Atlanta Metropolitan College 1

Atlanta Metropolitan College 2
1.
Description of the Delivery System
The proposed delivery system is an internet-based format, which will provide two fully online distance education programs: Business Administration (BA) and Teacher Education (TE).
Both programs are well-established and have been offered in the face-to-face format by Atlanta
Metropolitan College (AMC) for the past 30 years. Students who successfully complete these two programs will receive the Associate of Science Degree. The BA and TE programs were chosen for online delivery primarily because: (1) they have the highest enrollment; and (2) they are the most cost-effective to offer in this format, as they do not require specialized facilities/equipment such as fume hoods for science programs or musical equipment/instruments for music-related programs.
Over the past three years, Atlanta Metropolitan College has diligently planned and developed faculty training, resources, infrastructure and support systems to implement online programs. For five consecutive semesters, AMC has successfully offered online courses up to the
49% allowed by the Southern Association of Colleges and Schools (SACS) prior to programlevel approval. Therefore, the technical expertise and infrastructure for online offerings have been tried and tested and are fully verified. Over the past 1.5 years, the College has hired external consultants to train personnel and evaluate its readiness to launch an effective online program.
The primary target audience for the proposed online programs is existing AMC students who have identified distance education for alternative course delivery options at their home institution. Another objective for the proposed online programs is to expand AMC’s capacity to accommodate its steady increase in enrollment, FTE, and credit hour production.
2. Assessment of Societal Need and Demand for Distance Education Delivery
The increased societal need and demand for higher education at Atlanta Metropolitan
College is demonstrated by its cumulative 33% enrollment increase over the past two years. With this rapid enrollment increase, student demand for broader access through online course offerings has resulted in AMC reaching the maximum level (49%) SACS allows within two semesters. Online courses are especially in demand by AMC students and the citizens of
Georgia because they provide the economic benefit of alleviating the transportation costs

Atlanta Metropolitan College 3 typically associated with commuting to campus. In addition, online courses provide the flexibility sought by commuter and non-traditional students who have job schedules and other family responsibilities that do not afford them the opportunity for face-to-face course offerings.
Atlanta Metropolitan College and other two-year University System of Georgia (USG) colleges have a unique but complementary role with senior- and university-level USG institutions in meeting student demands at the local, regional, and state level. In that context,
Atlanta Metropolitan College will ensure, through initiatives such as online instruction, to increase access to higher education and fulfill its share of the responsibility of providing higher education for the citizens of the State of Georgia whose best option is to matriculate at a twoyear institution. AMC provides, as a two-year College, the level of individualized educational preparation and one-on-one student support that research universities, because of their large size, often do not offer for the non-traditional, under-prepared cohort student population. Upon receiving the academic preparation provided by AMC, and other two-year USG institutions with similar missions, many students are then able to successfully obtain gainful employment or successfully transfer to a four-year college or USG research institution.
Record enrollment increases at AMC have caused capacity deficiencies that must be addressed in order to accommodate the growing needs of students. With its main campus capacity of 1910 students, AMC has currently exceeded its capacity by 14.4%. An additional benefit that AMC would immediately realize through offering online programs is that it would provide the most cost-effective means of increasing its capacity to address current needs and demands. Several initiatives and events, listed below, have resulted in AMC becoming a USG access institution of choice for many citizens in Georgia:

Atlanta Metropolitan College 4
1.
Increased advertising and marketing efforts have raised public awareness of AMC’s services and flexible course offerings . The College realizes that it has significantly undermarketed and under-advertised its educational product over several years, and as a result, it has not been fully discovered by a large population of the metro Atlanta area. As a result of increased recruiting and aggressive marketing efforts, the general public has been made aware of the flexible class scheduling and affordable quality education offered by AMC.
Research shows that recent enrollment trends are attributed, in part, to these marketing initiatives.
2.
AMC is located in (or within close proximity to) high population growth regions in the State of Georgia . Of the top five contributing cities to the AMC student population, the majority
(61%) of AMC’s service area is currently located in the City of Atlanta, with an additional
7-14% concentration in other metro cities such as College Park, Riverdale, Jonesboro, and
East Point. These five cities are among those projected to experience the largest growth in the State of Georgia over the next 12 years. It is projected that an additional 100,000 high school students will graduate from Georgia school districts by 2020. The proposed online programs will provide strategic advantages to the AMC service area because they will: 1) increase access for students seeking a degree at AMC; 2) ensure competitiveness for students seeking online programs; and 3) provide the capacity for AMC to address population growth projections in the State of Georgia.
3.
Increased job re-training demands, coupled with the modification in admissions requirements, have contributed to enrollment increases. USG System initiatives to increase student access by eliminating SAT and ACT admissions requirements, coupled with economic shifts that led to increased demands for job re-training/preparation programs, are factors that currently influence increases in admissions and enrollment at AMC.
3. Readiness of the Institution to Offer the Program a. Institutional Mission and Relevance to Other Programmatic Offerings
To sustain its competitiveness, Atlanta Metropolitan College (AMC) must meet the diversified and growing demands of students. An essential aspect of AMC’s mission and strategic plan is to enhance the access of higher education to the citizens of Georgia. AMC has

