PEDL Annual Report 2010
Professional Education Distance Learning
Siri Anderson, Barbara Bridges, Mary Brueske, Roxanne Pickle
ABSTRACT
This report summarizes how the PEDL programs have demonstrated: Sustainability,
Distinctiveness, Innovation and the Employability of Graduates. Historically, the old
query methodology does not accurately reflect the actual fiscal contribution made by
the unique PEDL program to the BSU bottom line. This is a draft document in
preparation for November release to our seventeen MnSCU community college
partners. We look forward to your feedback.
PEDL Annual Report 2010-2011
As part of our annual report we’ve prepared an analysis of the four targeted themes for Bemidji
State’s program review this year: Sustainability, Employability, Innovation, and Distinctiveness.
The PEDL Program is uniquely funded using an entrepreneurial model. We have a direct line of
costs and income tied to our program, which has been a business model that we believe is
partly responsible for our success. Throughout the last ten years of operation, the program has
been on a continuous improvement cycle to ensure that we are always increasingly the
likelihood that our students will succeed, generating an incoming pool of students who will be
promising, capturing data on student employment, and ensuring that we are netting the
university a profit. We pride ourselves on a commitment to “examining the data” in our courses
on student satisfaction and in our program on student outcomes on state standards and with
regard to our own bottom line.
Sustainability
Our programs are designed in a cohort model. For the last three semesters we have had a waiting
list for admission to our programs.
DLiTE and FasTrack Enrollment Data
2010 =290
2009 =287
When comparing costs with direct program income we note that our profits continue to be
considerable in relation to costs. We have class sizes from 15-37. We used n=18 for this
estimate. See Appendix A for details.
Income from Fall 2009 enrollment
Income from Spring 2010 enrollment
Income from Summer 2010 enrollment
Income from PEDL faculty taught graduate classes 2009-2010
Total to DLiTE and FasTrack BSU Sep 2009-August 2010
$ 467,980
$ 467,980
$ 109,260
$ 93,240
$1, 138, 460
We recognize that the MNSCU system benefits from our partnership agreements which afford
their institutions considerable enrollment dollars when our students’ complete their specialty
and other required courses at their locations and the university also has a considerable benefit
from matching funds.
Income to MNSCU colleges for required coursework Fall 2009Summer 2010 Numbers from Joe Neuman See Appendix B
FasTrack Special Education Candidates
$161,190
$ 111,000
15 students X 20 credits (three semesters) X $370
Income from matching funds for Fall 2009-Summer 2010 *
*Undergrad 3334, MnSCU Transfer 597, Graduate 444, SPED
300=4675 divided by 30 X $4000
$623,333
PEDL ANNUAL REPORT – DRAFT – October 18, 2010 – DRAFT Siri Anderson, Barbara Bridges, Roxanne
Pickle and Mary Brueske
Grand Total Income generated by the PEDL programs including Bemidji required courses
offered in departments other than Professional Education, the SPED program, the grad courses
taught by PEDL faculty, MNSCU required credits and the matching money $2,033,983
Expenses. We have made a considerable effort to reduce costs over the last few years, even
as we’ve expanded the program (we went from offering three cohort starts a year to offering
four).
PEDL Expenses
Cost of FOUR full time faculty and staff salary + benefits
We are currently short one professor so we have saved
$100,000 this year.
Faculty and Staff Expenses – travel to campus, phones,
conference attendance etc.
Costs related to association with Anoka Ramsey Community
College(technology, parking, printing, custodial) See
Appendix C
Costs of F2F meetings and Graduation
Adjuncts cost
Mentor stipend
$ 426,958
TOTAL
$532,432
$ 22,884 (estimated 5K for Lorraine B)
$ 7,038
$ 2,552
$ 50,500
$ 22,500
It is important to note that the PEDL team designs their own recruiting materials and receives
the inquiry calls for both DLiTE and FasTrack . The PEDL professors hold monthly recruiting
webinars and make site visits on request. We understand, however, that there are additional
costs to the University associated with operating our program. We are indebted to the CEL
Office and Administration, the Records Office, the Financial Aid Office, the Media Center, the
Technology Support Systems, the Admissions Offices, the Business Offices, and of course the
Administration. We are glad that our service contributes to the bricks and mortar institution
that we serve. It should be noted, however, that some studies feel online offerings are a cost
benefit. See Appendix D
Grand Total After Expenses Overall it appears we are netting $1,501,551
beyond our costs to support the university and the MNSCU system.
Respectfully, we are waiting for permission to proceed with our hire. We are under staffed and
will be challenged to sustain the quality we currently offer our students. We each have more
than 100 advisees which will be problematic for any accreditation review. In addition to our
own advisees, we also have graduate advisees and serve on graduate paper committees.
PEDL ANNUAL REPORT – DRAFT – October 18, 2010 – DRAFT Siri Anderson, Barbara Bridges, Roxanne
Pickle and Mary Brueske
Employability
Each year we track data on graduates’ employment status. We are in the process of gathering our data
for our most recent graduates, but the previous years data indicate that our students are doing well
considering the market. As reported in our Annual Report for Fiscal Year 2009:
Recent responses from a survey for last year’s graduates indicated:

