Thr DOCUMENT RESUME

ED 356 760 IR 015 980

TITLE Going the Distance: A Handbook for DevelopingDistance Degree Programs Using Television Courses andTelecommunications Technologies.

INSTITUTION Annenberg/CPB Project, Washington, DC.; PublicBroadcasting Service, Alexandria, VA. Adult LearningService.; Toby Levine Communications, Inc., Bethesda,MD.

PUB DATE 92NOTE 229p.PUB TYPE Guides Non-Classroom Use (055) Information

Analyses (070) -- Reference MaterialsBibliographies (131)

EDRS PRICE MF01/PC10 Plus Postage.DESCRIPTORS Cost Effectiveness; Courseware; *Distance Education;

Educational Radio; Educational Technology;Educational Television; Higher Education;*Instructional Development; Library Services; Models;Nontraditional Education; Telecommunications;*Telecourses

ABSTRACTThis handbook is designed to serve the needs of

colleges and universities considering the development of distancedegree programs. Its objectives are to report on current practicesamong colleges offering degree programs primarily throughtelecommunications; to describe current distance degree programs thatcan be used as models; and to identify nationally availabletelevision and audio courses that can be used in distance degreeprograms. The following is an overview of each chapter: (1)"Introduction" looks at current trends in distance learning in highereducation; (2) "Major issues that need to be examined early" analyzesthe potential market, missions, barriers to success, admissionspolicies, accreditation, and consortium membership; (3) "Building abroad base of support" identifies levels of approvals needed withinthe institution and the state; (4) "Issues in program development"discusses building a successful degree program; (5) "Support servicesneeded by distance students" describes models used by colleges andaddresses library services; (6) "Faculty issues" examines facultyselection, rewards, and training; (7) "Looking at costs" presents aframework for costs and benefits of distance degree programs; (8)"Sample distance degree programs" describes development of severalprograms; and (9) "Directory of distance learning courseware"describes more than 150 nationally available television and audiocourses. A list of 96 resources, a glossary of technology terms, andPublic Broadcasting Service Adult Learning Liaisons by state areappended. (ALF)

***************

Reproducti*

***************

********************************************************

ons supplied by EDRS are the best that can be madefrom the original document.

********************************************************

c)

US. DEPARTMENT OF EDUCATIONOffice of Education& Resnick end Imorawament

EDUCATIONAL RESOURCES INFORMATIONCENTER Igigici

nee document nee bean reproduced aereceived from the porton or organizationoriginating itMinor ellenges Kara bean mad( to improverewoduebou

e PGntaoI,IeworOpmumeetaledmtOradOCV-nlent do not AeCeeeznIY rooreseni

othemi

OERI !radon or PobrY

11'

BEST CON 4711101:

A HANDBOOKF 0 R

DEVELOPINGDISTANCEDEGREEPROGRAMS

A Publication of

The Annenberg/CPB Project

and

The PBS Adult Learning Service

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRAWILD BY

David A. Johnston

TO THE EDUCATIONAL RESOURCES

4 INFORMATION CENTER tun)

3

Cy1992 Corporation for Public Broadcasting and Public Broadcasting Service

OAG THE

DISTA111GHA HANDBOOK FOR

DEVELOPING DISTANCE

DEGREE PROGRAMS USING

TELEVISION COURSES

AND TELECOMMUNICATIONS

TECHNOLOGIES

prepared by"l'uln I .es ine (:oltantinicra ions. Inc.

hestla. Niars land

Kiel mil I ,,(11(1% dintior

Patrick J. Gallagher. publications manager13orcuti and Trays .11 Niner. research assistants

k Publication of the .1imenberg/CP13 Project andthe PUS .%dull I .earning Service

4

ADVISORS

Marcia Bankirer, Assistant Academic Vice President, Colorado State University; NationalUniversity Continuing Education Association

Beth Grobman-Burruss, Coordinator, Independent Study Program, De Anza College,Cupertino, California

Jacques Dubois, Director of Telecommunications and Weekend Programs, PrinceGeorge's Community College, Largo, Maryland

Peggy A. Falkenstein, Director, TV Sinclair, Sinclair Community College, Dayton, Ohio;The Instructional Telecommunications Consortium of the American Association ofCommunity and Junior Colleges