Atlanta Metropolitan College 5 identified online program offerings to be in high demand of students. Online program offerings are one of several initiatives AMC plans to implement to fulfill its mission of “providing an affordable, accessible, and relevant education for a diverse population of traditional and nontraditional students.” In addition, online program offerings directly address AMC’s strategic goal one, which is to provide “increased access and capacity,” which in turn is consistent with the
USG’s strategic goal two, to “Create enrollment capacity to meet the needs of 100,000 additional students by 2020.”
Atlanta Metropolitan College prides itself on providing student access to a high quality and affordable higher education, including for those students who are under-privileged and underprepared for higher education, but possess great potential and promise. The increasing enrollment trend of this student cohort, over the past two years, has prompted new AMC initiatives that explore alternative and innovative delivery methods such as online programs. b. Faculty Inventory with Delivery Expertise
AMC ensures delivery expertise through ongoing training of its faculty, staff, and students. A full description of the online training and support process for faculty, staff, and students can be found on AMC’s recently designed online website “eCollege” at www.atlm.edu/irpa/ecollege. In addition, an external consultant/evaluator has been employed by the College for the past 1.5 years to ensure that the technical requirements meet those required by the USG Board of Regents, SACS, and the Southern Regional Educational Board.
Atlanta Metropolitan College will utilize the WebCT infrastructure for delivery of its online programs. The technology details, stability, and security of WebCT-based online courses have withstood the test of time and have long been proven effective through eCore and numerous other USG two–year and four-year colleges as well as research-level institutions.
Faculty training for online instruction is a multi-step process. Prior to teaching online, faculty are required to complete a face-to-face orientation training program, which ensures that they are proficient in WebCT Vista applications, including the following topics: syllabi and online tone, components of the preparatory course, audio/video applications, “start here” content files, discussion groups, designing effective online assessment, designing formative and summative teaching assessment, and developing/implementing instructional resources. The full

Atlanta Metropolitan College 6 training session has been developed into a WebCT Vista faculty training/resource course located at (https://m.view.usg.edu/webct/entryPage.dowebct).
Ongoing training is provided for online faculty who have customized software and technology needs for their online classes. Several committees have been designed over the past six years to ensure high quality training in web-based instruction at AMC. Currently, an ad-hoc
Information Technology Committee (ITC) has been organized and charged by President
McGaha. The strength of the 19-member ITC Committee is its broad-based membership, which brings to bare expertise and contributions from all sectors of the College, including: top-level administration, division chairs, faculty, staff, and students. The ITC Committee is currently reviewing the policies and procedures for online instruction to ensure that the appropriate structure is in place for a successful transition from course-level to program-level online offerings. c. Facilities
No specific modifications of existing facilities are required to establish and maintain the proposed delivery of programs.
d. Instructional Support
Instructors who teach online will be supplied with the same funding for instructional resources and technology as those who teach face-to-face courses, including: 1) WebCT Vista for classroom management software; 2) electronic blackboards; and 3) multimedia software/equipment, including 24/7 access to laptop and desktop computers. In addition, the
College has allocated funds to ensure that up-to-date instructional resources are available on an as-needed basis as instructors submit requests via the normal requisition process. AMC is committed to providing all instructors, regardless of medium or platform, the materials and tools necessary to ensure student learning outcomes are achieved.
e. Student Support
Through a mandatory, structured orientation program, students will demonstrate that they possess the minimum computer skills (software and hardware) to successfully navigate and complete the proposed online programs. Students who do not initially meet the orientation requirements may receive support through the Online Coordinator and MIS. A complete

