Community College to the Rescue
- By Linda L. Briggs
- 03/25/06
How savvy administrators serve and retain their commuting students by
using technology to meet the special challenges those students face.
COMMUNITY COLLEGES—and there are
over 1,200 of them nationwide, serving 11
million students annually—face special challenges
in meeting the needs of their diverse
student populations.
York Tech is using technology to help students
cut back on commuting-and save on gas.
But successfully serving community college
students can be challenging, partly because
the student bodies are often far less homogeneous
than those attending four-year institutions.
Many community college students are
part-timers who are also working, perhaps
even supporting families. Some represent the
first generation in their families to attend college,
or are overcoming limited English skills.
Others, especially in today’s job market, are
older, dislocated workers returning to retool
with new skills and knowledge. Rising university
tuition costs are also pushing more and
more traditional four-year college students to
begin their higher education at a community college. And
finally, community college students often face greater
financial limitations than traditional students. For example,
the recent jump in gas prices affected students everywhere,
but for many non-traditional students attending
community colleges, it had added impact.
York Tech: A Quick Response to Challenges
As fuel prices began to rise last year, administrators at
York Technical College (SC) immediately recognized
that they had to make changes to accommodate the financial
blow to their students. The college opened its doors
in 1964 and has since become a technology leader
among the 16 associate-degree-granting colleges in
South Carolina. It has contributed to a statewide technical
college network that has only grown more powerful and
useful with the advent of the Internet—and with the introduction
of technologies like streaming audio and video. In
fact, York Tech’s technical prowess was publicly recognized
last year when the American Association of Community
Colleges (AACC) ranked it
the most “digitally savvy” community college in the country
(sharing first place with St. Petersburg College, on
Florida’s Gulf Coast).
It was not so surprising, then, that when the price of fuel
headed skyward, York Tech administrators quickly assessed
how they could use technology to curtail driving. “We
immediately began to plan how to lessen the number of
times students have to come to campus,” recalls Dennis
Merrill, the college’s president. “For many of our students,
[the escalating cost of gas] represents a significant hardship.”
Accordingly, the school began brainstorming about
using its already extensive technology infrastructure to
allow students to cut back on commuting.
By using two-way videoconferencing over the Internet,
York Tech can share courses with 15 colleges in its system.
Enter, Technology
York Tech’s move to rely more on distance-learning technologies
illustrates how recent leaps in technology, along with
price drops in broadband access and other Internet technologies,
can help community colleges serve their students
effectively in new and innovative ways. The relatively low price
of broadband Internet access allows the school to offer its
courses through two-way videoconferencing technology to
other technical colleges in South Carolina, as well as to students
at high schools throughout the region. York Tech also
offers courses over the Internet to college students who have
a broadband connection at home. Dropping costs of hardware,
software, and connectivity all help make the videoconferencing
system possible.
“[Technology] costs are coming down, and that’s big,”
Merrill says. “Before Internet protocol [IP], fiber optic cost
$1,000 a month. [Now,] IP is more like $100 a month. That
alone allows us to offer this technology.” By using two-way
videoconferencing over the Internet (York Tech’s setup has
a Tandberg videoconferencing system
at its heart), the school is able to share courses with
the other 15 colleges in its system, each of which has a
similar videoconferencing system in place. That saves
costs when one or a few students need or want a particular
class that isn’t offered that semester at York Tech, but is
available elsewhere in the state. The ability to share courses
remotely through videoconferencing is a tremendous
cost-saver, Merrill says. “If we were to run [a specific
course] for a small number of students, it would eat us
alive; it would cost thousands of dollars.”
York Tech also uses its videoconferencing system to offer
college-level courses to rural high school students in the
area via special video rooms set up at local high schools.
Besides offering college-level courses to high school students
who wouldn’t be able to access them otherwise
because of distance, the system serves to introduce top
high schoolers to the area’s technical colleges.
“I suppose you could say that it serves as a sort of feeder
system” for high school students, says Merrill, who estimates
that some 20 percent of York Tech’s students first
experience the technical college system by taking a course
remotely as a high school student. The video classrooms
are set up through a local systems integrator.
Looking at the Setup
York Tech’s Tandberg setup allows an instructor to connect
up to four remote classrooms in a session. Each remote
classroom consists of a special video room with the Tandberg
system to send and receive video and audio content,
along with a computer, projector and screen, large-screen
plasma display, ceiling-mounted video camera, microphones,
and speakers, all from various makers. The cameras
in each location are voice-activated, so that remote students
who ask questions of the instructor appear on the screen.
“With the punch of a few buttons on the control panel,”
says IT Director Alan Broyles, “the instructor can control
the output from a computer, DVD player, or whatever, to the
projector or plasma display.” Students don’t have to bring
computers to the remote classrooms, but those who do
can also use the Internet connection to submit items such
as a paper or quiz during the class.
A key to the college’s success, Merrill emphasizes, is an
extensive technical infrastructure that has taken more than
20 years to build out. The school’s connected, interactive
system allows not only remote learning, but makes use of
Datatel enterprise business intelligence
software with an add-on component—Web Advisor, also
from Datatel—to allow remote activities including online
registration, fee payment, and grade posting. In addition, the
school uses the WebCT course management
system to deliver courses remotely to individual
students with broadband connections in their homes. And
York Tech uses an add-on portal to its Datatel setup—Campus
Cruiser from Time Cruiser —
to allow instructors to create specific e-mail distribution lists
for particular classes, among other things.
Merrill says it’s critical to standardize on specific technologies—
both hardware and software—as early as possible. For
instance, the institution chose to standardize on Microsoft
Windows in the mid 1980s, before
standardizing on Windows became a widespread practice;
this enabled York Tech support techs to master just one platform
early on. “Don’t just let everyone choose what they want,
or you’ll have a heck of a hodgepodge,” Merrill advises.
Using technologies like videoconferencing, the institution
saves money by coordinating with the other technical
colleges in the state to maximize the range of course offerings.
It also effectively reaches potential students while
they’re still in high school, introducing them to the technical
college system early. York Tech makes its use of remote
technologies an effective way to both serve existing students,
and reach new ones.