Lin Foa, Senior Project Officer, The Annenberg /CPB Project, cx officio

Jinny Goldstein, Vice President, Education Project Development, Public BroadcastingService, ex officio

Philip D. Hanson, Telecourse Coordinator, St. Louis Community College

Susan M. Rogers, Director of the Office of Distance Learning, Rochester Institute ofTechnology

Table of Contents

Foreword

Overview

Part 1. Introduction

5

7

9

Higher education at a crossroadsDistance learning studentsDistance learning and collegesDistance degree trends summarizedStages in a typical distance degree planning process

Pa. 2. Major issues that need to be examined early 15

Is there a need for a distance degree program?What is the mission of the program?Are there hidden barriers to success?How will the program be administered?How can you psepare for state authorization and accreditation of the program?What policies will govern admission to the program?How will the program be evaluated?Should you join a consortium?

Part 3. Building a broad base of support 29

What approvals are needed?How will you get the support you need?What messages will build your case?

Part 4. Issues in program development 35

What degree or degrees will be offered?What should you consider in addition to course requirements?How will courses be selected, adapted, or developed?How will courses be delivered?How will faculty and students interact?How will distance students be evaluated?What flexibility is needed by learners with time constraints?

6

Part 5. Support services needed by distance students 53

How are support services made accessible to the distance learner?What registration procedures are helpful?What orientation programs should be planned?What types of counseling programs are needed?What library resources and services are needed by distance learners and howwill they be accessed?How will distance students access videotapes, course texts, and equipment?Looking to the future

Part 6. Faculty issues 65

What key distance degree issues are related to faculty?On what basis should distance faculty be selected?What kinds of training and support are needed by distance faculty?

Part 7. Looking at costs 71

What sources of information are available?How are costs (and benefits) being shared among departments and institutions?What cost-related policy issues need consideration?What future cost-related research is needed?

Part 8. Sample distance degree programs 79

An overview of examplesSelected programs

Northern Virginia Community College Extended Learning Institute (ELI),Annandale, Virginia: Associate in Science, Business Administration

Pennsylvania State University, University Park, Pennsylvania: ExtendedLetters, Arts, and Sciences (ELAS)

Prince George's Community College, Largo, Maryland: Associate in ArtsBusiness Management; Associate in Arts General Studies;

Management Studies Transfer ProgramRochester Institute of Technology, Rochester, New York: Bachelor of

Science in Applied Arts and ScienceUniversity of Maine at Augusta, Augusta, Maine: Associate of Arts in

Social ServicesWayne County Community College, Detroit, Michigan: Associate of Arts

P.;

2

Part 9. Directory of distance learning courseware

IntroductionUsing the databaseDatabase

Arts and HumanitiesBusiness and ManagementCareersCommunications and CompositionComputer ScienceEducationEngineeringForeign LanguagesGovernment/Political Science/Area StudiesHealthHistoryMathematicsPhysical SciencesSocial Sciences

Directory of ProducersDirectory of Distributors

Appendices

1. Resources2. Glossary of Technology Terms3. PBS Adult Learning Liaisons4. Acknowledgements

Foreword

by Sally M. Johnstone, Director, Western Cooperative for Educational Telecommunications, aproject of the Western Interstate COMItliSSi011 for Higher Education (WICHE)

Higher education today is faced with the challenges of expanding the reach, the quality,and the effectiveness of instruction within a context of dwindling resources. In additionto serving the needs of traditional college-age students, colleges and universities alsomust help retrain workers for a changing economy. Indeed, the term "college-age" hasitself taken on new meaning as an increasingly large proportion of students fall into thebroad category of "adult learners," bringing with them new demands on the nature,timing, and delivery of higher education.

In response to these challenges, a growing number of institutions are turning to the useof telecommunications technologies specifically distance learning as a way to reachmore students and to address a broader range of instructional goals.

Developing and implementing successful distance learning programs is a complex task,requiring careful consideration of a considerable number of key issues. Yet, as someinstitutions are identifying these issues and defining the mix of techniques andinstruction, they are also discovering the barriers that must be overcome to enable aninstitution to succeed in this arena.

One group of pioneering institutions is involved in the Annenberg/CPB Project's NewPathways to a Degree Project. The seven New Pathways colleges, universities, andstatewide consortia are using different combinations of technologies and strategies tooffer degree programs to underserved populations. They are one of the primary sourcesof information for Going the Distance. The initial evaluation of their efforts reveals onecentral issue: the specific technologies are less important to the success of a programthan are the "people variables," the factors that allow faculty and students alike tofunction effectively within these new environments.

