction.
#4#3
Need to build support administratively to incubate tech areas in distance
learning. Takes time to gain efficiency.
e-textbooks and online education
MSU has online classes and decent technology support. E-books would be useful
and could work if promoted as an option.
1. The system should be designed around the needs of those who use it and the
tasks they perform, not those who designed it. 2. Easily Adaptable. 3. Focus on
operational data.
Yes, many - too many to list. 1:1 program, tablet integration, faculty support,
Wiki, Tech support center.
Yes, device distribution to faculty is available. Same model could be used for
students
Yes - e-textbooks, multiple technology device options available
Yes. Concept #4 is defensive at WSU. I would argue that WSU could lead the
change for a 1:1 device implementation. That being said, I think we could learn
much about concept #5 from other institutions.
Yes. There is access to capabilities such as 3D printing. Funding is often
provided, and the computers are kept very up to date and secure. Safety online
and in the system with financial and academic records are made known to
students.
yes but audio books
Yes mostly, students can borrow or use schools technology devices
yes, the library offers free laptops to use for a day. There is also a free Microsoft
office students can download
Yes, they are trying to support e-texts.
Yes, my institution uses D2L which helps me be more organized with my work
and my school offers computers to rent
516
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Yes, Utilize existing online resources. Implement industry technology
No - except for iPad pilot in several areas.
No, with limited IT resources I think we would struggle implementing 2, 3, and 4
no-I'm on my own for technology. library software is up-to-date
not at all , not provided necessary programs, like Microsoft office. I have to use
OneDrive online. It doesn’t work for a biology landscape programs I need for
class
2 has the best idea - online books to help with financial strain.
Need more technology in classrooms; support for D2L; free laptops for all
Openness to new ways of doing things without adopting things just because they
are new or flashy. Need to take concerns of faculty seriously
HTC MAAC Lab
1:1 ratio (student to device) is wonderful idea, but ...how to implement? how to
support? this is a huge obstacle
Technology in each classroom has vastly improved.
Who (underlined) is going to select the device and/or software? Potential for
Monopoly by vendors?
#2 if the state provides it use the state surplus
use D2L to post grades and hold discussions and store assignment
we have some programs that require computers by students, but run into
problems during testing and cheating potential and connectivity
concept4 a winner
eBooks?
1 and 2 but not the others.
yes to some degree - see #1 and #2
Talk between the schools (without MnSCU) to share information and expertise.
IT resources available
Students need 24/7 access to technology (computer/tablet) and the support
network of college and research databases
Technology 24/7
Possibly but not to my knowledge. The technology to support flexibility is not
available. Trying to pay people, SCUPPS, is very bad, impossible at this time.
*A laptop rental program is a great idea! Century's bookstore as a model for
system-wide program.
Computer labs @ FDLTCC
GIS program. Computer labs.
Had a laptop program for nursing students for a number of years. Not sure if it
was cost effective.
OERG
517
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OERG
Proposed concept #4 and proposed concept #2
All (underlined) institutions should have access to these opportunities
E-warrior services at Winona State
e-warrior, TLT training support, Lynda
Many students do not like e-textbooks. Many like physical texts.
greater access to course. Institution provided tablet to all students
We are working on improving our campus model. The 1:1 model would be great if
we could fund it
When I taught at Minnesota west we required our students to lease laptops or
provide their own. Providing laptops is a best practice. MN West was very good at
providing methods for teaching online and over.
WSU device system
Concept #4 I like this! Great idea.
I wish we had #4!
Emerging technology is critical to SPC success
Some - we could do better expand the use of technology at our college.
Some faculty at Normandale are very committed to OERs and their input would
be valuable
A better user experience for all types of devices
SMSU has concept #4 pretty well and I enjoy all the computer lab and technology
help that is available
Tech support. Do have laptops/ipads/etc. for reduced price.
The posters are very nice/well done! More open educational res. and classes and
lower cost. Should have a video of all the new technology courses to see what they
are and learn.
1:1 is one of my favorite things about going to WSU. It takes away the anxiety felt
about technology
Book store sells/rents computers/tablets
Having all students have an ensuring computing device
Proposed concept #4
E-books are the future
E-textbooks. I think E-textbook option is a good idea and save students and
colleges money
I agree with each student having a laptop/tablet. When I started college I went
out and bought a $700.00 laptop. I use it all the time for school
knowledge of eBooks/textbooks is fair
Laptops for rent. Online resources. Computers on campus.
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Lots of lab classes in MME curriculum
Maybe do the winona model and assign students computers/ipads and give the
option to buy after 2 years or 4.
BYOD models
I like the ability of students to use their own devices
pc labs
pc labs
Renting ipads
some classes I have chose integrated e-books to save us some money. You can
rent laptops and books from the library and there is a huge resource in the
computer system
some classes use eBooks. We have access to computers regularly
The second one
the wide array of technology available on campus
There are computers to use at school but non to be used outside of RCL
We can rent ipads at the library for 3 weeks, and we can use the computers
anytime
We have already made a push to have computers available for all students and
utilize new technologies in classes.
#2
#2 and #4 need to put this on campus
Concept #2
The library
The library
The school is too small for many tech implementation to be fully utilized. If we
are given access to those that have the space and tech that would be best for
MnSCU as a whole.
There isn't consistency with cheap e-textbooks. Not all classes require the
dependency on technology the posters make it seem.
We have the technology, i.e., I-Self, but it is unused. Allow students to use
Well the use of D2L and MUSkynet aren't too bad
#4b or #2
haven't taken or seem any courses to give an answer. Other then given apples like
Microsoft 2014/13 and labs
We have a laptop program on campus
Some classes do offer eBooks
#2 - Cisco classes use ALL free, online materials
The many laptops and printers on campus
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I like having different options. students learn better with options and like to
make own decisions. Not sure about E-books would like to hear more. Students
could go to amazon to get books. Technology should be some sort of requirement
for all programs because it is future
Does expanded emergency technologies "expand" opportunities for experiment
and play or limit it?
CTC - purchasing new technology
Proposed concept #4: As a parent of a current student I prefer that the university
provide the laptop, programs, assistance with, etc. I do not mind paying the
laptop/technology fee at all!
It's not the schools responsibility to supply devices
Simulators
Support of OER will pay dividends over many years to many people
Use of simulation technology in various tech ed. programs we need to do more to
encourage and support simulations in learning.
Many of our faculty use D2L, which is consistent across campus
Do not limit individual colleges to advance and improve a type of equipment
needed
Some, but the one that is most lacking is the use of open source education
material by professors and students
Theme 5: Training and Support
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Yes! We offer: money QM TM certified courses online textbooks
Yes - except 4
Yes, many - too many to list. 1:1 program, tablet integration, faculty support,
Wiki, Tech support center.
Need more technology in classrooms; support for D2L; free laptops for all
IT resources available
Students need 24/7 access to technology (computer/tablet) and the support
network of college and research databases
Technology 24/7
Possibly but not to my knowledge. The technology to support flexibility is not
available. Trying to pay people, SCUPPS, is very bad, impossible at this time.
A better user experience for all types of devices
SMSU has concept #4 pretty well and I enjoy all the computer lab and technology
help that is available
Tech support. Do have laptops/ipads/etc. for reduced price.
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The posters are very nice/well done! More open educational res. and classes and
lower cost. Should have a video of all the new technology courses to see what they
are and learn.
having more help desk workers for students with issues. although I think a faceto face learning is better than all online
Make sure online students seeking support request for successful complete
connect.
#3 and #5, Our chemistry teacher posts labs on YouTube when equipment
needed isn't possible at home
Yes/no informing on D2L could be better. Have not taken online courses.
Yes if IT support.
yes - we have a great online learning department that offer excellent training and
support
#5 IIT program users partnership. Mushy talk. fab lab. (hard to read)
yes - we have pieces of these processes started but like everywhere we are pushed
to our limits - too little staff
Yes, but we are short staffed so we can't fulfill these competencies consistently
I think the IT here at Normandale does a pretty good job at practicing or
implementing these goals
yes it seem like support will be the most likely cause
Yes, there is. Everyone is so helpful
No. we lack adequate IT services
Not enough staff, etc. funding
NO (underlined) - our IT department is a complete mess (leadership specifically)
No. Need funding and more IT/academic support staff
No, but IT is always willing to collaborate and hear our needs as faculty.
For me e-resources are lowest priority. I think it will come with concepts #1 and
#5.
D2L support
we have some of concept #5 going with manufacturers
No. We have a committee which works to help support instructors in technology.
It is not funded well and time is not given to faculty to support these large scale
changes which will benefit the institution.
YouTube videos are one good tool
ISRS - I need more training
faculty support
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I am torn on this questions. On one hand, I don't believe that technology has
much of an effect on learning. On the other, employers expect technical expertise.
Therefore, learning the technology is important even for nontech students
The concept is good, but the application doesn't seem to take into account where
students are - lower income and homeless students may face additional
challenges.
24/7 we are here to help you use technology. Oops! The seven is down.
Downtime/not available is what we see. Do we have the infrastructure in
Minnesota?
Century has an excellent IT team but they need to be more responsive - takes too
long to get support that requires more than a help desk
I don't think we have the capability of supporting our students with the IT we
have. We need to really ramp up and support IT.
I feel we need more D2L online training. I think this will grow, I think CTS will
get involved, online is huge!
Our faculty are enthusiastic in their support of these concepts
Our IT staff are encouraging/supportive to any new use of technology.
Proposed concept #5 is my #1 - FAV
train current staff to use technology
We have great IT staff
We only recommend devices that we can assist/help in
#5 we currently do with the help of faculty and foundation.
help the students
more help
counselors
One on one help
Support through D2L would help in implementation
There are places where students can get tech help
Concept #5
Student services works
They do a decent job of introducing content.
