A study to gather data for the creation of accelerated associate degree program development protocol for Chippewa Valley Technical College

Abstract

The purpose of this research was to provide data for the creation of accelerated degree program development protocol that will be used in the development of an accelerated Administrative Assistant degree program at Chippewa Valley Technical College (CVTC). CVTC administrative/leadership staff and Wisconsin Technical College System (WTCS) staff involved with accelerated learning and accelerated program development at the other WTCS colleges were surveyed to identify program development requirements for accelerated programs. The results of the study identified the need to include staff from program departments; instructional design, curriculum, and assessment specialists; administrators; general education instructors; support services staff; and the advisory committee along with employers and business/industrial content experts. Program development requires the input of individuals from a board range of areas and requires a supporting infrastructure that spans the entire organization. Data from this study identified accelerated format program criteria. Criteria categories or themes identified in this study were: program structure and content, program admission requirements and student responsibilities, quality of instruction and consistency of staff, teacher time, teacher training, and infrastructure support. The number and complexity of criteria required in the development of accelerated program is immense. Although much respondent data was given, very little quantifiable criteria were presented Specific stages related to the development of accelerated degree programs were also identified in this study. Identified stages of development include: pre-program, development, implementation, and evaluation. Literature and survey responses support the fact that the majority of work load related to accelerated programs is completed before the program is implemented. . Finally, this study identified specific administrative, leadership, and/or management staff expectations of a successful accelerated program. Themes identified as needed in determining the success of an accelerated program: student/teacher/employer feedback, student success, and program evaluation. The data gathered during this study clearly indicates the importance of assessment in evaluating the success of an accelerated program. No specific quantifiable measures where provided by respondents in relation to assessment. Data from this study will assist the Business Technology Department at Chippewa Valley Technical College in the development of an accelerated Administrative Assistant associate degree program.