All the pioneering institutions have found that not only do faculty and students have tobe assisted in changing how they go about teaching and learning, but the institutionaladministrative and support services must be modified, often in the most basic of ways.For example, because of work, family responsibilities, or other constraints, distancelearners often find it difficult to come to campus to register for courses or to usereference and resource materials in the on-campus library. In short, colleges must revisitissues of accessibility of student support services from registration and counseling tolibrary and information resources and bring these services into conformance with theexpectations and needs of the distance learner.

Institutions also are discovering 'arger administrative and political challenges to thesuccessful implementation of distance learning programs. Personnel and funding

5

policies, accreditation standards, and the requirements of state authorizing agencies allevolved in the era of the conventional classroom and often do not serve the verydifferent requirements and attributes of telecommunicated instruction. To complicatematters further, telecommunications technologies, by definition, ignore geographical andpolitical boundaries.

A compelling need exists to share resources, not only among institutions but betweenstates and regions. The concept of such sharing is not new. Four regional, legislativecompacts now exist between groups of states in the West, the South, New England, andthe Midwest that facilitate this sharing. What is new is the means by which these statesare able to share their resources and avoid unnecessary duplication of costly degreeprograms. Instead of moving students to other states or to other communities withintheir own state, educators are on the threshold of being able to easily move theinformation and programs to the students. Ample evidence now exists of the value andeffectiveness of these programs.

We are still "en the threshold" of significant use because the number of institutions thatoffer complete distance learning degree programs is still relatively small. Further, thetechnologies undergirding distance learning are constantly evolving: that which we takefor granted today was revolutionary ten years ago, and what we can only now dreamof will be commonplace in another decade. A critical point to keep in mind, however,is that the administrative structures that are set into place to deliver high qualitydistance degree programs will easily adapt to the inevitable technological changes.

Going the Distance: A Handbook for Developing Distance Degree Programs brings together athorough discussion of the issues and challenges involved in establishing distance degreeprograms, information about the educational telecommunications resources currentlyavailable, and descriptions of sample programs at pioneering colleges and universities.It can be a great guide in the transition from traditional administrative practices to thosethat will effectively serve the distance learner, the faculty, and the institution.

1 0

6

Overview

This handbook is designed to serve the needs of colleges and universities consideringthe development of distance degree programs. Its purpose is to:

report on current practices among colleges that are already offeringdegree programs primarily through telecommunications,

describe current distance degree programs that can be used asmodels and references, and

identify nationally available television and audio courses that can beused in distance degree programs.

Following is an overview of each chapter.

Part 1 Introduction looks at the status of distance learning inhigher education and identifies current trends in the developmentof distance degree programs, including an identification of typicalstages of development.

Part 2 Major issues that need to be examined early focuseson analyzing the potential market, missions, potential barriers tosuccess, accreditation issues, admissions policies, and the benefits ofconsortium membership.

Part 3 Building a broad base of support identifies thedifferent levels of approvals that are needed to put your programon a solid foundation both within your institution and within yourstate.

Part 4 Issues in program development discusses how to thinkabout building a degree program that is more than the sum of itsparts.

Part 5 Support services needed by distance studentsdescribes a variety of models colleges al using to make highereducation for distance learners a rich and supportive experience,including the critically important area of library services.

Part 6 Faculty issues examines how faculty are selected andrewarded and their need for training in the selection and use of newtechnologies and instructional packages.

7

Part 7 Looking at costs identifies sources of information aboutthe financial costs involved in using telecommunicationstechnologies and presents a framework for thinking about the costsand benefits of distance degree programs.

Part 8 Sample distance degree programs describes thedevelopment of several degree programs at colleges and outlineshow a variety of colleges have matched degree requirements withdistance learning options. It includes two-year terminal degrees,two-year transfer degrees, and programs that enable students whohave already completed two years of undergraduate credits toachieve a baccalaureate degree at a four-year institution from adistance. Further, it demonstrates the variety of approaches beingused: from complete degree programs composed entirely ofpreproduced telecourses, to degree programs that mix telecoursesand instruction delivered via other technologies, to degree programsthat rely entirely on other forms of distance learning, for example,interactive classes delivered in real time via satellite. None of thesecategories is clear cut, however, and as technologies change, themeans of developing and delivering instructional material andresources is likely to change as well.