50-50 computers are slow
I really like proposed concept #5 as we are find college grads have the degrees
necessary to get jobs but may not have the background with technology that may
be specific to their field.
Proposed Concept #5
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Instructor created manuals and tutorials that are either available for the cost of
printing or on D2L
Theme 6: Professional Development
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Yes! We offer: money QM TM certified courses online textbooks
Yes - except 4
For me e-resources are lowest priority. I think it will come with concepts #1 and
#5.
ISRS - I need more training
faculty support
1. The system should be designed around the needs of those who use it and the
tasks they perform, not those who designed it. 2. Easily Adaptable. 3. Focus on
operational data.
1 and 2 but not the others.
yes to some degree - see #1 and #2
Talk between the schools (without MnSCU) to share information and expertise.
yes, QM
Online support staff designated. Quality matters
Quality matters
Quality Matters rubric to ensure that quality online and blended courses are
being offered.
Quality Matters, but again, that's a choice of the instructor
Quality Matters.
we need quality control for online course. I do check what is happing online but
the layout of the course as a whole
Online education - Quality Matters
Quality Matters
quality matters
Quality Matters articulation
Quality Matters, mandatory "how to do" online orientations
The use of Quality Matters
working toward best practices in online education/training as well as
professional development
Models for developing online education
No, we aren't doing any of this but some staff gather to try and offer some
professional development over lunch to each other.
#1 only
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CTL is still active at our campus. How about more statewide discipline
workshops?
CTL mentoring groups. Faculty roundtables
CTL would allow for dispersion of knowledge.
We have an instructional design and curriculum specialized staff
OIT start to work with instructors and staff/student development. Increased use
of a variety of technologies to enhance learning. Push to stay in front of the
changing world of education
professional development has improved our institution
The professional development succession planning are also incorporating
technology
Concepts 1
By enhancing professional development and support for students, faculty, and
staff.
Education Technology #1
Theme 7: Other
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Not enough staff, etc. funding
I am torn on this questions. On one hand, I don't believe that technology has
much of an effect on learning. On the other, employers expect technical expertise.
Therefore, learning the technology is important even for nontech students
The concept is good, but the application doesn't seem to take into account where
students are - lower income and homeless students may face additional
challenges.
Yes. There is access to capabilities such as 3D printing. Funding is often
provided, and the computers are kept very up to date and secure. Safety online
and in the system with financial and academic records are made known to
students.
Openness to new ways of doing things without adopting things just because they
are new or flashy. Need to take concerns of faculty seriously
Does expanded emergency technologies "expand" opportunities for experiment
and play or limit it?
SCTCC is improving options for online tutoring
Options for staff to engage students and assist with student success initiatives
outside of the classroom
Yes. Showing compassion and life and understanding of what they're actually
saying
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Yes, except for faculty support
Yes, but I love how our school involves the hands on experience because that is
why I come to a tech school, technology will complicate things. If I went to a 4
year school, I'd say go for it, but we came here to get a hands on experience, not
to learn about technology
no. far from it. $30,000= in PCs were thrown out just this year QED
Honestly, the posters and glossy packets (this booklet) are a lot of money to sell a
plan with no sign of recognized graduate education or research
Kiss it = Kiss it simple silly = so as buy in from faculty and staff
It is just too much to stay on top of both!
There are people here trying to develop these but I cannot engage. My priorities
are elsewhere.
To utilize their skills fully
Education and research
Has there been thought to going to a book rental model across the system?
Many students tell me that they are hands-on learners - we need to recognize
AND embrace this principle
Partnership with industry
Technology is great but students still want face-to-face contact. Not everyone
want to fill out information on a computer. Web enhancement is great but not the
answer for everything.
We try to always provide the best and collaborate on processes
What we need is a more student-faculty friendly (underlined) environment on
our campuses and less (underlined) "business processes" which looks only
(underlined) at cost and not the overall climate for learning
We seem to do all these things, but we are at a level of "product maturity that will
stagnate without incentive or a push from someone other than those providing
the programs and devices.
Unknown
unsure
unsure
Unsure
Don't know
I'm not sure, not my area of expertise. I know we don't do #4 or #5
I'm unsure
Maybe
Maybe?
Caring about student outcomes
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525
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Common use of all practices
Consistency
Possibly?
There are some in process but some are lacking. I would say that in every concept
that has been addressed
They are helpful
This is too much I give up
Varies across departments
We try to be the best always.
Partly - in pockets potentially
To success
At a former institution the cost of books was built in to tuition - books were
purchased for students and they picked them up - the goal was convenience - I
would also note it was primarily for cohort model programs - perhaps this could
be applied to technical and grad programs
Distance MN
DOL AME Grant is helping move us in this direction.
I think our school has kind of gone in different directions. Atomic learning has
been a big asset to the school
IHCC has updated some additional $s for staff 4 year and higher degree
completion
Need to expand
On the technical side of campus, yes.
staples = emerging technology
Student and faculty help responded too quickly and helpfully
The grants we've been able to get have gotten us to be able to upgrade certain
courses and departments
The trades have great community connections/relationships where they have
retained opportunities to "enhance" technology.
Transportation area are doing work with emerging technologies
unsure
unsure
don't know
free subway helps
girls could be better looking
I do not understand.
526
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I don’t fully understand the meaning of this question
I don't understand
I have no idea
I'm not clear on this?
I'm not sure
I'm not sure
I'm not sure, everything I have attended my university for about 3 years not, but I
have no idea.
I'm not sure. Need more models or ways of getting this information (if it exists) to
the students
most likely
Mostly
Jim Poole
Kind of
high light the main parts
highlight the main points
It looks professional
Ziegler cat - did well with visuals
have a narrator
I enjoy these ideas
Desired future state.
Mostly posters, Facebook pages
Accountability
I think being able to see the courses would make life easier on the student
tell students to tell the council
All the same
more academic options
Our school would probably participate
Our website
same, but they are not terribly useful
teaching
The funding
the last poster
think about the cost
Concept based teaching, critical thinking
current learning
easy
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527
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OERG
I do believe that technology has good affects but also can be difficult for all
students to afford.
See textbook info. from earlier
standardizing
students are prepared for their careers
Students don't like paying for books because of how much they cost
studying at the lobby or the ARCC
The contraption it's on works great
The MAIN program seems to be set up for easy transferability
there are signs everywhere but how about money support, to all classes
They supply ideas to help students
hopefully they are working on daycare services in a more organized way
Credit for prior learning
CAS
Cost savings return to campus budgets.
Homegrown systems are not the best - why reinvent the wheel? Example: ISRS.
Use systems that other schools have test and worked out the bugs.
I like the idea of creating "support groups" out of all the institutions with people
that have jobs that are similar. SIG groups were created but did not really take off
in many areas
Our education system has the right demographics and learning systems
implement to support these models
Technology is important in the workforce and needed in higher education.
Bringing this into higher education can keep you up to date with technology
based industries. Can also introduce these to employers and help to expand
businesses
The information contained in the posters is far too difficult for someone outside
of the education world to completely understand too much "education speak"
We are behind the times in our technology and going forward with some of the
technology would help us integrate into the 21st century. Where our state will
need technology to be prepared for their future.
I just wish the school offered discounted Office.
?_? Not sure of what has been asked
Forcing everyone to keep up with changes if it is option, must wait. The students
suffer.
I don't know
528
Education Technology Posters
Following are all of the posters presented for Education Technology at the Gallery
Walks.
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Information
Information Technology
Systems Design Rewards
Technology
Systems Design
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Key Findings
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Many participants want to change/update/get rid of the software all together to
change ISRS and/or e-services for the better.

Participants who found barriers going from one campus to another believe they
stem from lack of consistency across MnSCU (D2L, websites and IDs differ by
campus).

Participants at the Gallery Walk wanted all MnSCU universities and colleges to
have the same or similar systems that would allow for better communication and
transfer between schools.

Participants in the Gallery Walk want better communication and collaboration
between all institutions. This will allow less confusion for both faculty/ staff who
may work at multiple institutions along with students who attend multiple
institutions.

The majority of feedback for incentivizing the implementation of business
process management (BPM) was financial or to penalize those who did not
comply. Participants also suggested explaining the benefits BPM could bring to
people on campus. However, participants suggested that the best way to get buyin for BPM is by having monetary incentives or funding behind it.
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Method
Participants were invited to contribute feedback on the Gallery Walk posters and
Information Technology System Designs Reward concepts via two methods:
Handwritten Comments: During the Gallery Walk, those in attendance were given a
book as they entered. As they viewed the posters, participants were asked to answer 16
questions, including four questions related to Information Technology System Designs
Reward in the feedback books. Participants could either turn in the books as they exited
the Gallery Walk, or to an office designated by the college or university later that week.
Participants were not required to fill out answers to every question. The prompts and
questions can be found in Appendix A.
Online Survey: Participants could also complete an online survey that included
questions about the Information Technology System Designs Reward poster.
Participants could access the survey via a link on the Charting the Future blog.
Participants who attended a Gallery Walk were also given a card containing the online
survey link when they exited the Gallery Walk. The online survey questions were the
same as those asked on the Gallery Walk posters.
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Booklet Question Themes
Information Technology System Designs Reward Question 1
“What principles would you suggest be used for guiding the adoption
of business processes?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Accountability
Change Agility
Student Needs
Improve Processes
Consistency and Stability
Business and Education Should Stay Separate
Don’t Know or Didn’t Understand
Overall %
5.3
11.6
17.1
16.8
20.8
2.0
6.1
Theme 1: Accountability
No Further explanation given on any of the answers. They either stated accountability
alone or listed it with other principles. Students mentioned accountability in their
comments more than either staff or faculty did.