Atlanta Metropolitan College 7 description of the student orientation program can be found at the AMC Distance Education website (www.atlm.edu/irpa/e-college). Throughout their course of online study, students will be provided the full array of academic services described in other sections of this document.
Library Resources
G eorgi a Li brary Le arning O nline (GALILEO) will provide primary library resources for students enrolled in the online programs. The AMC Library staff will provide student training in accessing and utilizing GALILEO resources as well as addressing other student library service needs. Through GALILEO, students have access to online scholarly research tools, which are enhanced via carefully selected media (print and non-print materials), and the GALILEO
Interconnected Libraries (GIL) system. As an online system, GIL/GALILEO is designed to ensure universal access to a core level of materials and information services for every student and faculty member in the University System of Georgia.
In addition, full online Library support and services will be available to online students and faculty. Through online services, students may contact a reference librarian online at library@atlm.edu
via the “Ask a Librarian” link (http://www.atlm.edu/current_students/library.html) .
Response times are usually within 24 hours, but no later than 48 hours.
For online students who may need a physical library resource in addition to GALILEO, the AMC main-campus Library, located at the center of AMC’s campus in the three-story
Library Administration Building, offers full library services which are available 8:00 a.m. –
9:00 p.m. (M-Th) // 8:00 am – 5:00 p.m. (F) // 9:00 a.m. – 5:00 p.m. (S). The Library staff provides year-round research training for faculty and students. In addition, the AMC Library provides comprehensive resources appropriate to the instructional and research needs of all disciplines. Services are available six days a week during the semester and offer access to books, periodicals, and electronic databases.
The Library houses a collection of approximately 45,000 volumes, provides access to periodical titles, and has comparable units of microfilm. A videotape/DVD collection offers drama, poetry, and history. Circulating books and bound periodicals are available on the third floor. Current periodicals, reference books, and microforms are housed on the second floor.
Microfilm reader-printers, cameras, camcorders, photocopiers, CD/cassette players, computers,

Atlanta Metropolitan College 8 and reserved resources are also available to students, faculty, and staff members. In addition,
GIL Express and interlibrary loan services are available to provide online students, faculty and staff access to resources at the libraries of all USG institutions.
The Atlanta Metropolitan College Library is a member of ALA (American Library
Association), GLA (Georgia Library Association), GOLD (Georgia Online Databases), and
SOLINET (Southeastern Libraries Network).
Technology Resources
The Management Information Systems (MIS) Department at AMC will provide its existing state-of-the-art network infrastructure, including the necessary speed, bandwidth, stability, and security to adequately support the BA and TE online program offerings. The AMC online coordinator, as well as personnel in the MIS Department, will provide technical support for the faculty, staff, and students in the online courses. Technical support requests may be submitted 24/7 via an MIS helpdesk. At times other than normal operating hours, students may obtain technical support through the GeorgiaView Vista Online Support Center, which is available 24/7, 365 days a year.
Student-Faculty Communication
AMC requires that all courses, including online courses, have a structured communication arrangement between faculty and students described in the course syllabus. The institutional minimum standard for syllabi content is provided in the Faculty Handbook
( http://www.atlm.edu/pdf/facultyhandbookmarch701.pdf
). In addition, faculty may communicate course information to students via various media formats, including AMC student e-mail accounts and WebCT Vista. All AMC students have access to information through institutionassigned e-mail accounts. Ongoing informational updates are provided through student support services and the academic support websites ( www.atlm.edu
). f. Student Services
Learning Support and Tutoring
Learning and academic support will be available for online students who need assistance in improving their reading, math, and writing skills. These support services will be made