100% passed the PRAXIS Principles of Learning and Teaching test on the first try

92% passed their content area test on the first try

91% of FasTrack graduates were working in schools, with 50% employed as full time classroom
teachers and the others subbing or working as paraprofessionals

84% of DLiTE graduates were working as teachers – with 61% teaching full time and 23%
subbing
See Appendix E for more details from our last year full report.
Distinctiveness
DLiTE is the online MNSCU online elementary education program. This program was the first of its kind
and has been in operation for twelve years. This program is particularly distinct for meeting the needs of
an under-served hard to reach Minnesota population. Most of our students in this program live in rural
Minnesota, more than 60 miles from Bemidji State University. Many are parents with full time jobs and
mortgages who could not possibly earn a teacher license if it were not for these hybrid-online program.
We are distinct in doing teacher education with a required program component that all students work
actively throughout the three years of their enrollment with a highly qualified teacher-mentor in a K-12
classroom setting. These mentors are a critical back-bone to our program and serve the profession and
our university for a $100 stipend each semester.
The FasTrack Initiative is the only state-sanctioned alternative licensure program for teacher education
in the state of Minnesota. As the legislative agenda and popular culture (see Waiting for Superman) will
tell you, this is a very hot topic right now. FasTrack facilitates the success of mid-career professionals
who have a bachelor’s degree but want to become a teacher. We’ve had mayors, lawyers, seasoned
chemists from 3-M, frog-surgeons from Mayo Clinic research labs, nurses, veterans, journalists, and
business professionals enrolled in this program. The students complete a three-semester course of study
with us to demonstrate that they have the Standards of Effective practice competencies mastered, and
then submit a portfolio to the State of Minnesota to show they are competent in their content area.
Innovation
Since we are training teachers who will be preparing students for success in the 21st Century workforce,
we strive to remain on the cutting edge of innovation in instructional strategies, communication
PEDL ANNUAL REPORT – DRAFT – October 18, 2010 – DRAFT Siri Anderson, Barbara Bridges, Roxanne
Pickle and Mary Brueske
technologies, administrative practices, and professional development models. Perhaps this is why we
are so tired! Here are some of our accomplishments in this area in the recent past:

We developed an online free communication tool for our department to share our progress on
strategic directions and facilitate our movement towards NCATE accreditation. Please enjoy our
work here. BSU BOT Wiki http://bsubot2008.pbworks.com

We created a program wiki for communication within our core faculty and among the fifteen
adjuncts with whom we work each semester. This communication tool houses our minutes,
holds our schedules, allows faculty to sign up for their course loads using embedded Google
Forms, and facilitates advising information for our students. PEDL Wiki
http://pedl.pbworks.com/December-F2F

We instituted the use of synchronous meetings between our students and faculty and staff that
can facilitate their success such as the BSU media center, advising personnel, and experts in the
eFolio we require students to use to demonstrate their performance on state standards.

We saved significant annual dollars by development of an electronic tutorial system to train our
teacher mentors to significantly reduce the cost of bringing them together in the Twin Cities at
the beginning of their program. Mentor Training.
http://pedlmentorsbsu.pbworks.com/?email=bbridges%40bemidjistate.edu

We switched from using a D2L discussion board model for building community with our mentors
and students to using a Facebook page which increases our presence and also creates a
significantly lower burden on the IT offices for facilitating our mentors work with us.
http://www.facebook.com/pages/Coon-Rapids-MN/BSU-Professional-Education-DistanceLearning-PEDL/180719803949?ref=nf