Example comments:
“Accountability is key!” – Student/Staff
“Create metrics and benchmarks for accountability” - Staff
Theme 2: Change Agility (Innovation, Learning, Changing)
This theme focused on the principles of innovation, continuous learning, and adapting
to changes. Many of the responses simply stated innovation, but some were more
verbose. Comments that fell into this theme were mentioned evenly across all groups.
Example comments:
“Building a continuous learning loops so this doesn't become a one-time event.” Staff
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“Flexibility to be applied to many programs. Ability to evolve as change occurs.”
- Student
Theme 3: Student Needs
Student needs focused mostly on ensuring that any business processes added would
benefit students first and foremost. In other words, the needs of students should be
considered before any changes are made. Students made comments that fell into this
theme more than either staff or faculty.
Example comments:
“What is best for the students’ should be the first guide.” - Student
“Business processes need to support improved student service and data driven
decision making.” - Staff
Theme 4: Improve Processes (Improvements in
Openness/Communication/Collaboration/Leadership)
Comments in this theme focused on principles of improving processes. Many of the
comments were focused on improving the openness of adopting business processes, like
transparency. There were some that suggesting having good communication as well.
Staff made comments that fell into this theme more than students or faculty did.
Example comments:
“Communicate a clear path, get buy in. People seem to be more willing to accept
change when they have input.” - Staff
“Ask what is best for student community world. No bad ideas. Be open minded
to new possibilities. Is there a new unique way of accomplishing?” - Staff
“Leadership is lacking.” - Staff
Theme 5: Consistency and Sustainability
Consistency comments were focused on the consistency of communication and across
universities and colleges. If the principles are consistent, universities and colleges will
adopt them. Sustainability comments were focused on making sure that adopting
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business processes could be sustained for long periods. These comments were
commonly said in conjunction. This led to consistency and sustainability being lumped
together. Participants from universities mentioned ideas related to this more than
those from colleges did, and those from campuses in Greater Minnesota mentioned it
more than those from Metro area campuses did. Staff made comments that fell into this
theme the most, followed by faculty and finally students with far fewer comments
related to this theme.
Example comments:
“Make it the same system wide.” - Staff
“Make it so it can be easily implemented and (underline) campuses will follow
through completely.” - Faculty
“…have the system office handle for all campuses what they require system
wide.” - Staff
Theme 6: Business & Education Should Stay Separate
A few dissenters stated that business processes and educational systems should be
separated. Gallery Walk participants stated that the educational systems need to be
separate from business processes, mostly to ensure that businesses do not influence
academic integrity. Faculty made comments that fell into this theme far more than
either students or staff.
Example comments:
“This is wrong. Education doesn't equal business.” - Faculty
“None. A public college is not a business nor a company. Money should have
zero say in what happens.” - Student
Theme 7: Don’t know or Did Not Understand:
Lastly, there were a few responses that were focused simply on letting the team know
that they did not understand, did not know, or felt they did not have the expertise to
comment on what principles should be used. Students made up most of the participants
who wrote comments that fell into this theme.
Example comments:
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“Don’t understand this one. But need to get experts in the field rather than
reinvent the wheel”
“Hard to understand. I don't really understand this poster.” - Student
Information Technology System Designs Reward Question 1 by Theme for
Colleges vs. Universities
Themes
Accountability
Change Agility
Student Needs
Improve Processes
Consistency and Stability
Business and Education Should Stay Separate
Don’t Know or Didn’t Understand
College
5.3%
11.8%
18.0%
16.6%
19.8%
2.3%
7.1%
University
5.2%
11.8%
14.4%
17.0%
22.9%
1.3%
3.9%
Information Technology System Designs Reward Question 1 by Theme for
Metro Area vs. Greater Minnesota Schools
Themes
Accountability
Change Agility
Student Needs
Improve Processes
Consistency and Stability
Business and Education Should Stay Separate
Don’t Know or Didn’t Understand
Metro
5.0%
10.9%
15.9%
17.8%
15.5%
3.1%
7.8%
Greater MN
5.5%
12.5%
17.9%
15.8%
24.6%
1.2%
5.2%
Information Technology System Designs Reward Question 1 by Theme for
College or University Affiliation
Themes
Accountability
Change Agility
Student Needs
Improve Processes
Consistency and Stability
Business and Education Should Stay
Separate
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Student
Staff
Faculty
7.8%
11.9%
22.5%
14.8%
12.3%
0.8%
3.3%
13.4%
12.4%
22.0%
30.6%
0.5%
3.8%
13.8%
11.3%
15.0%
20.0%
11.3%
Community
Member
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
546
Don’t Know or Didn’t Understand
8.6%
2.9%
3.8%
0.0%
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Information Technology System Designs Reward Question 2
“What incentives should be used to encourage campuses to implement
BPM?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Financial Aspects (Rewards/ROI/Penalties)
Benefits/Effectiveness of BPM
Best Practices
Buy-In
Consistency/Require Compliance
Benefits for Students, Faculty and Staff
Don’t Know/No Incentive Needed
Overall %
29.9
14.4
2.1
7.7
8.1
11.3
6.9
Theme 1: Financial Aspects (Rewards/ROI/Penalties)
This theme suggested that financial aspects were the only incentives that would
encourage implementation. They focused on financial rewards for individuals or
programs, looking at return on investment (ROI), or giving penalties for those that do
not comply. Many individuals simply said money or financials. However, there were a
few more verbose comments. Participants from universities made comments that fell
into this category more than those from colleges did, as did those from Greater
Minnesota campuses compared to participants from Metro area campuses. Staff made
up most of the participants for this comment, and faculty the fewest.
Example comments:
“A penalty for non-compliance.” - Staff
“Again, with little context I don't feel I can give good feedback. I'm guessing that
incentives will have to be monetary though because that's what every campus
needs.” - Staff
“Explain the positives to change, I don’t think incentives will work unless it’s
funding.” - Staff
OERG
548
Theme 2: Benefits/Effectiveness of BPM
Another theme focused mainly on communicating the benefits and/or effectiveness of
BPM. Showing campuses that BPM will be beneficial by explaining positive changes of
implementation is the main message. Participants whose comments fell into this theme
were from colleges more than universities.
Example comments:
“All you need to do is provide concrete, specific examples of why BPM will help
and campuses will WANT to participate. This needs to happen at the ground
level to get grassroots support for the changes.” - Staff
“Educate the people about it.” - Staff
“Informing them of all of the positive things they get out of it like less frustration
and improving work morale.” - Student
Theme 3: Best Practices
Best practices comes in by using what others have already shown to be effective.
Following predefined rules that we know work. Participants who made comments that
fell into this theme were evenly dispersed across groups.
Example comments:
“Base the allocation on best practices and following the rules.” - Staff
“By involving other colleges and universities to identify common business
practices, high level requirements, and solutions for implementation.” - Student
Theme 4: Buy-In Through Information/Training
The fourth theme was to create buy-in by providing information in a training module,
increasing leadership involvement and providing information to staff, faculty, and
leaders such that they feel that BPM will be useful. Staff mentioned gaining buy-in more
than both faculty and students.
Example comments:
“Buy in from faculty and start to be part of decisions. TRUST – predictability” Faculty
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549
“Talk about the bright spots - the wins - early in. Use numbers to feel the story.
Your institution will save X, Y, and/or Z. Make it real for them. Provide training
and documentation. Make it easy to do everything the same on all campuses.” Staff
Theme 5: Consistency/Require Compliance
One theme focused simply on having consistency and requiring compliance. Rather than
incentivizing universities and colleges to implement BPM, simply tell them they have to
do it. MnSCU is a governing system that should be able to mandate certain programs.
Staff made more comments that fell into this theme than either students or faculty, with
students making the least.
Example comments:
“This is essential. Incentives? How about simply expecting the use of common
business processes.” - Staff
“We should act like a system and shouldn't need incentives.” - Staff
Theme 6: Benefits for Students, Faculty, & Staff
This theme was identified from suggestions to show how BPM can benefit students,
faculty and staff. Students made comments that fell into this theme more than faculty
did, and staff made the least amount of comments that fell into this theme.
Example comments:
“Additional educational opportunities for staff and a stronger community all
together!” – Community Member
“Efficiency/accuracy, better serving for students.” - Staff
“Increase efficiency and better service to students, staff, and faculty.” - Staff
Theme 7: Don’t Know/No Incentive Needed
Again, there was a theme of individuals who simply felt they could not, or should not,
contribute. The comments were simply that they felt they could not accurately give
OERG
550
suggestions as they do not have the required knowledge, or were confused by the
posters. Faculty made comments that fell into this theme more than students.
Example comments:
“Still not sure what this one entails - need more explanation” – Staff
“I have no idea. I barely understood this.”
