Major Goals to be achieved to satisfy taxpayer and WTCS requirements:
Wider access to more students
Means proposed to achieve these goals:
less focus on international students
Greater focus on reconfigured degree programs
Introduction of more frequent, less expensive self assessment programs
Recruitment of former students as staff and faculty members
Increased networking among faculty
Hiring faculty members on part time contract basis.
RESPONSE TO SCENARIO
THE state of Wisconsin reports high levels of satisfaction among its citizens with its system of higher education. However, the reality is that only a quarter of adults between the ages of 25 to 65 hold a bachelor’s degree as compared to 34% in the neighboring states (MacTaggart 2003), resulting in lower individual and family income as compared to other states. Improving the quality of higher education could help to close this gap and improve economic potential of Wisconsin taxpayers based on knowledge, putting the state on par with its neighbors and North Central technical College could make a substantial contribution to honing its students’ competitive skills in the marketplace.
The key to improving educational performance lies in a two pronged approach (a) improving quality parameters through the use of the Quality Improvement Model as laid out by WTCS, which has created the new data system in 2004 for the quality review process (www.systemattic.wtcsystem.edu) and (b) providing wider access to more students by a phased approach to learning through part time, flexible programs. Thus, more emphasis needs to be given to the online, correspondence and net meeting programs to enhance educational opportunities for those who have potential but not the opportunity due to their job commitments.
Bearing these two objectives in mind, my plan will focus on performing more frequent self assessment as provided for by AQIP at lower costs (www.aqip.org). This will help to assess how exactly the college stands as compared to taxpayer expectations. The new WTCS associate degree reconfiguration program will be emphasized with less emphasis on international applicants and more attention diverted towards reaching the community of taxpayers in Wisconsin with the opportunity to return to college, while simultaneously strengthening the K-12 post secondary agreements to provide links to more students to avail of the facilities at the college. This could be integrated with a teacher recruitment effort by pulling in our past students as teachers, to consolidate teacher teams and put back resources into the community. This also helps us to access a wide pool of qualified people who can work on a part time basis with the involvement of less time and expense rather than through the use of full time instructors, who could be limited to a basic core team, whose functions will be geared towards the needs of the full time students. Hiring part time teachers on a contract basis may also be an option to consider, which will be less expensive since certain benefits and perks can be avoided.
In order to improve quality, our self learning assessment tools could be supplemented by using the QRP scorecards devised by the WTCS office staff, which will help motivated students to progress faster since we can continuously evaluate their progress and enhance the quality of our outgoing students.(www.systemattic.wtcsystem.edu). The self learning modules and tools we have assembled will help the student to progress independently on an individual basis, so that the teacher’s role is focused on dealing with clarifications and in using the scorecard to assess the effectiveness of the learning process. With increased emphasis on online aspects of student prepping and evaluation, costs can be reduced while achieving better results which can be measured using the scorecards. Within the funding constraints that are currently available to TLT, I would allocate a larger part of the Faculty professional development Grant towards recruiting past students, while a larger share of curriculum funds would go towards the reconfiguration programs. Team motivation could be increased through better networking among faculty members and distribution of their teaching load among all members, so that many of the staff would have the opportunity to work as facilitators of students using enhanced self assessment scorecards rather than through full time involvement. This would also increase student motivation simultaneously, while easing the load on staff members.
In order to generate an effective team, I would start off by introducing more networking among staff members by calling a meeting where the new priorities of the college will be outlined and our major focus clarified, as spelt out above. This will provide an opportunity for the staff members to make decisions about their degree of involvement and the extent of their responsibilities to execute the new goals. Two to three member teams can be set up, some who will deal with more intelligent students requiring less supervision while others will concentrate on fewer students who need more help. Additionally, some teams will concentrate on test administration and preparation of scorecards, while others will focus on doubts from students about procedural matters. Other teams will interact with K-12 officials and prospective students. Some teams will be designated solely for dealing with emergencies, while others will focus on technical help and yet others will concentrate on reviewing lesson plans and dealing with problems and concerns arising in this area . When everyone is clear about their responsibilities, they will work in a more coordinated manner. Responsibilities can be assigned according to the degree of participation and contracts revised accordingly to make the college function more effectively in a financial sense as well.
“Self assessing your organization”. [Online] Available at: