Student Affairs On-Line The on-line magazine about technology and Student Affairs Gary D. Malaney - Univ. of Massachusetts Amherst Editor Stuart Brown - StudentAffairs.com Executive Editor

Join our mailing list!    First Name        Last Name        School        Email            ©2007    StudentAffairs.com    All Rights Reserved	New Mexico State University's Doctoral Preparation via Distance: An Experiment with Success Ramon Dominguez Associate Professor New Mexico State University radoming@nmsu.edu Posted: July 26, 2003     Student Affairs Online, vol. 4 no. 3 - Summer 2003 Recently, the Educational Management and Development Department at New Mexico State University developed a doctoral program to train and prepare future community college administrators. Initially, fifty-nine doctoral and nine master's level students were enrolled in the distance education program. The program participants represented career professionals with diverse backgrounds and experiences in the field of education. The majority of these students came from rural communities throughout the state of New Mexico. The program, known as the Community College Leadership Doctoral Program (CCLDP), was developed as an innovative initiative to enhance the administrative leadership skills of seasoned professionals. The program provided students one of the few opportunities in New Mexico to earn a doctorate within the parameters of their rural community. Due to a variety of reasons, including travel distance, career demands, and family, obtaining a doctorate was certainly a difficult challenge. Once the opportunity was presented to earn a degree through distance mediums, these lifelong learners did not hesitate to join CCLDP. When students realized that the course work was to be delivered through interactive television, WEBCT, team participation, and on-site visits, the program filled to capacity. As a doctoral community college administration program, the curriculum emphasized a practical applications approach rather than a research intensive format. Therefore, the doctoral degree was offered as an Ed.D., rather than a Ph.D. With a doctoral focus, it was essential to deliver a quality program. In this respect, the type of delivery mechanism was important. A combination of interactive television, WEBCT, and on-site delivery constituted the mediums utilized to prepare the CCLDP cohort of sixty-eight students. In essence, the approach allowed for analysis, critical thinking, reflection, and immediate access to the professor. Communication regarding assignments, papers, and exams was facilitated through on-line access. Internships allowed for on-site visits and assessment on a variety of individual and administrative competencies. Through the use of these delivery mechanisms, the cohort was able to participate in a structured program consisting of several options. The courses taken by cohort participants followed a structured calendar and class schedule. Dissertation and internship participation allowed for flexibility and individual structure. This new experiment in distance education implied a three-year distance relationship with New Mexico State University and the Department of Educational Management and Development. The relationship meant: advising and registering students via distance. Student course load and section assignments were completed through a distance registration process. counseling and mentoring through a hybrid of distance mediums. With an original cohort of sixty-eight students, constant communication was essential in approaching a variety of challenges including personal situations, work demands, course requirements/assignments, financial aid dilemmas, business office requirements, textbook purchases and many other issues. maintaining motivation and focus. Students were challenged by a sixty hour credit program requiring internships and a dissertation. Staying focused and on task demanded trust and a strong bond between students and faculty. attending class once a month on Friday and Saturday. Class was conducted through interactive television connecting six sites plus the originating site in Las Cruces. Sessions involved class lectures, discussions, student presentations, and demonstrations. The medium allowed for power point and video presentations. working in teams on projects and assignments. Class lectures and discussions were supplemented with group assignments submitted through WEBCT. participating in courses strictly through WEBCT. Discussions lectures, assignments and presentations (i.e., video streaming) were all on-line. on-site visits by professors. Periodically, visits to the students' community were conducted. Activities included mentoring, individual instruction, group discussion and internship evaluation. participating in conference calls. As part of the coursework during Friday and Saturday class sessions, students were assigned team projects. Faculty remained on standby to receive questions and participate in discussions. A number of factors contributed to the success of the CCLDP. First, students and faculty were definite contributors in maintaining a successful initiative. Students were academically skilled, technologically competent, persistent, mature, and dedicated. Their professional background as administrators and faculty assisted them in easily adapting to any technological or instructional dilemma. The faculty responsible for preparing students was committed in assisting students reach their short and long term goals. Advising, mentoring and motivational support helped ensure a high rate of retention in the program. Second, a strong cooperative effort between the Educational Management and Development Department, Scholarly Technology, Telecommunications and the Office of Distance Education made the program a viable entity. This cooperative bond enhanced student success. Faculty, administrative staff, and technicians representing the aforementioned entities developed the blueprints and implementation strategy for an innovative program delivery system. Assistance and support from the community college campus executive officers was a third key to success. The executive officers allowed students the use of computer hardware/software, technical support, and release time. In several cases, facilities were specifically equipped with telecommunications hardware to directly meet the needs of the CCLDP students. Fourth, the President of New Mexico State University endorsed the concept of program delivery to community college professionals through distance mediums. Meeting the mission of a land grant university was definitely important to the President and Provost. Finally, a variety of characteristics made for a viable program. Student feedback generated a number of strengths: affordability, flexibility, networking opportunities, relevance of a community college focus, consideration of the working professional, and the caring attitude of CCLDP faculty and staff. In May 2003, the nine students at the Master's level completed their degree. Of the original fifty-nine doctoral students, fifty-three will complete their coursework in Summer 2003 and participate in comprehensive exams, oral exams and proposal hearings in Fall 2003. The students are expected to defend their dissertation by Summer 2004 and graduate with a total of sixty credits. A new cohort is expected to start in Fall 2004. The experiences and challenges of delivering instruction, directing dissertations and providing student support via distance present definite opportunities for improvement. Valuable lessons have been learned, and many more challenges are yet to be encountered. Printer Friendly Version