Atlanta Metropolitan College 9 available through electronic means. Support staff, or “unit liaisons” will provide scheduled online support through electronic blackboards, discussion groups, threaded discussion boards, the telephone, and e-mail. For additional face-to-face support, the Academic Support Center
(ASC) provides supplemental instruction to students of Atlanta Metropolitan College. Students receive tutorial assistance and have access to technology labs. The technology labs are equipped with software for electronic tutorials, Internet resources, word processing, multimedia software, and educational software relevant to each academic discipline.
The ASC is located on the third floor of the Library and provides both individual and group tutoring by appointment or on a drop-in basis. Instructional assistance is available in the following areas: science, mathematics, reading, writing, and business. Instructional workshops are offered every semester in math, English, COMPASS and Regents’ testing preparation, and study strategies.
The operating hours of the ASC are: 8:00 a.m. – 8:00 p.m. (Monday – Thursday) // 8:00 a.m. – 5:00 p.m. (Friday) // 10:00 a.m. – 2:00 p.m. (Saturday). At times other than scheduled tutoring hours for online students, appointment requests for additional assistance must be made by phone (404-756-5690), or via email ( asc@atlm.edu
).
Admissions
All requirements for admission to the Teacher Education (TE) and Business
Administration (BA) online programs will be the same as those of the face-to-face format for these programs.
Residency Requirements
Residency requirements will be the same as those established for the TE and BA programs at AMC’s main campus.
Program Content
The curricula of the TE and BA programs provided in Appendix A and Appendix B, respectively, will be the same as the TE and BA programs currently offered at AMC’s main campus.

Atlanta Metropolitan College 10
Registration
Online students may register for classes online. Each student will be assigned a password- protected account that can be accessed 24/7 at a student portal
(https://atlm.gabest.usg.edu/pls/B610/twbkwbis.P_WWWLogin) for a variety of services, including: course selection, registration, course add/drop, grade review, transcript review/requests, and tuition/fee payments. All AMC students may complete registration requests and obtain registration information from the Office of the Registrar’s website
( http://www.atlm.edu/registrar/index.html
), which provides information in the following areas:
1) General Services (e.g. class schedules, transcript requests, transfer credit evaluations, tuition and fees); 2) Calendars/Schedules (e.g. annual calendars, class schedules); and 3) Student Online
Services (e.g. a student registration portal, registration/advising process descriptions).
Advising
Students in the online program will be assigned faculty advisors in their respective program of study. The scheduling of advising in the online program will occur on the same semester-by-semester basis as that on the main campus. Advisors will provide ongoing student support in a broad range of academic advising services, including: developing degree plans, class registration and scheduling, addressing academic questions/problems, career planning/options, and reviewing graduation requirements. The advisement process is evaluated through specific outcomes and metrics to ensure a high quality, effective, and efficient advising structure and process/procedure. AMC ensures that advising parity is achieved for all students, regardless of course delivery. Students may obtain online advising information at http://www.atlm.edu/current_students/academic_advising.html.
Financial Aid
AMC students may obtain financial aid information online at http://www.atlm.edu/financial_aid/index.html
. At this website, students may obtain information on financial aid policies and procedures, federal regulations, the HOPE Scholarship, academic requirements, contact information, and FAQs. In addition, students may submit financial aid requests and forms via the office’s website. Contact information, emails, and phone numbers are available for all financial aid counselors.

Atlanta Metropolitan College 11
Counseling and Testing
Online students may receive professional counseling through AMC’s Office of
Counseling & Testing Services, which provides a wide range of services and referrals. These services assist students with various counseling needs such as reducing anxiety and stress management. For more complex needs such as depression, anxiety, family issues, grief, and anger management, arrangements are made through the office for students to see a specialist(s) in the respective area of concern. Students may e-mail (clbyrd@atlm.edu) or call (404-756-4783) to arrange appointments for counseling services/referrals.
The Office of Counseling & Testing administers COMPASS placement testing to all students admitted to the College; this service will be extended to online students.
Disability Services
On-campus disability services are provided for AMC students through the Office of
Disability Services. This office can be reached by phone at (404)756-4783, and online at
( http://www.atlm.edu/current_students/disability_services.html
). Appointments or walk-in visits are also encouraged. The office provides services that address various disabilities in the areas of physical limitations, psychological illness, and learning disorders. Disability Services holds in strict confidence the disability status of all the students it serves, and when necessary, communicates with faculty to develop strategies and accommodations to address the needs of
AMC students with disabilities.
Career Guidance
Career guidance for online students will be provided via their appointed faculty academic advisors. Activities include exploration of career options and preparation for transfer to four-year colleges or research universities. In addition, students may obtain additional support through the
Office of Student Affairs, which provides a wide range of career guidance activities each semester, including: job fairs, co-op and internship information, resume writing workshops, and recruiting fairs. Postings and contacts for campus-life and career-related activities can be accessed by all AMC students at http://www.atlm.edu/campus/student_activity.html
.