We’ve learned to give feedback and direction to learners using free audio and visual tools (Jing,
Audacity, Screencast, VoiceThread) and have trained our adjuncts to do the same based on
student positive responses to this enhanced multimedia interaction. See an example of a
VoiceThread-http://voicethread.com/share/1035415/

With our eye on future trends, we work in collaboration with the special education faculty in the
Professional Education Department. When the schedule permits, one of our professors teaches
Special Education courses in the area of Learning Disabilities. Response to Intervention (RTI) is
on the horizon for all school districts in the state of Minnesota. Our close affiliation with the
special education faculty allows us to embed many of the intervention strategies into our
courses.
http://education.state.mn.us/MDE/Academic_Excellence/Implement_Effect_Practic/RtI/index.html

Power Year Project grant designed for candidates needing remedial work before entering a
teacher licensure project. See Appendix F.

Island of Knowledge Wikis student repository for ongoing access to final projects
http://foundgrad.pbworks.com http://creativecurriculum6117.pbworks.com
http://hrgrad.pbworks.com
PEDL ANNUAL REPORT – DRAFT – October 18, 2010 – DRAFT Siri Anderson, Barbara Bridges, Roxanne
Pickle and Mary Brueske
PEDL ANNUAL REPORT – DRAFT – October 18, 2010 – DRAFT Siri Anderson, Barbara Bridges, Roxanne
Pickle and Mary Brueske
Appendix A
PEDL FTE Estimate
Fall 2009
Spring 2010
Summer 2010
FTEs not credited to PEDL but generated by the programs.
Undergraduate $270 per credit (includes CEL and web fees)
Graduate $370 (includes CEL and web fees) per credit
____________________________________________________________
FALL 2009 Credits X 18 =average class size
Course
FTE
Total $$ generated
DLITE U= All Undergraduate
ED 3100 Introduction to the Foundations of Education (3 Credits)
ED 3110 Educational Psychology (3 Credits)
ED 3350 Pedagogy: Planning for Instruction (4 Credits)
PHED 4200 Teaching Elementary Physical Education (1 Credit)
VSAR 3600 Elementary Art Methods (2 Credits)
MUS 3405 Music in the Elementary Classroom (2 Credits)
ED 3140 Human Relations (2 Credits)
ED 3201 Language Arts I (3 Credits)
ED 3240 Social Studies in the Elementary School (3 Credits)
ED 3202 Language Arts II (3 Credits)
ED 3221 Elementary Math Methods (3 Credits)
ED 3222 Elementary Science Methods (3 Credits)
ED 3203 Language Arts III (3 Credits)
ED 3301 Creative Expressions (3 Credits)
ED 3780 Adaptation and Management (3 Credits)
ED 4799 The Professional Teacher (1 Credit)
ED 4820 Elementary Student Teaching (12 Credits)
ED 4800 Standards of Effective Practice (3 Credits)
HLTH 3400 Health and Drugs in Society (2 semester credits)
HLTH 4100 Health Education in the Elementary School (2
semester credits
54
54
72
18
36
36
36
54
54
54
54
54
54
54
54
18
216
54
36
36
(subtotal)
U (1,098)
$14,580
$14,580
$19,440
$4,860
$9,720
$9,720
$9,720
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$4,860
$58,320
$14,580
$9,720
$9,720
(subtotal)
U ($296,460)
ED 3100/5100 Introduction to the Foundations of Education (3
Credits)
(U) 30
(G) 24
Undergrad $8,100
Grad
$8,880
ED 3110/5110 Educational Psychology (3 Credits)
(U) 30
(G) 24
Undergrad $8,100
Grad
$8,880
ED 3350/5350 Pedagogy: Planning for Instruction (4 Credits)
(U) 40
(G) 32
Undergrad $10,800
Grad
$11,840
ED 3140/5140 Human Relations (2 Credits)
(U) 20
(G) 16
Undergrad $5,400
Grad
$5,920
ED 3780/5780 Adaptation and Management (3 Credits)
(U) 30
Undergrad $8,100
FASTRACK
Credits (U) 10 X $270 average
(G) 8 X $370
average
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
(G) 24
Grad
ED 4800 Standards of Effective Practice (3 Credits)
(U) 30
(G) 24
Undergrad $8,100
Grad
$8,800
ED 4830/5830 Student Teaching - (For students seeking 5-12 or
9-12) (12) No Grad
(U) 216
Undergrad $58,320
HLTH 3400 Health and Drugs in Society (2 semester credits)
(U) 20
(G) 16
$8,880
Undergrad $5,400
Grad
$5,920
(subtotal)
(subtotal)
(U 416)
(G 160)
(U $112,320)
(G $59,200)
TOTAL FTE