Part 9 Directory of distance learning courseware describesmore than 150 nationally available television and audio courses andprovides directions on how to obtain more complete informationabout them. Many readers will be surprised by both the variety andnumber of courses that are available.

1c

Part 1.

Introduction

Higher education at a crossroads

Distance learning students

t, Distance learning and colleges

Distance degree trends summarized

ot° Stages in a typical distance degree planningprocess

9

Higher education at a crossroads

We stand at an important crossroads in higher education, a time in which educatorsare grappling with an unusually large number of challenges. Tidal waves of economic,demographic, educational, and technological changes demand that colleges reconsiderwhat they will teach, how they will teach, whom they will teach, and the degree towhich the classroom of tomorrow will look and feel anything like the classroom ofyesterday. Even the question of whether learning will take place in locations calledclassrooms is debatable.

Many of these issues are joined in discussions of distance learning coursework inwhich instruction takes place primarily through the use of telecommunicationstechnologies, allowing faculty and students to be in different locations, often in asmany locations as the number of students enrolled.

V Distance learning students

In recent years, the entire demographic picture of undergraduate life has changed. Itis no longer the norm for a student to graduate high school, proceed directly tocollege, study full time for two or four years and, somewhere around the age oftwenty or twenty-two, exit into the world with degree in hand. Students are delayingtheir entrance into college, are more likely to study part time than full time, and aremost likely to be employed and have work and family responsibilities outside theclassroom. All of these factors have led to an increase in the number of studentsinterested in distance learning. Television and audio courses have been among themost widely offered types of distance learning options during the last 15 years. Morerecently, computer-based courses have joined the mix of distance learning options.

The overriding reason that students enroll in distance learning courses is convenience.This convenience is needed for one or both of two reasons:

Students are time-bound: Students who work on shifts, whotravel a great deal, or whose heavy responsibilities at home or atwork do not allow time for regular classroom attendance preferdistance learning. Lisa Youngdahl, for example, a student at St.Louis Community College who is a flight attendant, notes,"Because of my travel, it would have been impossible for me toreach my goals without telecourses."

Students are place-bound: Some students simply live too far awayfrom a campus to pursue their educational goals in a traditionalmanner. Others may he kept at home by family responsibilities orillness or disability, or they may be in hospitals, rehabilitationhomes, or prisons. These students need distance learning becausethey do not have the mobility to come to campus.

10

14

Even students who take courses on campus may enroll in distance learning coursesas a way to advance toward their degree, while simultaneously working and/ortaking care of a family.

if Distance learning and colleges

Because television courses complete and integrated instructional systems thatgenerally include television programs, a textbook, and a variety of other instructionalmaterials represent one of the most widely used telecommunications resources fordistance learning, most distance learning research has focused on their use andimpact. We know, for example, that more than 2,000 colleges and universities haveoffered such courses over the last ten years through the PBS Adult Learning Serviceand that these institutions are almost equally divided between two-year and four-year colleges. This group of colleges represents roughly 60 percent of the highereducation institutions in America. In addition to the use of preproduced televisioncourses, many colleges also transmit live classes via television. As Sally Beaty,executive director of INTELECOM, a producer of television courses, has said:

In today's fiscally challenging postsecondary envinmment, telecommunications-based courses provide colleges with effective and efficient ways to maintain thequality of their instructional programs while making educational opportunitiesmore accessible to the communities they serve.

Many of the factors that affect the use of distance learning courses in highereducation have changed over the last several years, and in many cases these changeshave been exponential rather than incremental.

A dramatic expansion of available courseware makes distancelearning possible in a wide array of disciplines and at allacademic levels.

As new telecommunications technologies have become morewidely used, the means of delivering courses to students alsohave increased dramatically, as has the challenge of selecting thebest system or systems by which to deliver instruction.

Finally, a technological revolution has occurred, and it hasproduced so many opportunities for enriching and enhancinginstruction, for connecting people who are geographically distant,and for redefining the classroom that the challenge is not whetherto use telecommunications as a part of higher education but howto use it. Today's classroom can be anywhere. VCRs allowstudents to access programs when and where they need to andreview course material at will. Students can participate in aseminar via computer conferencing and then use the computer to

11

1 5

-Ur

LI L/

access databases for research and to request that books from thecollege library be delivered to a local community site.