Information Technology System Designs Reward Question 2 by Theme for
Colleges vs. Universities
Themes
Financial Aspects (Rewards/ROI/Penalties)
Benefits/Effectiveness of BPM
Best Practices
Buy-In
Consistency/Require Compliance
Benefits for Students, Faculty and Staff
Don’t Know/No Incentive Needed
College
27.6%
16.5%
2.4%
7.3%
7.8%
11.9%
6.5
University
33.1%
7.9%
1.6%
9.4%
7.1%
11.8%
7.1%
Information Technology System Designs Reward Question 2 by Theme for
Metro Area vs. Greater Minnesota Schools
Themes
Financial Aspects (Rewards/ROI/Penalties)
Benefits/Effectiveness of BPM
Best Practices
Buy-In
Consistency/Require Compliance
Benefits for Students, Faculty and Staff
Don’t Know/No Incentive Needed
Metro
25.5%
13.6%
1.4%
7.7%
5.9%
14.1%
5.9%
Greater MN
31.9%
14.9%
2.8%
7.8%
8.9%
9.9%
7.8%
Information Technology System Designs Reward Question 2 by Theme for
College or University Affiliation
Themes
Financial Aspects
(Rewards/ROI/Penalties)
Benefits/Effectiveness of BPM
Best Practices
Student
Staff
Faculty
26.6%
35.3%
22.9%
Community
Member
100.0%
13.6%
2.6%
16.8%
1.6%
12.5%
2.1%
0.0%
0.0%
OERG
551
Buy-In
Consistency/Require Compliance
Benefits for Students, Faculty and
Staff
Don’t Know/No Incentive Needed
OERG
4.7%
2.6%
15.0%
10.0%
14.7%
6.3%
6.3%
8.3%
12.5%
0.0%
0.0%
0.0%
8.6%
4.7%
8.3%
0.0%
552
Information Technology System Designs Reward Question 3
“What business processes are working well or not working well on
your campus?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Technology
Cost
Campus System/Classes
Good
Communication
Other
Overall %
31.6
7.2
25.9
10.3
13.7
18.0
Theme 1: Technology
Many people at the Gallery Walk made comments on how technologies at the school are
either working well or not well. Many had comments on StarID (good or bad). They also
have issues with the institution’s website saying that is somewhat difficult to navigate.
There were also several issues with automated processes such as registration and other
administration functions that could help with more seamless and organized processes.
Comments that fell into this theme were made by participants from universities more
than those from colleges, and by participants from campuses in Greater Minnesota more
than the Metro area. Staff made comments under this theme more than students or
faculty.
Example comments:
“With the new website...there are some bugs. I like the layout better than the old,
but maybe have links to purchase textbooks (base of access)” - Student
“More automated processes needed. Need seamless registration and transfer.”
Theme 2: Cost
Processes people at the Gallery Walk thought were not working well were processes
related to cost. The process that was mentioned the most was purchasing and how
complex it is. Another complaint is cost related to schooling. These include financial aid
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553
and FAFSA processes, prices of books, and tuition in general. Students made comments
that fell into this theme more than staff or faculty did.
Example comments:
“Financial aid has both pros and cons. The software update response time to the
registration changes. Interns manual process. Individual has needs by
students.” - Staff
“Our purchasing is a pain compared to other campuses in MnSCU” - Staff
Theme 3: Campus System and Classes
This theme focuses on comments that discussed some campus systems that do not work
well along with issues in the class format. One of the largest issues mentioned in this
theme was the hiring process. It is considered slow and needs improving. They also
stated that the hiring process hinders attracting good talent to work at the campuses.
Another issue people have were the classes. This discussed how some people feel that
the teaching style of classes is not ideal. They also mentioned how credits are not being
transferred as seamlessly as they would hope. Comments that fell into this theme were
made by participants from Greater Minnesota campuses more than from Metro area
campuses, and were made by students the least amount.
Example comments:
“Not all credits transfer easily to other universities.” - Students
“Have hiring practices that are TRANSPARENT. EVEN at the admin level.
President should not be able to let people go that are Admin without higher ups
signing of on it.” - Staff
Theme 4: Good
This theme focused on all the good processes people mentioned. They usually had a
corresponding theme such as technology or classes. Some of the most common themes
include how people really like the online classes and D2L. More topics include processes
like advising and registration that people believe are working well or they believe that in
general the campus is working well. Metro area participants mentioned the good more
than those from Greater Minnesota campuses, and students mentioned the good far
more than staff or faculty did.
OERG
554
Example comments:
“I love the online courses here. They are very user friendly. I have failed courses
at another college because their online courses were difficult to navigate and
slow.” - Student
“Searching for basic information on the college website is very easy and self
explanatory. Very user friendly.” - Community Member
Theme 5: Communication
Another topic or theme participants mentioned that was not working well in MnSCU
campuses is communication. This was especially so for communicating with students on
advising and student success. Not only did people feel that communication should be
improved on campuses but also between all campuses in the MnSCU system.
Comments that fell into this theme were made fairly equally across all groups.
Example comments:
“Helping students who are at risk of academic suspension by emailing them
what they need to do to get rid of it.” - Student
“Intercampus communication” - Student
Theme 6: Other
This theme includes all the comments from participants who did not know what needed
to be fixed. This theme also included general comments from participants who believe
the whole system needs to be replaced. There were also comments on how the
participants feel they do not have the necessary information or the leadership they need
to succeed.
Example comments:
“Leadership is not in tune with the faculty/staff issues”
“A few key people make a big difference for the most part it’s incredibly
confusing and cumbersome.”
OERG
555
Information Technology System Designs Reward Question 3 by Theme for
Colleges vs. Universities
Themes
Technology
Cost
Campus System/Classes
Good
Communication
Other
College
30.9%
6.7%
25.7%
10.6%
13.9%
19.3%
University
35.0%
8.0%
27.0%
8.8%
12.4%
13.1%
Information Technology System Designs Reward Question 3 by Theme for
Metro Area vs. Greater Minnesota Schools
Themes
Technology
Cost
Campus System/Classes
Good
Communication
Other
Metro
28.0%
6.9%
23.7%
12.5%
13.4%
22.4%
Greater MN
35.0%
7.1%
27.8%
8.4%
13.6%
14.2%
Information Technology System Designs Reward Question 3 by Theme for
College or University Affiliation
Themes
Technology
Cost
Campus System/Classes
Good
Communication
Other
OERG
Student
Staff
Faculty
26.0%
8.8%
19.4%
16.7%
13.2%
23.3%
39.1%
6.6%
31.0%
5.1%
13.7%
11.2%
30.3%
4.5%
34.8%
3.0%
13.6%
16.7%
Community
Member
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
556
Information Technology System Designs Reward Question 4
“What changes would you make in ISRS or e-services?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
Usability of Technology
Update
Security
Cost
Good
Transfer
Other
Overall %
34.0%
38.2%
1.8%
1.6%
12.2%
13.2%
5.9%
Theme 1: Usability of Technology
Theme 1 has to do with the usability of the technology with ISRS and e-services. The
participants who attended the Gallery Walks had issues with some of the software and
asked it to become more user friendly, more flexible, or to provide more training on it.
This theme was mentioned more by participants from colleges rather than universities
and by participants from Greater Minnesota campuses more than those from Metro area
campuses. Staff made comments that fell into this theme most, then faculty and finally
students mentioned it far less than either group.
User friendly: One of the largest complaints about the software is how it is not
intuitive and could be more user friendly. Finding basic information on the website
along with just being less complex and easier to use all around was mentioned. They
also want to be able to access information from other campuses and other systems.
Example comments:
“Less complex. Easier to use and understand” - Staff
“Finding basic information on college website” - Student
Flexibility: Another subtheme is the flexibility of the software and having it be more
compatible with other campuses. This is along the lines of user friendliness but more
specific towards how to make it better.
Example comments:
OERG
557
“ISRS - have more flexibility on creating track letters for financial aid, eservices - improve on customizing features base on campus needs” - Staff
“Make it more user-friendly. Easier to access information from other MnSCU
campuses” - Staff
Training: This subtheme has to do with not changing the software but instead work on
having people understand the software better. The people who attended the Gallery
Walks felt that with some training, the software would work better and would be more
user friendly.
Example comments:
“Training completed via D2L at the campus/institution recorded /reported for
all. Believe this is the case. Have not experienced much difficulty w/ the systemnow that StarID has been implemented.” - Faculty
“Employee training where applicable. Let people know what this is, many
don't!” - Staff
Theme 2: Update or Scrapping ISRS
The majority of people at the Gallery Walk felt that the software, especially ISRS, needs
updating. Some wanted to find ways to make it more updated and flexible and others
feel a whole different system should be implemented. Some also believe that outside
programmers would be useful in fixing some of the issues. Some issues dealt with the
prerequisites for classes in e-services. Some students have issues with signing up for
classes because of this. Participants who made comments that fell into this theme were
more often from colleges, and campuses in Greater Minnesota and staff made comments
that fell into this theme more than either faculty or staff. Another large majority of
opinions would like to remove the software completely for several different reasons
ranging from being old/outdated to inefficient and needs to have a new system.
Example comments:
“ISRS is incredibly outdated. An updated system like CampusView has excellent
record keeping functions that allow for consistent and continuous
communication on student issues across all departments. Notes may be taken
on students that departments may review before meeting with students. This
ensures consistency in communications.” - Staff
OERG
558
“Anything related to registration and prerequisites is a mess. Let's fix that.” Faculty
“ISRS does not seem to be able to sustain the growth of the process-changes and
data needs. Time for a new system.” - Staff
Theme 3: Security
This theme focuses on the issues participants have with security. Some participants feel
that their information is not safe in these systems. They want to find similar ways to
access their information in the system for example only having one login for all the
systems. Faculty made the most comments of any group that fell into this category.
Example comments:
“Make single login across all services – campuses” - Faculty
“Single log-in including to swift systems. User id tied to name. People soft.”
Theme 4: Cost
Another issue about the software participants brought up was the cost of installing
another software similar to ISRS and e-services. The general consensus was to replace
or update/ reengineer another system, however there was an issue with how it would
impact everyone financially. Participants from universities mentioned this more than
those from colleges did, and staff mentioned it the least.