TOTAL Tuition
Undergrad: 1514
Undergrad: $408,780
Graduate: 160
Graduate:
$59,200
Semester Total
$ 467,980.00
FTEs not credited to PEDL but generated by the programs. -----------------------------------------------------------------------------------------------------
SPRING 2010
Credits X 18 =average class size
Course
FTE
Total $$ generated
DLITE U= All Undergraduate
ED 3100 Introduction to the Foundations of Education (3 Credits)
ED 3110 Educational Psychology (3 Credits)
ED 3350 Pedagogy: Planning for Instruction (4 Credits)
PHED 4200 Teaching Elementary Physical Education (1 Credit)
VSAR 3600 Elementary Art Methods (2 Credits)
MUS 3405 Music in the Elementary Classroom (2 Credits)
ED 3140 Human Relations (2 Credits)
ED 3201 Language Arts I (3 Credits)
ED 3240 Social Studies in the Elementary School (3 Credits)
ED 3202 Language Arts II (3 Credits)
ED 3221 Elementary Math Methods (3 Credits)
ED 3222 Elementary Science Methods (3 Credits)
ED 3203 Language Arts III (3 Credits)
ED 3301 Creative Expressions (3 Credits)
ED 3780 Adaptation and Management (3 Credits)
ED 4799 The Professional Teacher (1 Credit)
ED 4820 Elementary Student Teaching (12 Credits)
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
54
54
72
18
36
36
36
54
54
54
54
54
54
54
54
18
216
$14,580
$14,580
$19,440
$4,860
$9,720
$9,720
$9,720
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$4,860
$58,320
ED 4800 Standards of Effective Practice (3 Credits)
HLTH 3400 Health and Drugs in Society (2 semester credits)
HLTH 4100 Health Education in the Elementary School (2
semester credits
54
36
36
(subtotal)
U (1,098)
$14,580
$9,720
$9,720
(subtotal)
U ($296,460)
ED 3100/5100 Introduction to the Foundations of Education (3
Credits)
(U) 30
(G) 24
Undergrad $8,100
Grad
$8,880
ED 3110/5110 Educational Psychology (3 Credits)
(U) 30
(G) 24
Undergrad $8,100
Grad
$8,880
ED 3350/5350 Pedagogy: Planning for Instruction (4 Credits)
(U) 40
(G) 32
Undergrad $10,800
Grad
$11,840
ED 3140/5140 Human Relations (2 Credits)
(U) 20
(G) 16
Undergrad $5,400
Grad
$5,920
ED 3780/5780 Adaptation and Management (3 Credits)
(U) 30
(G) 24
Undergrad $8,100
Grad
$8,880
ED 4800 Standards of Effective Practice (3 Credits)
(U) 30
(G) 24
Undergrad $8,100
Grad
$8,800
ED 4830/5830 Student Teaching - (For students seeking 5-12 or
9-12) (12) No Grad
(U) 216
Undergrad $58,320
FASTRACK
Credits (U) 10 X $270 average
(G) 8 X $370
average
HLTH 3400 Health and Drugs in Society (2 semester credits)
(U) 20
(G) 16
Undergrad $5,400
Grad
$5,920
(subtotal)
(subtotal)
(U 416)
(G 160)
(U $112,320)
(G $59,200)
TOTAL FTE
TOTAL Tuition
Undergrad: 1514
Undergrad: $408,780
Graduate: 160
Graduate:
$59,200
Semester Total
$ 467,980.00
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
SUMMER 2010
FTEs not credited to PEDL but generated by the programs.
Credits X 18 =average class size
Course
FTE
Total $$ generated
DLITE
HLTH 3400 Health and Drugs in Society (2 credits)
36
$9,720
HLTH 4100 Health Education in the Elementary School (2 credits)
36
$9,720
ED4737 Content Reading (2 Credits)
36
$9,720
SCI 3450
54
$14,580
ED 3208 Developmental Reading in Middle School (3 credits)
54
$14,580
_________________________________
_____________
_____________
(U) 20
(G) 16
Undergrad: $5,400
Grad:
$5,920
(U) 20
(G) 16
Undergrad: $5,400
Grad:
$5,920
ED 3780/5780 Adaptation and Management (3 Credits)
(U) 30
(G) 24
Undergrad: $8,100
Grad:
$8,880
ED4737/5737 Content Reading (2 Credits)
(U) 20
(G) 16
Undergrad: $5,400
Grad:
$5,920
TOTAL FTE
TOTAL Tuition
Undergrad: 306
Graduate:
72
Undergrad: $82,620
Graduate: $26,640
Science Methods Grades 5 to 8 (3 credits)
FASTRACK
Credits (U) 10 X $270 average (G) 8 X $370 average
ED 3140/5140 Human Relations (2 Credits)
ED 3140/5140 Human Relations (2 Credits)
Semester Total
$109,260
GRAND
1 YEAR TOTAL -----------------------------------------------------------------
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
$1, 045, 220.00
---PEDL Faculty FTE generated in the graduate program ($370 per
graduate credit)