Atlanta Metropolitan College 12 g. Cooperative Links with the Community
The proposed programs have no direct economic development or formal cooperative links with the community. h. Accreditation and Legal Issues
AMC will submit the “Prospectus” to SACS to satisfy its substantive change requirement.
4. Recruitment and Admission of Students
Recruitment and admission requirements for students participating in online courses will be the same as those for face-to-face courses.
5. Curriculum
The online curriculum will be developed at the divisional level and approved by the Vice
President for Academic Affairs to ensure that it is consistent with the educational content and student learning outcomes as those of corresponding courses offered on the main campus. As is the case with all other courses, online syllabi content will be reviewed at the divisional level to ensure that it meets institutional standards. These standards include: concise course objectives and learning outcomes, attendance policy, course outline/calendar, grading activities/policy, instructor contact information, weekly scheduled office hours, and modes of interaction.
6. Consistency with Principles of Good Practice
AMC will use the SACS “Best Practices” model, consisting of input from various accredited southeastern institutions, to construct, structure, and implement its Distance Education Program.
7. Fiscal Implications of the Program
The Associate Vice President for Academic Affairs will be responsible for coordinating and implementing the day-to-day operation of the online program. Library resources and the technology infrastructure are currently in place and will not require any additional expense to the
College. A distance education consultant will be utilized for at least the first year of the program, and thereafter as necessary to conduct external evaluations of the online program and to ensure that principles of good practices are firmly instituted within all aspects of the program. The
College will support faculty software and hardware requests with the same priority as that given

Atlanta Metropolitan College 13 faculty who teach in the traditional class format. A two-year budget for the online program is provided in Appendix C.
8. Assessment/Evaluation
General
The AMC Distance Education Program will be fully integrated into the administrative review, decision-making, and assessment structures at Atlanta Metropolitan College. A Distance
Education Committee, composed of faculty, staff, and student representatives from various divisions and segments of the College, will assist in monitoring the online program. This
Committee will have the responsibility of: 1) reviewing new online course requests and making recommendations to the Vice President for Academic Affairs; 2) mediating faculty/student grievances and concerns; 3) reviewing syllabi and ensuring adherence to course standards; 4) evaluating the Distance Education Program; 5) implementing planning and evaluation of the
Distance Education Program, 6) ensuring that faculty and student support is adequate; and 7) ensuring access to the appropriate training and technology updates. A Distance Education
Coordinator will be responsible for the day-to-day operation of the online program to ensure that the Distance Education Program is fully incorporated into the AMC planning/assessment process. The Distance Education Coordinator will also serve as a permanent member of the
Academic Affairs Council, which is chaired by the Vice President for Academic Affairs, and whose membership consist of the division chairs of the College and various other academic support staff. The Distance Education Coordinator, in conjunction with the Distance Education
Committee, will submit annual planning, budget, and assessment reports to the Office of
Institutional Research, Planning, and Assessment and the Vice President for Academic Affairs for review and approval, respectively.
Program Integrity
The integrity of the online programs will be ensured by: 1) continual monitoring by the
Distance Education Coordinator, who will be enrolled at the “student” and “instructor” levels of all online courses, and who will make regular reports to the Distance Education Committee and
VPAA, 2) verifying student identities through various means, including password protection/access and ID verification; and 3) providing secured student assessment through

Atlanta Metropolitan College 14 means such as proctored exams, multiple versions of exams, and scrambled exam questions. The
College will regularly review and assess best practices to ensure that its online programs maintain integrity.
Faculty Evaluations
Faculty who teach online will be evaluated in the same manner as those faculty at AMC’s main campus. To ensure ongoing instructional quality, all online faculty will be evaluated annually through: 1) faculty activity reports; 2) self-evaluations; 3) division chair evaluations; and 4) student course evaluations. The faculty evaluation process begins in the fall semester when faculty members negotiate a mutual “work load agreement” with their division chair, including how their time will be distributed throughout the year. The “work load agreement” covers four areas: teaching, course development and teaching innovations, campus activities/committee involvement, and professional activities and community/cultural involvement.
At the end of each academic year, the faculty member and division chair hold a follow-up meeting to assess the faculty member’s annual performance. Prior to the meeting, the faculty member submits a self-evaluation to the division chair measuring the extent the “work load agreement” was achieved. The division chair then, using the same evaluation instrument as the faculty member, evaluates the faculty member. The faculty member and division chair meet to discuss the faculty member’s annual performance results as measured against the following criteria: progress, challenges, and how results from the current year’s evaluation can be used to improve the faculty member’s performance for the next academic year.
Teaching effectiveness and classroom evaluations are assessed through student course evaluations, which are administered for all classes during the fall and/or spring term of each academic year using the “Student Instructional Report (SIR)” instrument. The Division
Chairperson distributes the SIR assessment results to faculty members, to outline strengths and address challenges that students identify in their course evaluations. The SIR results are factored into the overall annual faculty performance evaluations, which are utilized, in part, to determine merit salary raises.