Example Comments:
“Not sure. Sounds like an expensive change to make to replace or re-engineer
this.” - Faculty
“The cost is absurd. I feel like whichever vice-chancellors and hundreds of
MnSCU employee then already are can do this, without the price tag.” - Student
Theme 5: Good, or No Changes
This theme has comments about how people feel the systems (e-service and ISRS) are
good and do not need any changes. Some state that they really like the StarID system
along with finding the systems simple and easily navigated. Participants from
universities made comments that they are good with how things are, or mentioned the
OERG
559
good more than those from colleges, and students made comments under this theme far
more than staff or faculty.
“E-services is easy to use, don't make it more complicated than it needs to be.” Student
“I love the StarID system.” - Staff
Theme 6: Campus to Campus/Transfer
In this theme, the people who attended the Gallery Walk wanted to connect all the
campuses (college and universities). They also wanted to open up communication
between all the colleges and universities to allow for better transfers. Being on one
platform would help facilitate communication and create a more cohesive education
system with similar to same numbers for courses. Faculty made comments that fell into
this theme more than either students or staff.
Example comments:
“A single, easy to use record system makes all campuses linked and using the
same stuff to make student decisions.” - Faculty
“Distinctive ISRS and Vic. Use a standard platform and apply it across the
MnSCU system” - Staff
Theme 7: Other
This theme was for a variety of comments. Most were comments on how they do not use
either system regularly to make a significant recommendation on them. Other
comments suggest allowing for more help for more employees or integrating the
systems into an app for mobile devices, or even suggesting more use by teachers.
Example comments:
“Have more instructors utilize it so students can have more up to date
information regarding their grades. If need be, hire people to assist with data
entry” - Student
“Maybe an easier way to contact other students when help is needed” - Student
OERG
560
Information Technology System Designs Reward Question 4 by Theme for
Colleges vs. Universities
Themes
User Friendly
Update
Security
Cost
Good
Transfer
Other
College
35.0%
38.5%
1.9%
0.6%
12.1%
6.2%
12.1%
University
29.4%
36.5%
1.7%
3.3%
15.0%
6.1%
14.4%
Information Technology System Designs Reward Question 4 by Theme for
Metro Area vs. Greater Minnesota Schools
Themes
User Friendly
Update
Security
Cost
Good
Transfer
Other
Metro
29.9%
34.4%
2.7%
1.0%
14.1%
6.5%
15.8%
Greater MN
36.2%
40.6%
1.2%
1.5%
11.9%
6.0%
10.4%
Information Technology System Designs Reward Question 4 by Theme for
College or University Affiliation
Themes
User Friendly
Update
Security
Cost
Good
Transfer
Other
Student
Staff
Faculty
24.5%
26.6%
1.7%
2.6%
28.8%
3.9%
15.9%
41.9%
46.3%
1.0%
0.3%
3.5%
5.1%
10.2%
36.3%
35.2%
4.4%
2.2%
4.4%
9.9%
14.3%
Community
Member
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
OERG
561
Information Technology System Designs Reward Question 5
“What barriers have you encountered on your campus or when going
from campus to campus?”
The following is a summary of the comments written in the feedback books at the
Gallery Walks and the themes evident in these comments.
Theme
None
StarID, Common login/email
Wi-Fi on Campus
Transfer of Information
Software, D2L, Systems and Physical
Other
Overall %
3.1
17.5
1.3
13.8
13.1
96.3
Theme 1: None
The first theme regarding barriers is a response of “none”, indicating respondents have
experienced no barriers on individual campuses or when going from one campus to
another. This is a positive indicator that previous solutions were implemented and are
meeting the needs of users. Overall, the StarID system seems to have met the need for
one login and eliminated previous barriers of multiple usernames. Students and faculty
left comments related to this theme more than staff and participants from colleges and
Metro area campuses more than participants from their counterparts.
Example comments:
“Huge improvement in the time I've been here. Going from half a dozen
usernames & passwords to a single StarID.” – Faculty
“I had a very good experience on this campus” - Student
Theme 2: StarID, Common Login/Email
While StarID is seen as a benefit to some, many others experience barriers related to
multiple identification numbers and StarIDs, multiple logins and email addresses across
campuses. StarID does not seem to be universal across MnSCU campuses which is a
OERG
562
concern when students are taking classes at multiple campuses. Participants would like
a common login or email, which is a concern recognized by students and staff alike. It
seems all groups have concerns related to multiple logins; however, students experience
it more when transferring between multiple campuses; whereas faculty and staff
experience it amongst the internal IT systems. Participants from campuses in Greater
Minnesota made comments related to this theme more than those from Metro area
campuses, and students were the least concerned with this issue.
Example comments:
“I think this is a great idea! I have seen confusion in which ID to use due to
having a student ID and a StarID. For students who go to multiple campuses,
having 1 ID card would be great. Keeping the same email would also help to
simplify things.” - Student
“Multiple email addresses. Campuses define a ‘current student’ on their campus
differently” - Staff
Theme 3: Wi-Fi on campus
Access to wireless internet is a recurring theme for students and staff at Metro
campuses. Many report connection issues for both laptops and cell phones in that they
are unable to connect or it takes a significant amount of time to connect. Overall, while
this is a small theme, it seems to be a consistent barrier for both students and faculty at
select campuses and is affecting their ability to get work and schoolwork completed.
Comments under this theme were made more often by participants from Greater
Minnesota campuses than those in the Metro area, and were mentioned the least
amount by faculty.
Example comments:
“W-Fi sucks. Want extended computer lab hours to finish homework.” - Student
“Electronic access is difficult going from campus to campus. I find ways to make
it work but frequently difficult.” - Staff
Theme 4: Transfer of Information from Campus to Campus
Although MnSCU is viewed as one system, a recurring theme of issues transferring
information between campuses continued to reappear. D2L does not seem to be
consistent across campuses, so if students are taking classes at multiple campuses, they
have to use multiple D2L logins. Additionally, when students want to take classes at
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563
different campuses, they have difficulty finding information to understand the process
at each campus. In addition, both Metro area and Greater Minnesota campuses as well
as both universities and colleges reported similar issues with regard to credits
transferring. For faculty and staff, it seems the process of transferring information
amongst campuses or when they teach across multiple campuses is when issues occur.
This statement underlines the issue that differences in each campus’ enrollment and
financial aid processes create barriers for students, staff and faculty. Another barrier
that is repeatedly mentioned is that the setup of each campus’ website varies immensely
and what should be internal systems do not seem to work or talk to each other. Overall,
working across campuses whether it’s taking or teaching classes seems to be a common
barrier for students, staff, and faculty, although staff mention it the most.
Example comments:
“The key thing is differences between student constituencies. Two year
campuses and community colleges serve different students than traditional 4year campuses and Metropolitan schools serve different students than in other
areas.” – Staff
“Knowing where to go for transferring or for curriculum plans.” - Student
Theme 5: Software, D2L, Systems, & Physical
The last theme focuses on barriers related to MnSCU internal systems such as D2L as
well as physical barriers on campus. Availability of parking on campus as well as bus
schedules coinciding with class times were common concerns voiced by students.
Students at Metro campuses complained that online courses were not easy to take and
only offered once. Some suggest that using keys or adding a swipe ID option would be
helpful for increasing security and yet providing ease of access to restricted areas on
campus. Currently, physical access to some buildings is limited and there does not seem
to be consistency. Finally, students, staff, and faculty all voiced concerns about D2L and
the need to remember multiple logins and passwords, especially when taking classes on
multiple campuses.
Example comments:
“Our campus has no electronic ID system. It’s impossible to know who is an
employee and who is a student; not secure”. – Faculty
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564
“Shared services in order to get access to different systems at multiple
campuses. It often took weeks (underlined) before access was granted. There
needs to be some direction to speed this up” - Staff
Theme 6: Other
Several additional themes emerged that did not fit into other categories. One key theme
focuses on the lack of camaraderie between campuses. Some feel that those from
campuses in Greater Minnesota feel they are left out or discouraged from participating
because they are not part of the “main” campus. Overall it seems there is some tension
between campuses and the feeling of unity amongst various campuses as one system is
lacking. Other concerns include lack of faculty support regarding new technology, and
the difficulty and amount of paperwork. Both staff and students mention a lack of
communication, shared information, and universal network amongst people and
campuses.
Example comments:
“General rivalry between schools, promote MnSCU camaraderie (i.e., [Greater
MN University] vs. [Greater MN University] rivals makes cross cultural
understanding poor). We should feel like we can go to an institute for a semester
for a class, come back to our home and take classes at any school so we can
experience many areas and learn from and part of MnSCU not just our home
institute (i.e., eco league private school system).” - Student
“Different cultures and I'm not talking about nationality or ethnicity.
Unfriendly.” - Staff
Information Technology System Designs Reward Question 5 by Theme for
Colleges vs. Universities
Themes
None
StarID, Common login/email
Wi-Fi on Campus
Transfer of Information
Software, D2L, Systems and Physical
Other
College
3.6%
16.4%
1.8%
15.5%
14.5%
97.3%
University
2.2%
17.4%
0.0%
6.5%
8.7%
97.8%
OERG
565
Information Technology System Designs Reward Question 5 by Theme for
Metro Area vs. Greater Minnesota Schools
Themes
None
StarID, Common login/email
Wi-Fi on Campus
Transfer of Information
Software, D2L, Systems and Physical
Other
Metro
1.8%
12.3%
0.0%
12.3%
15.8%
100.0%
Greater MN
4.0%
19.2%
2.0%
13.1%
11.1%
96.0%
Information Technology System Designs Reward Question 5 by Theme for
College or University Affiliation
Themes
None
StarID, Common login/email
Wi-Fi on Campus
Transfer of Information
Software, D2L, Systems and Physical
Other
OERG
Student
Staff
Faculty
3.2%
12.9%
1.6%
8.1%
14.5%
96.8%
2.0%
14.0%
0.0%
18.0%
14.0%
98.0%
9.1%
18.2%
0.0%
18.2%
13.6%
100.0%
Community
Member
0.0%
100.0%
0.0%
33.3%
33.3%
33.3%
566
Information Technology Systems Design Poster
Comments
The comments were transcribed to the best of the OERG and MnSCU’s ability. To keep
the integrity of the comments, they were not edited or modified.