FTEs not credited to PEDL but generated by the PEDL program professors.
Course
Credits x 12 =average class size
FTE
Notes
Total $$ generated
FALL 2009
3620/5620 Teaching the Learner with SLD 1 (3 credits) Pickle
(G) 36
Grad
$13,320
6336 Instructional Design (3 credits) Anderson
(G) 36
Grad
$13,320
6108 Learning Community (3 credit) Anderson
G) 36
Grad
$13,320
ED6120 Critical Issues (2 credits) Bridges
(G) 24
Grad
$8,880
3620/5620 Teaching the Learner with SLD 1 (3 credits) Pickle
G) 36
Grad
$13,320
ED6117 Critical and Creative Thinking (3 credits) Bridges
G) 36
Grad
$13,320
ED 6620 Teaching the Learners with SLD 2 (1 credit as this was cotaught with two other instructors Pickle
( G) 12
Grad
$4,440
ED6117 Critical and Creative Thinking (3 credits) Bridges
G) 36
Grad
$13,320
TOTAL FTE 252
Total Tuition
________________________________
SPRING 2010
__________________________
SUMMER 2010
$93,240.00
GRAND TOTAL
Appendix B
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
1,138,460.00
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Moorhead
Minnesota State University
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Normandale Community College
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Dakota County Technical College
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Century College
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Rengo
Ridgewater College
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Vareberg
Hibbing Community College
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Drexler
Central Lakes College
Northland Community & Technical
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Drexler
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Ridgewater College
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Schumack
Ridgewater College
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Anoka-Ramsey Community
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Saint Paul College
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Inver Hills Community College
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Snyder
Lake Superior College
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Ridgewater College
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Lane
Ridgewater College
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Normandale Community College
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Ridgewater College
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PEDL ANNUAL
REPORT – DRAFT
– October 15, Ridgewater
2010 -- DRAFT
00349494
Heather
Briese
College
10221898 Heather
Briese
Central Lakes College
10221898 Jaime
Morse
Normandale Community College
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Sash
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St. Cloud State University
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Central Lakes College
Vermilion Community College
Mesabi Range Comm & Tech
College
Ridgewater College
Central Lakes College
Ridgewater College
Central Lakes College
Ridgewater College
20105
20103
20111
20105
4
3
3
10
20105
20103
20103
20103
20103
20103
6
3
3
3
3
3
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
00301160
00301160
00348105
00348105
00348105
Patrick
Paula
Rachel
Rachel
Rena
Eliasen
Wolfe
Johnston
Johnston
Jensen
00348105
00046366
00351328
00351328
Rena
Sara
Sara
Sara
Jensen
Dusbabek
Dusbabek
Dusbabek
00263057
00263057
00268297
00346297
00346297
00346297
00345378
00342490
00342490
00342490
00345445
00353277
00353277
Sara
Sara
Sarah
Sarah
Stefanie
Stephanie
Stephanie
Stephanie
Tamara
Teresa
Teresa
Teresa
Theresa
Nordenstrom
Nordenstrom
Emery
Emery
DeVries
Mohs
Mohs
Mohs
Danielson
Morse
Morse
Morse
Erickson
00353277
00353277
Trisha
Trisha
Stuber
Stuber
00343018
00343018
00335572
Trisha
Twyla
Twyla
Stuber
Race
Race
00335572
00344853
00344853
Twyla
Vanessa
Vanessa
Wendy
Wendy
Race
Waldahl
Waldahl
DeCann
DeCann
Central Lakes College
Normandale Community College
Central Lakes College
Ridgewater College
Iowa Lakes Community College
Northwest Iowa Community
College
Ridgewater College