Atlanta Metropolitan College 15
Student Assessment: Student Learning Outcomes
Multiple assessment methods will be utilized to measure attainment of student learning outcomes, general education outcomes, and overall institutional effectiveness. All existing evaluation and assessment processes will be extended to the proposed online programs. Methods used to evaluate student learning outcomes include: 1) research and scholarly papers; 2) collaborative projects, student oral presentations, performance-based evaluations (e.g. music or drama); 3) portfolios, laboratory work, book reviews, common divisional job placement evaluations; 4) placement test results; standardized, institutional, and departmental test outcomes; scoring rubrics; 5) skills standards and competency measures, pre/post test comparisons, papers and assignments; 6) capstone course assignments, certification exams, critiques of performances and products by external professionals, students, and faculty, 7) engagement surveys (e.g. NSSE, CCSSE, SENSE).
Data collection and reporting for online programs will occur during regular cycles at the course, program, and institutional levels. Expected student learning outcomes at the course level will be published in course syllabi, measured, and collected for each class taught. In addition, student learning outcomes assessment will apply to all online instruction. The course-level student learning outcomes are used to measure the effectiveness of instruction and the appropriateness of course content. Program reviews occur at established cycles to determine program quality, viability, and productivity. Institutional general education outcomes are collected and measured in 5-year cycles to ensure the institutionally-defined skills and knowledge of all AMC graduates, regardless of the program of study. All data are collected, reported, and analyzed to measure how well the College is achieving its stated mission.
The Office of Institutional Research, Planning, and Assessment monitors and collects retention rate data and reports the results to the Vice Presidents for Academic, Fiscal, and
Student Affairs, who in turn, work collaboratively with the academic divisions and academic/student support units to establish retention rate goals/objectives, develop action plans, and determine outcomes for institutional strategies developed to improve retention rates. The online programs will be evaluated based on the following:
Viability – available resources (e.g. relevant and adequate curriculum, adequate physical and library resources, necessary faculty with appropriate credentials); student interest (e.g.

Atlanta Metropolitan College 16 enrollment growth in the program of study, organized recruitment strategies); career opportunities (e.g. employment placement and transfer trends, internship/co-op opportunities, employer student recruitment and evaluations); institutional goals and global impact (e.g. program relevance to AMC’s mission and institutional goals/objectives, relevance of the program to local, state, national, and international needs).
Productivity – (e.g. graduation rates over a three-year period, Regents’ Exam first-time pass rates, credit hour production, number of students provided service courses, grants generated, professional conferences conducted, presentations given, and publications produced by program faculty and students).
Quality - (e.g. student learning outcomes, qualification of students, internal/external benchmarking, curriculum development and revisions, curriculum coherency, license and certification results, program honors/awards, faculty with terminal degrees, scholarly production, service projects, effective advisory board, student satisfaction).

Atlanta Metropolitan College 17
The Division of Social Sciences advises students in this program.
Students should be aware that to be admitted into a four-year undergraduate educator preparation program within the University System of Georgia
Student must earn a minimum cumulative GPA of 2.5 on all attempted hours in the System core curriculum in Areas A-F, as required for teacher preparation.
Students must have passed the Regents’ Test.
Students must have passed GACE I.
Please be aware that receiving institutions may establish higher admission requirements.
Transfer Program
Program Requirements and Electives
Note: See Index for page numbers of Areas A – E Electives.
Prefix Number Title
Area A:
ENGL
ENGL
MATH
Essential Skills
1101
1102
1111
English Composition I
English Composition II
College Algebra
Area B:
Area C:
Area D:
Institutional Requirement (AMIR 1001)
Humanities & Fine Arts
Science, Mathematics, & Technology
(Select from Area D Electives)
Area E:
POLS
Option I: FOR NON-SCIENCE PROGRAMS OF STUDY
Social Sciences
1101 American Government
History Requirement – Choice of 3 hours from the following history courses:
HIST 2111 United States History I or
HIST 2112 United States History II
Area F:
EDUC
(Electives: Choice of 2 Area E Electives)
Courses Related to Program of Study
Required Professional Education Courses:
EDUC 2110 Investigating Critical & Contemporary
Issues in Education
2120 Exploring Socio-Cultural Perspectives on
Diversity in Educational Contexts
3
3
Hours
9
3
3
3
4
6
11
12
3
6
18
9
3