Question 1: What principles would you suggest be used for
guiding the adoption of business processes?
Theme 1: Accountability
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Accountability
accountability
Accountability
Accountability
Accountability - obscure. Innovation - ease - we all have jobs to do rather than
focus on business process - time consuming
accountability - overlapping need between all unions, employees and faculty and
administration
Accountability and Innovation
Accountability and sustainability. focus is student experience so how to improve
that campus base state.
Accountability balance sustainability
Accountability is key!
Accountability is sustainability
Accountability system wide - Top to bottom. Sustainability - we cannot be a flash
in the pan.
Accountability, balance
Accountability, balance, sustainability and innovation
Accountability, balance, sustainability, creativity/innovation
Accountability, Balance, Sustainability, Innovation, Reliability: to know that
things are getting done on time
accountability, balance, sustainability, innovation
accountability, innovation
Accountability. Balance.
Affordability, Accountability, Transparency, ease of use
Balance, accountability, and sustainability
balance, accountability, innovation
OERG
567
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balance, accountability, sustainability, innovation
be accountable, honest and proactive
common cons should play apart, accountability to watch other
Create metrics and benchmarks for accountability
I think balance and accountability are very important.
I would suggest the accountability because I take like that area was the most fair
Innovation, accountability
mainly accountability and sustainability
Sustainability, accountability, innovation
Know what's going on
Theme 2: Change Ability
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OERG
Accountability - obscure. Innovation - ease - we all have jobs to do rather than
focus on business process - time consuming
Accountability and Innovation
Accountability, balance, sustainability and innovation
Accountability, balance, sustainability, creativity/innovation
Accountability, Balance, Sustainability, Innovation, Reliability: to know that
things are getting done on time
accountability, balance, sustainability, innovation
accountability, innovation
balance, accountability, innovation
balance, accountability, sustainability, innovation
Innovation, accountability
Sustainability, accountability, innovation
Adaptability. ease of use and maintenance.
agile development. building a continuous learning loops so this doesn't become a
one-time event
Always improving
Balance and innovation. Will be the challenge to manage but critically important
balance innovative
balance, innovation
balance, innovation
balance, innovation
Current proposed principles are good. Also: reversibility/sharability - allows
adoption/development of tech that can be shared or re implemented at many
campuses or system wide
568
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Efficiency - time is money. Reduce redundancy. Paperless.
Efficiency is important, but need to leave room for unique needs
Flexibility for member institutions
Flexibility to be applied to many programs. Ability to evolve as change occurs.
Flexible, current business processes are extremely inflexible
Have an outreach coordinator on academic side. Due to budget constraints, cuts
are done to that eventually hurt the college as a whole. Efficiency is diminished.
I like the idea of streamlining the process and cutting down in overhead
innovation
Innovation
Innovation
innovation
Innovation
Innovation
Innovation - MnSCU must allow colleges flexibility in implementing innovative
IT system designs
innovation and balance
Innovation sustainability
Innovation sustainability
Innovation, decision-making
Innovation, which is new ideas approaches and technologies are necessary for the
guide.
innovations
Input from key front line staff
instructions
Integration
It is very difficult to get complex organizations with varied goals to agree to one
consistent set of business processes. This is due to three primary reasons: (a)
differences in the populations (customers) served and the place of the
organization in that market, (b) a desire to seek competitive advantage over
competing organizations, leading to innovation in approach and (c) personal
experience and skills of the people involved. While training and force of will can
be used to overcome differences based on personal experience/skillset, the other
two factors require some flexibility in approach. / / I would suggest two basic
models: one for two-year campuses dealing with large amounts of non-degree
seeking students and adult learners, and a second model positioned around 4year campuses with primarily degree-seeking constituencies. Changes in
business practices and customization priorities should be based on approvals by
OERG
569
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OERG
standing committees with representation across the institutions within MnSCU.
At least once a year, there should be a "user's group" conference where attendees
propose and vote on changes. The entity maintaining the student information
system should be responsible for making sure the top 3 vote getters get
implemented before the next conference.
Keep it up-to-date
Learn and then implement
Learning
Lower the cost while improving quality.
Make sure processes save employees and students time. We need to be able to
react quicker.
Match technology to needs of functional. Let need drive system
selection/development instead of making square solution fit round problem.
Maximize data-driven decision making
money, ease of use, ability to integrate with other systems
Need innovation
Recognize that there are many different business processes and that ISRS can't
accommodate all. Be flexible to departmental needs.
Recognize there is a difference between small and large institutions
shaving resources/experts
smart people
Speed things up, move quicker and make decisions quickly
Staff training! Not knowing how to use a program is worse than not having it
Sustainability and innovation
Sustainability and innovation
Technology and the vast impact it has on the upcoming future. The emphasis.
Technology should be implemented and tested for educational quality
The principle of ongoing review for efficacy - technology changes fast and useful.
They should be common but flexible.
They should be guiding principles with an ability to flex if needed and agreed
upon
Train faculty and staff
Training
training - extensive
training, acceptance of a common union, statewide "campus" teams
Ease of use. Reduce redundancy.
570
Theme 3: Student Needs
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Staff training! Not knowing how to use a program is worse than not having it
Train faculty and staff
"What is best for the students" should be the first guide
#1 student experience - does it work for/make sense to students. No single
system can be everything for everybody. Focus on making the best solutions work
together rather than build it all ourselves
A lecture with students
A more wide range of opportunities
A. can be implemented system wide, B. funded system wide, C. Linkage to
outcomes and measured for legislative outcomes
Accessibility/usability
benefit of students, faculty, staff and beyond
benefit to students
benefit to students
benefits to students, faculty, staff and beyond
benefits to students, faculty, staff and beyond students have technology
Best for the student experience
Business processes need to support improved student service and data driven
decision making
Campus academics, student life
continue to make uniform and easy for students to access. keep this area as one to
consolidate as much as possible
Cost, scalability, user friendliness
Ease of use. Less about getting in the way. If we have a budget, let us use it. Stop
being the "budget police".
Ease, effectiveness and reduction of expense
easy access
Easy management for unconventional students
End user needs
Enhance professional development and support for students
Ethical. What is best for students, the workforce and the state of MN
First do what is best for students, not what's convenient or desirable for faculty
Focus on student employment post grad. Also make the processes transparent
and require faculty input
focus on students need. incentives collaboration
Focus on the current processes maturity and advancement. There is a lot of room
for improvement.
OERG
571
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OERG
Focused on overall student experience
Focusing on overall student experiences. Students are the future.
Gains in service to students must be driving force
giving everyone the opportunity to learn about business
Greater emphasis on student experience.
Hands on - one on one
Hands on learning
Have information more available in written form.
Having all state agencies work together to provide students with all the resources
available - instead of the student having to search for them
Having classes available to people who need extra attention with understanding
the concepts and how it benefits to them.
Having higher expectations for all students and teachers
help the students
Help with finding jobs
Hold open informational forums. Get employee buy-in " " ideas
I agree with the first proposal the most. Increasing the relationship between
people, processes, and technology would greatly benefit students
I just came for the cookies, but increase the availability for students to gain
credits through relative work experience
I love your desired future state. Increase information to students/staff
I think giving more information is good idea
I think students' voices should be heard
I would suggest until you start with the current student experiences you will not
accomplish your goals
Improved student, faculty and staff satisfaction
Includes the people that work directly with the processes.
Increase student completion rates
increased access to information for students faculty and staff
Increased help and access to information
Info-technology changes may be needed, but each campus also needs to maintain
a physical presence and identity. Students need to be able to have a personal
relationship
Keep in mind the human side of change; celebrate steps forward
letting the guidelines be known so show/tell steps A,B,C, so students can visualize
where they going and how they got there
572
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Listen to the needs of user groups
Loans, school should explain how it work clearly to students
Make sure everyone has time for it
Making sure the students are kept in the loop and fully understand the progress
in the proves
More input from students and using grades as a help to get you into certain
programs not just testing.
Needs to be MnSCU initiated with campus. Students need to help campuses
understand their needs.
needs to include user groups, but also needs to include admin who can look at
processors more broadly
Openness and inclusion to broaden access
Payment to be made ASAP to student
people
promotion of classes, clubs/honor societies on campus so students can be
exposed to business opportunities
Provide data to show inefficiencies vs. efficiencies
raise awareness, be honest and start true to your word
See what is most desired
Simplicity
Skills easy to use support for the user
Student centered (underlined)
Student experience.
Student focus
Student focused. Locally developed (under system principles) Get rid of the
bureaucracy
student/staff input
students and their use of the processes needs to be considered. faculty, staff, and
admin use of the process should be easy and clear.
students are able to understand one system.
students first. Logical for all parties involved
Talk about it more
That all campuses have equality. Meaning that campuses students have access to
same business offices even on a smaller scale.
That it be more directed to those who wants it.
the available information for students. The simple set of pathways that is listed.
the principle I suggest to be use for guiding the adoption of business process is
the relationship of people and process
OERG
573
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The principle of an easy to access yet efficient way to benefit the academic
process.
The principle should be "what is best for the students"
The relationship between people
The system should be designed around the needs of those who use it and the
tasks they perform, not those who designed it. 2. early adaptable. 3. focus on
operational/data
There are no IFO members on the team. Treat employees with more respect.
to help acquire leadership shill working under pressure and skills for future world
To improve the existing system to help student, staff, faculty and employer
Try hard to let students know but understand not all students are going to listen
Trying to get people involved
user experience! students, staff, faculty
User friendliness student centered
User friendly, access and usability, cross functionality to all institutions
User-focused, Standard but adaptable
What's best for the student should trump our desire to keep things simple or low
cost
Why business model language? Aren't we about supporting what students need?