Lake Superior College
Inver Hills Community College
Anoka-Ramsey Community
College
Central Lakes College
Normandale Community College
Ridgewater College
Ridgewater College
Ridgewater College
Central Lakes College
Lake Superior College
Ridgewater College
Central Lakes College
Ridgewater College
Lake Superior College
Ridgewater College
Minneapolis Community &
Technical College
Mesa Community College
Anoka-Ramsey Community
College
Ridgewater College
Lake Superior College
Mesabi Range Comm & Tech
College
Central Lakes College-Brainerd
Saint Paul College
Inver Hills Community College
Alexandria Technical College
20103
20103
20103
20103
20103
3
3
3
3
11
20103
20103
20105
20111
14
3
4
4
20103
20103
20103
20103
20103
20111
20111
20111
20103
20103
20103
20111
20103
7
3
6
3
6
3
3
6
6
3
3
3
3
20105
20105
5
3
20105
20103
20105
4
3
4
20105
20103
20103
20103
20103
4
6
6
3
3
Total MnSCU Transfer FTE SEPT 2009-August 2010 = 597
Appendix C
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
Routine yearly trips to campus:
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
1. Start-up in August
2. Fall all campus work day (usually October)
3. All department meeting for upcoming year planning (Spring)
4. Graduation
Total yearly cost:
$4864.00 (3 faculty) $6072.00 (4)
We currently have three full time faculty members. We anticipate the hiring of a full time faculty member by January 1,
2011. The second column should be considered for budgets in the 2011-2012 year.
2009 – Special Expense Forms Submitted
Start-up Spring 2009 face-to-face
2010 – Special Expense Forms Submitted
Start-up Spring 2010 face-to-face
$451.95 (DLiTE Only)
$1,1170 (DLiTE and FasTrack)
Graduation – 65 Total Attendees
Graduation – 128 Total Attendees
$510.17 food and materials
$1,381.96 – food and materials, room rental
Start-up Fall 2009 face-to-face
Start-up Fall 2010 face-to-face
$1,281.22
$0.00
$2234
$2,499
8/2008- 8/2009 Mary Overtime/Travel
$1,828.51
8/2009-8/2010 Mary Overtime/Travel
$140.92
Perpich Copier Charges 2008-2009
$3,633.00 –
ARCC Copier Charges 2009-2010
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
Appendix D
ROI
Online vs. Face-to Face
We are not factoring in what several sources believe to be a 14%-17% cost differential savings between online
and F-F but believe the following factors balance the infrastructure needed on campus but generally not used
by the PEDL programs.
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Significantly reduced back-office support for basic administrative functions
Low or no costs for home office electricity, heat, furniture and phone etc.
Earlier registration for returning and new students
Enrollment and retention increases
Online Web admissions
Web recruitment (100 percent electronic)—5,000 prospects collected annually with targeted e-mail plans
Online registrations routinely above 90 percent
Online payment through credit card and e-check
Student schedules and grades no longer mailed
Financial-aid awards and book vouchers through the portal
Noncredit student services integrated into the portal
Faculty class rosters, schedules, and grade assignments online
Significantly reduced postal mail due to portal, e-mail, and Web services
Advising (online degree audit) with what-if scenarios available to students and advisors
Integrated and more efficient LMS support
Dynamic account generation (no manual account maintenance) with single sign-on
Home office 24 x 7 services and consolidated help desk
Course resource areas automatically created and available for every course
Automated class e-mail distribution lists available to faculty for every course
Personal Web space dynamically available to support curriculum, Web projects, and course resource areas
Significant savings from adjunct vs. campus professor teaching staff
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
Appendix E
Survey data for Spring 2009/Fall 2009
**Many thanks to Amanda Bluemhoefer and Jessa Wallendal for helping us gather this data
Community Colleges pave the way for BSU DLiTE students…