Atlanta Metropolitan College 18
EDUC 2130
Required Content Area Courses
ISCI 2001
ISCI
MATH
2002
2008
Exploring Learning and Teaching
Life and Earth Science
Physical Science
Foundations of Numbers & Operations
Courses Outside the Core:
ORNT
Regents’ Skills
RGTR
1100
0198
Seminar in Personal and Academic Dev. 1
Institutional Credit Only – Must Pass or Be Exempted
Regents’ Reading Skills and
Regents’ Writing Skills
RGTE
PHED
PHED
0199
P.E. Activity or Fitness Course
P.E. Lecture Course
Choice of one of the following courses:
PHED 1101 Wellness
2
3
PHED
PHED
2105
2240
Concepts of Health and Safety
First Aid
3
9
3
3
3

Atlanta Metropolitan College 19
The Division of Business, Mathematics, and Computer Science advises students in this program.
Transfer Program
This program is intended for students who plan to transfer to a four-year program in a field such as:

Accounting

Actuarial Science

Business Administration



Economics
Finance
Industrial Management



Information Systems
Marketing
Real Estate
Program Requirements and Electives
Note: See Index for page numbers of Areas A – E Electives.
Title Prefix
Area A:
ENGL
ENGL
Number
Essential Skills
1101
1102
English Composition I
English Composition II
MATH
Area B:
Area C:
Area D:
1111 College Algebra
Institutional Requirement (AMIR 1001)
Humanities & Fine Arts
Science, Mathematics, & Technology
(Select from Area D Electives)
Option I: FOR NON-SCIENCE PROGRAMS OF STUDY
Hours
9
3
3
3
4
Area E:
POLS
CSCI 1135 may not be taken for degree credit.
Social Sciences
1101 American Government
6
11
12
3
History Requirement(s) – Choice of 3 hours from the following history courses:
HIST 2111 United States History I or
HIST 2112 United States History II
(Electives: Choice of 2 Area E Electives)
Courses Related to Program of Study Area F:
Required:
ACCT
ACCT
ECON
ECON
CISM
2101
2102
2105
2106
2101
Principles of Accounting I
Principles of Accounting II
Principles of Macroeconomics
Principles of Microeconomics
Fundamentals of Computer Applications
3
6
18
15
3
3
3
3
3
Electives – Choice of 3 hours from the following courses:
BUSA 1105 Introduction to Business
BUSA
BUSA
2105
2106
Communicating in the Business Environment
The Environment of Business
3
3
3
3

Atlanta Metropolitan College 20
Courses Outside the Core:
ORNT
Regents’ Skills
RGTR
RGTE
PHED
PHED
1100
0198
0199
Seminar in Personal and Academic Dev. 1
Institutional Credit Only – Must Pass or Be Exempted
Regents’ Reading Skills and
Regents’ Writing Skills
P.E. Activity or Fitness Course
P.E. Lecture Course
Choice of one of the following courses:
PHED 1101 Wellness
2
3
PHED
PHED
2105
2240
Concepts of Health and Safety
First Aid
Note 1: Standards of Performance: To receive the Associate of Science degree, a grade of “C” or higher is required in each of the following courses: ENGL 1101; ENGL 1102; MATH 1111 or approved MATH equivalent; all Area F courses.
Note2: Specialized Accreditation: The Business Administration program is nationally accredited by the Association of Collegiate Business Schools and Programs (ACBSP).

Atlanta Metropolitan College 21
FY 2009 and FY 2010 Budgets
FY 2009
Staff Salaries (Including Fringe)
Associate VPAA/Distance Education Coordinator
(Represents 25% of salary and fringe) 25,000
Consultant Fees 10,000
FY 2010
26,000
10,000
5,000 5,000
15,000 10,000
$55,000
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$51,000
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