Be more student friendly
Treat slowly, some miss marks
Theme 4: Improve Processes
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OERG
Focus on student employment post grad. Also make the processes transparent
and require faculty input
Openness and inclusion to broaden access
the principle I suggest to be use for guiding the adoption of business process is
the relationship of people and process
to help acquire leadership shill working under pressure and skills for future world
It is very difficult to get complex organizations with varied goals to agree to one
consistent set of business processes. This is due to three primary reasons: (a)
differences in the populations (customers) served and the place of the
organization in that market, (b) a desire to seek competitive advantage over
competing organizations, leading to innovation in approach and (c) personal
experience and skills of the people involved. While training and force of will can
be used to overcome differences based on personal experience/skillset, the other
two factors require some flexibility in approach. / / I would suggest two basic
574
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models: one for two-year campuses dealing with large amounts of non-degree
seeking students and adult learners, and a second model positioned around 4year campuses with primarily degree-seeking constituencies. Changes in
business practices and customization priorities should be based on approvals by
standing committees with representation across the institutions within MnSCU.
At least once a year, there should be a "user's group" conference where attendees
propose and vote on changes. The entity maintaining the student information
system should be responsible for making sure the top 3 vote getters get
implemented before the next conference.
Accountability, balance
Affordability, Accountability, Transparency, ease of use
be accountable, honest and proactive
? Make sure every (underlined) students understand the limited out of state did
avail ^ how long they will be paying.
1 proposed concept . the relationship between people processes and technology in
higher education
Add more business owners to an advisory board
Ask what is best for student community world. No bad ideas. Be open minded to
new possibilities. Is there a new unique way of accomplishing?
Asking the students and other people what they want. Agree on principles
Automated for ease of use that incorporates all the "rules" for each process. Same
practices system wide.
be able to work with each idea, be open rather then being biased
Be completely transparent
Be sure to find good members for IT system design
Be sure to use good communication
Best practices of some institutions. Sustainability - how can we keep up
financially?
Better communication between students, faculty, + staff.
building a team
building a team
Business processes should not serve as obstacles to students.
Business processes should support campuses and students
Centralize purchasing
Collaboration, experts from 2 and 4 year institutions
collaboration, sharing
Common principles implies that at some point all system users will be forced into
a single operating system. However different areas of research require industry
OERG
575
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OERG
standards of either Microsoft, Apple, or Linux-based platforms. Will there be
flexibility to use the appropriate took for each area?
Communicate a clear path, get buy in. People seem to be more willing to accept
change when they have input.
Communication and collaboration
Cost effective and feedback from end users
Costs affecting student fees
cost-time ratio
Do it one step at a time
Do things on a business model.
Don't send staff out of country on trips that the university cannot afford. Instead
of raising tuition or other things for students cut back on things are already have
Eliminate redundant data entry; allow data-sharing between ISRS, BART etc.
Emphasize service (underlined) and efficiency
establish a mission
Finding what is most efficient and productive.
get more industry to get involved on campus
Go LEAN. Six sigma LEAN.
Go to business industry to see what works
Greater IT collaboration
Have 2 individuals (from different departments) from each institution mandatory
participate
Have a wide-set rule system & high expectations
Have systems that talk to each other.
Have the process be tested before being given out
I'd love to see more collaboration principles
Identify common practices. Look at impact on stakeholders. Require that all
campuses use the newly designed processes.
identify opportunities for services and processes. Why do 21 people do the same
thing at 31 different locations with a smaller # of people can do this at system
office?
Impact from the front line (underlined) who deal with issues
Improve communication as to what the process as & who to contact as to the
steps. Quit blaming.
improve staff morale
In addition to the principles that are listed: a plan or timeline and cost should be
clearly stated
576
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Increase completion rates
Increased student persistence and completion rates. Improved employee
efficiency and effective use of resources
It would be helpful to understand the needs of each campus right now
lack of data management practices, hiring and purchasing
leadership and dependability
Leadership is lacking
Less jargon. Less workflow analysis and more emphasis on work
Look at industry established guidelines! We need to think of ourselves as a
business.
Make our systems able to talk to each other - ISRS, HRIS, D2L, etc. So much
manual work has to be done because so little is connected
Make sure everyone is in the decision process
Make technology use less difficult for students
maximize outcomes, efficiency, ease of use
More communication (underlined) between departments
More service oriented, simplify procedures, clearly define responsibilities.
need all to work together so that we get best possible outcome for MNSCU
Need good leadership
Need to lead in IT. Not follow.
openness to feedback
Openness, collaboration, transparency
Process Mapping training
Propose to institutes how to promote early
Real world processes not a university way of operating.
Require possession of project mgmt. skills more moore positions
Roll out to a subset of test users to validate the process before releasing it systemwide
Shared leadership
Simplify. Use common sense
So far, we have been sharing best practice (OR training, bank reconciliation
accounts payable, etc.) which has helped learn new strategies but how will this be
tracked in the non-student end?
Some sort of attendance enforcement (soft skills)
Streamline, basic, easy to do
streamlining
Talk to employers who work affected by processes on a daily basis to see what
would work best
OERG
577
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That is not science, is not all what people should encounter, you need a
community approach, culture here is enough capitalistic to even boost it.
The concept of improved IT service delivery and processes through the MNSCU
system.
The fact that we are in need of a good strong governance to help make these
changes
The FTE funding model needs to change and be updated before we can make
serious changes.
The improvement of business processes
To be tested before they're put in place.
To keep enough people on staff to get us the stats we need for our departments
Touring business processes for better understanding
Transparency - the major thing our university has focused on is having a
relationship (underlined) with students, not numbers!
Transparency and consistency
transparency productivity/results
Transparency should be paramount
Use best practices and listen
Talk about successes
Great IDEA!
Theme 5: Consistency and Sustainability
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OERG
Automated for ease of use that incorporates all the "rules" for each process. Same
practices system wide.
Best practices of some institutions. Sustainability - how can we keep up
financially?
Centralize purchasing
Common principles implies that at some point all system users will be forced into
a single operating system. However different areas of research require industry
standards of either Microsoft, Apple, or Linux-based platforms. Will there be
flexibility to use the appropriate took for each area?
Communication and collaboration
Have systems that talk to each other.
Identify common practices. Look at impact on stakeholders. Require that all
campuses use the newly designed processes.
More service oriented, simplify procedures, clearly define responsibilities.
578
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The fact that we are in need of a good strong governance to help make these
changes
Transparency and consistency
#1 student experience - does it work for/make sense to students. No single
system can be everything for everybody. Focus on making the best solutions work
together rather than build it all ourselves
continue to make uniform and easy for students to access. keep this area as one to
consolidate as much as possible
User friendly, access and usability, cross functionality to all institutions
Accountability, balance, sustainability and innovation
Accountability, balance, sustainability, creativity/innovation
Accountability, Balance, Sustainability, Innovation, Reliability: to know that
things are getting done on time
accountability, balance, sustainability, innovation
balance, accountability, sustainability, innovation
Sustainability, accountability, innovation
Innovation sustainability
Innovation sustainability
money, ease of use, ability to integrate with other systems
Sustainability and innovation
Sustainability and innovation
They should be guiding principles with an ability to flex if needed and agreed
upon
training, acceptance of a common union, statewide "campus" teams
Accountability and sustainability. focus is student experience so how to improve
that campus base state.
Accountability balance sustainability
Accountability system wide - Top to bottom. Sustainability - we cannot be a flash
in the pan.
Balance, accountability, and sustainability
common cons should play apart, accountability to watch other
mainly accountability and sustainability
1 common set of principles that all colleges need to follow
4A but it has to be implemented with fewer institution variations for the same
field.
A secure cloud based system that all MnSCU staff (as necessary) can access so
that each institutions knows what's happening with a student's account at other
institutions.
OERG
579
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OERG
Across the board, we need to become a standard system and stop acting like a
loose cooperative relationship
Acting as a system is the only position that resonates with the public. How do we
leverage that?
All campus should review their processes and share among campuses and good
ideas
All MnSCU colleges should have the same process & be aware of students needs
All schools using same technology that all and flexibility to how it is used.
Allow some autonomy at the institution level so to avoid paralysis from
implementing new systems
always unique situations at each college/campus. consistency is good
Being consistent with processes across the system alleviates a lot of problems for
students, agencies, etc.
Build campus to campus consistency.
Central system - that defines standardized processes eliminating a system in each
college
Challenge - campus autonomy vs. standard process
Common goals
Common principles
Common principles good
Consideration of all parties. Try to meet the current needs.
Consistency across campuses
Consistency across the system
consistency for following guides for all processes
Consistency from college to college
Consistency of operations and flexibility between campuses - E.g.
ordering/payment
consistency, simplicity, friendly to users
consistency, user friendly set of standards for students faculty and course
structure and implementation of req things
Consistent across all MnSCU systems.
consistent policies and processes across all MnSCU institutions
Determine what information could be standardized across the system and then
move forward. Establish best practices and rules that are the same across system
Establish common ones
Establish common principles
580
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Establish common principles
Establish common principles
Establish set rules and establish set of expectations. Establish common decision
making principles. Formalize business process management. Reward
participation. Consistent bus.
Find a good model school to follow and use similar practices
Focus on getting smaller practices to be merged to a completely common
business practice
Follow another school - see what works for them
Formalize all business aspects.
get everyone on the same page
good foundation
Having a common principles throughout MnSCU
Having a lot process for business office around MnSCU all up to date
Having a more up-to-date budgeting system for student life would help in
planning events.