19% of DLiTE students learned about our program through a community college counselor

21% of our new DLiTE students are the first person in their family to pursue a 4-year degree.

51% live in rural Minnesota

94% of incoming DLiTE students live more than 60 miles from Bemidji State University

2% of our students learned about the programs through Bemidji admissions
PEDL Students have many demands on their time….

56% of our learners work full time in addition to being in school

64% are taking out student loans (or second mortgages) to pay for their educations

66% of our learner have children (30% have 3 or more children in DLiTE)

73% of our learners own their own home

83% of our learners 26 years old or older (14% are older than 44)
Our students are changing with the times…

46% of new DLiTE students are planning to choose math or science as their specialty

50% of DLiTE students are pursuing licensure to change careers, 92% of responding FasTrack students are
changing careers

79% of our incoming DLiTE students use Facebook once a week or more
Recent responses from a survey for last year’s graduates indicated…

100% passed the PRAXIS Principles of Learning and Teaching test on the first try

92% passed their content area test on the first try

91% of DLiTE graduates were working in schools, with 50% employed as full time classroom teachers and the
others subbing or working as paraprofessionals

84% of FasTrack graduates were working as teachers – with 61% teaching full time and 23% subbing
Overall

Graduates indicated the highest levels of satisfaction with faculty in courses and with the Records office.

They indicated the lowest level of satisfaction with access to library resources, technology support and student
services.
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT

We are implementing improved tools for communicating with learners in these three areas to improve overall
satisfaction and program success
Survey data
This data collected from incoming students in DLiTE last Spring and this Fall. Survey data on FasTrack students is just
for this Fall 2009.
Notice both are
“friends”
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
Appendix F
Power Year Project Participants
Community Mentor and Tutor
The Community Mentor and Tutors (CMT) are perhaps the most important member of the Power Year Project team. We
will seek recently retired individuals who are willing to continue giving back to their communities. They will receive
training and act as life coach and tutor to the Power Year Candidate (PYC) for at least one academic area. CMT’s will be
trained to do both F2F and online support of their candidate and will be connected to a vast array of resources through
MNSCU and to facilitate the success of the PYC’s both academically and in terms of managing their family’s needs.
Possible incentives are: partnerships with city/town for tax or medical cost coverage incentives; small financial stipends;
free access to senior college throughout MnSCU (Minnesota State Colleges and Universities) system; reduced fees at
participating businesses.
DLiTE /FasTrack Teacher Mentors and BSU Graduate Students
The DLiTE/FasTrack students each have a practicing teacher mentor in their community. The Power Year Project will
offer that constituency and the BSU education graduate students an opportunity to register for a graduate course which
can be used for lane changes and/or their Masters degree.
Students in both DLITE and FasTrack will be offered an opportunity to earn Teaching Assistant
credits as members of a Power Year Project Team. These candidates will be particularly
valuable as Math, Reading, and Writing Tutors. Bemidji State University’s DLITE and
FasTrack Hybrid Online Teacher Licensure programs partner with MN State Board and
lead to Teaching Accreditation
.
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT
DLITE (Distributed Learning in Teacher Education) is a cohort-based, 6-semester course of study that
culminates in a Bachelor of Science degree in Elementary Education with opportunities for a 5 -8
endorsement in math, science, social studies or language arts for interested students. This pioneering
program is in its 10 t h year of serving underserved and place -bound adults throughout Minnesota.
Nearly all of the courses in our program are offered in a hybrid format, which means that: the beginning and ending
portion of each class is conducted in a face-to-face setting (at the Anoka Ramsey Community College); some time is spent
in a mentor teacher’s K-12 classroom applying and reinforcing the learning; and, the remainder of the class is completed
online. Face-to-Face meetings: build community, provide opportunities for lesson presentations, and afford opportunities
to directly supervise student completion of rigorous final assessments.
Each student has a one-on-one practicing teacher mentor (paid a stipend) in their community. One hundred percent of
DLiTE course completers pass the Principles of Learning and Teaching state licensure test. DLiTE students are eligible
for financial aid. Displaced workers and military support programs are available. Visit the DLiTE Program website at for
more information.
FasTrack is a state-sanctioned alternative licensure program in its fifth year of operation. FasTrack offers adults who
seek to teach in the area of a previous degree a part-time three semester hybrid-online program that meets the Board of
Teaching Standards of Effective Practice--with a fourth semester of student teaching if not waived on a limited license.
Students demonstrate to the state their competency in the content area of the license they seek. For instance, a person with
a BA or MA in Chemistry who wants to teach Chemistry, or a person with a BA or MA in History who wants to teach
Social Studies, create electronic content area portfolios to show they have mastered the material in the 5-12 or 9-12
teaching license in their respective field.
Each student has their own practicing teacher mentor (paid a stipend) from their community. One hundred percent of the
FasTrack graduates pass their Principles of Teaching and Learning test on the first try. Visit the FasTrack Initiative
website Program website at for more information.
PEDL ANNUAL REPORT – DRAFT – October 15, 2010 -- DRAFT