Having build more sustain and interact
I do think establishing goals/objectives is good...but part of me worries that too
much standardization could hinder creativity/innovation. Overall I say common
principles or SOP (Standard Operating Procedures) is GREAT!
Inclusion of green/sustainable practices/tools/etc.
Integrity
Integrity
It would be beneficial to have 1 system
Keep it simple. Standardize and minimize deviation from core agreed upon
business principles.
Largest hurdles in progress. Who decides which principles are all the right ones?
Consensus or majority.
Make EVERYONE change rather than adopt a current institution's processes,
unless that institution is already using best practices.
Make it so it can be easily implemented and (underline) campuses will follow
through completely
Make it the same system wide
make sure we have our common principles yet still our own voice
Making MNSCU more cohesive by establishing common principals. Much of the
rest will follow
Making sure people are aware and accountable for knowing current practices and
processes and also communicating them to all as well see suggestion for 4B
OERG
581
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Meeting/gathering of various departments between different institutions to
compare notes
Need for more integrated services. Not 15 departments that a student has to
navigate separately
Need to bring them all together a little more
Need to identify core concepts at a system level
No incentives needed. Implement and move forward. We are a system, its time to
act as one
Not need a student email, can use your personal one or one account for
everything.
one system for students
Principles that are fair and not discriminating.
principles that seem intuitively universal and otherwise principles that are the
best for the system
Reduction of silos, more shared systems
replace ISRS, develop processes that cross all campuses. formalize data definition
so all is institutions are entering the same
shared and secure intranet site to communicate among campuses
Shared services absolutely needs to be kept in mind. Right now, IT for intercampus people is very clunky and inefficient
Standardization
Standardize - I hate the word, but it is necessary
Sustainability
Sustainability
Sustainability. Equity
Theme 6: Business and Education Should Stay Separate
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OERG
Bus doesn't always turn to the edu process
Do not commercialize education. "Power corrupts and absolute power corrupts
absolutely"
Don't adopt business processes
Don't do it! Education is not (underlined) a business! Students are citizens, not
machines!
Don't turn education into a business. The two are fundamentally different.
Education is not business. It is about learning and building futures. Very few
business or management models and principles transfer well. Build a good
education model!
582
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Evidently higher education is a business
Less disconnect between schools and system office.
None. A public college is not a business nor a company. Money should have 0 say
in what happens
The business model does NOT always work in education
This is wrong. Education doesn't equal business.
why are we adopting business processes? we are not a business and should not
function as one
Theme 7: Do Not Know or Did Not Understand
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None. A public college is not a business nor a company. Money should have 0 say
in what happens
do not adopt them
Do not adopt them. This is a blue collar group that wears boots and hard hats.
Save that for four year universities
do not know
don’t understand this one. But nee to get experts in the field rather then reinvent
the wheel
Hard to understand. I don't really understand this poster.
I don't know enough about business models to comment for this section
I have no idea
I have no idea
I'm not really sure
I'm not sure
N/A
N/A
N/A
N/A
NA
No comment
No comment
No idea
none
none
none
Not at all clear what this means/is driving at
not sure
Not sure
OERG
583
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Not sure what this all means I don't grasp the concept
Not sure.
Not sure; finding a good balance is tricky
not that I am aware of
Nothing
Overall: "Purpose" statement is a jumble of words - hard to understand the
purpose of this workgroup
This chart really doesn't say anything. I have no idea which processes are "at
odds" and how that could impact students/staff
This concept confuses me.
This is confusing for me.
This is out of my comfort area. Do not know much about it.
This is out of my realm of knowledge and expertise and I choose not to comment
for that reason.
Unsure
Question 2: What incentives should be used to encourage
campuses to implement BPM?
Theme 1: Financial Aspects
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OERG
tuition cut
tuition
To be the best and to offer the best. Money saved on cross training
There are many benefits that could be shared with campuses in order to
incentivize them to participate. I think they would be mostly persuaded by the
potential efficiency and cost savings.
Talk about the bright spots - the wins - early in. Use #'s to feel the story. Your
institution will save xyz. Make it really for them. Provide training and
documentation. Make it easy to do everything the same on all campuses.
Streamlining and working better as a team will create a more profitable and
better business that is less expensive to run. Great idea -> BPM
Some kind of tax breaks might help
Show us how much the employer money could be saved
show the benefits and cost-savings
Share payments, purchase benefits
584
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Savings in itself should be reward enough
Saving money and making things more convenient for students
save on time, less costs, complexity, it will make the learning experience better
save money and reward
Rewards, recognition, identify the value to the institution
Rewards for the good work and improvements for the design
rewards
reward participation
Reward participation
Reward and recognize authentically
Return savings to programs that generated them
Remove redundancy. More efficient system. Money savings
relationship building. Improved efficiency. Improved retention
Reducing costs. Money is always an issue.
Reduce the cost inefficiencies
Reduce costs, inefficiencies
Recognize, reward, fund those behaviors that support the goal
Recognize them in publications and share the cost savings/more intrinsic
rewards (camaraderie)
Provide funding and support targeted to the effort
Prove it's worth in the long range plant
Possibly funds or awards for the groups who choose BPM
Possible bonus for support staff for timely integration
Please, PLEASE incorporate electronic purchase ordering, reimbursement, and
signatures system-wide - so many costly inefficiencies otherwise.
Performance pay tied to outcomes president. Other where possible
paid resources for the compliance to the BPM program.
Paid registration and travel to BPM national event
offer funding incentives
need to be long-term incentives plus a desire to be at the table
move funding
More money
more funding in the formula if they do this reward financially
More funding for those who participate
more funding
more funding
more funding
OERG
585
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OERG
more funding
More FTE more funding
Money-saving procedures reward for innovative ideas - staff have lots
Money-resources
Money.
money, prestige, quality
Money, New technology, additions to the school. The desire to give students "real
world outlook" instead of just concepts
money!!!
money put into tools
Money management, labor cost, waste, payroll, etc.
money like everything else
money jobs school
Money for the budget. It would be great to receive instead of cut
Money - more money if they adopt. less if they don't.
money
money
Money
Money
money
Monetary rewards. Personal recognition. Ranking by students.
Monetary incentive
Monetary
Milestone payback rewards
Metrics should focus more on student/user experience instead of more internal
measures "people do that which is rewarded'
Maybe an award system that will increase their portion of the allocation model
Maybe a bonus type of plan that would go into a 401K to help employees reap
some.
lower cost for students
Lesson time and cost of degree. Saves time and money
Keep recruiting students so we sustain income to pay for these ideas
increased budget for staff development. Pass any cost savings onto employees on
students (reduced tuition cost)
improved processes. Potential for fewer employees/cost savings
Implement financial incentive for those adopting BPM
586
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Impacting cost study
I'm encouraged by the possibilities here in that I believe that tax dollars should go
into the classroom - not into branding and enrollment campaigns
If you work on campus it pays off your college a little
Identify and inventory business processes, procedures, policies, and associated
costs.
I measured funding - trust me, it'll work the best
I feel like this school is more focused on profit than success of the students
higher scholarships and grants
Higher funding for higher maintenance programs
Help in funding (underlined) expensive mandates
Have a state surplus store for all campuses so that the cost of products/
merchandise goes down. Some colleges go to office max staples, etc. Make it
consistent across the system to save money
Has to be a benefit to do so - cost efficiency, time efficiency, etc.
greater salaries
Grants for MSUASSP employees!
Grants are always incentive
Grants
Give the schools more money
Give campuses compensation for streamlining their efforts
Funding, technology and professional development support, providing a sound,
easy to use and understand BPM system
Funding tied to cost reduction. Efficiency in process improvement.
Funding levels
funding incentives
Funding for correctly applied practices. Consequences for incorrect applications.
Funding devices acceptance here right now, and I don't see a big change in this
Free things for students & teachers if they partake
free money
Free equipment. Enhance features
Food and money are always good incentives
focus on cost savings and reward
Financial rewards
Financial incentives.
Financial incentives recognition. Use talent from within or all areas
financial incentives
Financial incentive
OERG
587
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OERG
Financial
Financial
Financial
finances
Fewer layoffs, being able to have more, larger purchasing power
Extra funding
Explain the positives to change, I don’t think incentives will work unless its
funding
Established consistent business practices and reward participation
Early adopters gets a price break on early tech adoptions
Donated equipment
Dollar match for certain investments. Better graphics so years actually turn
Discounted access to products
Degrees benefit not only job seeking, but income.
costs, trust between MnSCU
costs to operate
costs
costs
Cost-based initiatives
Cost savings
Cost reduction - somehow lower cost
Cost efficiency, Wholesale cost-adoption
cost
Cost
Comprehensive support. One training on BPM for all campuses provided by
system office, resulting in lower costs and resources to individual campuses.
Communicate actual cost of implementing or using process/system options.
College savings, funds to invest beyond allocation
cheaper tuition
cheaper
Charitable donations in exchange for preloaded apps, etc.
Bonuses. Recognition. Additional funding.
Bonuses
Best practices are always helpful! Are we talking about monetary rewards going
back into the system? Secondary priority for access (underlined) to funds?
588
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(like..."you don't follow the guidelines/procedures, so when it comes to funding
now you're at second priority"??)
Be current and relevant. Cost savings?
An increased budget, money motivates people no matter what the scenario
allocation bonus
Again, with little context I don't feel I can give good feedback. I'm guessing that
incentives will have to be monetary though because that's what every campus
needs
A reward system
A penalty for non compliance
A discount on purchases, every purchase for participan