This combination of factors a wide variety of courseware, multiple deliverysystems, the new majority of older, part -time students, and a greater array ofavailable technologies provides new challenges to colleges and new opportunities.For the first time, colleges can offer complete degree programs in which instructionis primarily delivered through telecommunications technologies and in whichinteraction between faculty and students, among students, and between students andother instructional resources is accomplished primarily from a distance.

toe Distance degree trends summarized

Our research has identified several trends:

In most cases, administrators planning distance degree programswill not be limited by policy. Instead, logistics, economics, andthe need to develop a broad base of institutional support aremore likely to determine the planning challenges to be met.

Distance learning degree programs typically use a variety ofinstructional approaches and delivery systems to offer a full rangeof options to students for the completion of degree requirements.Students may take courses at community sites, from home, fromthe workplace, or combine these opportunities with on-campusoptions.

Colleges are continuing to adopt television courses, audio courses,and other complete course packages, but increasingly, they areadapting them in new ways to meet local needs by adding locallyproduced material, combining portions of different courses,changing the order of assignments to meet local needs, and soforth.

The addition of newer telecommunications technologies E-mail, voice mail, computer conferencing, audiobridges,audiographic devices, and the like gives both students andfaculty opportunities for more communication and greaterinvolvement both with one another and with other resources thatenrich and broaden the learning experience.

Distance degree programs that are in the mainstream ofinstitutional planning are more likely to be successful than thosethat are on the fringe.

12

IC

-Ur

LL,

4,/ Stages in a typical distance degree planning process

Colleges currently offering or developing distance degrees seem to progress througha series of specific planning activities. While these are presented here as discretesteps, in mast cases several stages will occur simultaneously.

1. Determine whether a demand exists for a distance degreeprogram and whether your institutional mission would be wellserved by the development of such a program.

2. Identify policies both external and internal that might affectthe success of a distance learning degree program and work toeliminate those that might serve as barriers.

3. Build a broad base of support for the legitimacy and value ofdistance education.

4. Examine the degree programs currently offered at your institutionto see which adapt readily to distance education models.

5. Select from among available courseware those instructionalpackages that meet local needs.

6. Develop locally produced distance learning courses to completedegree requirements.

7. Evaluate the cost effectiveness and availability of telecom-munications alternatives for content delivery and student-facultyinteraction that meet both course objectives and the needs ofdistance learners.

8. Ensure that student services meet the needs of distance learners.

9. Select top-notch faculty and train them in effective distancelearning teaching methods and in the use of telecommunicationstechnologies.

10. Develop an evaluation plan that involves faculty, administrators,and students.

These activities are examined more fully in the sections that follow.

We are in a time of transition. As more and more colleges move toward distancedegree programs, new models will emerge, and research will provide new guidanceon how to proceed. Colleges are invited to share their experiences with the PBSAdult Learning Service and the Annenberg/CPB Project so that lessons learned canbe shared with others.

13

17

= -u

ill1111

Part 2.

Major issues that need to be examined early

V Is there a need for a distance degree program?

What is the mission of the program?

Are there hidden barriers to success?

How will the program be administered?

How can you prepare for state authorization andaccreditation of the program?

What policies will govern admission to theprogram?

V How will the program be evaluated?

Should you join a consortium?

1S

15

Is there a need for a distance degree program?

In Part 1, we identified a number of trends in undergraduate distance learning. Thesetrends indicate that the increased availability of both undergraduate television coursesand telecommunications technologies now make it possible for colleges to offer distancedegree programs. Knowing that it is possible, however, does not necessarily mean thatit is needed. Research will help answer several questions:

Does a market exist for a distance degree program?

How large is it?

What are the specific needs and interests of potential distancedegree students?

To gain institutional support for the establishment and/or expansion of a distance degreeprogram, it is necessary to demonstrate that potential students exist who would preferto enroll in a degree program offered through distance learning modes, for one reasonor another. But how does a college demonstrate that demand?

First, the distinction between a demand analysis and a needs assessment requires someclarification. Most surveys of adult learning deal with "need" or "interest," but suchstudies usually yield results that grossly overestimate what adults actually do. A moreuseful study is one that examines the actual demand for learning. In order to acquireaccurate information about probable adult learning behavior, a study on behalf ofdistance degree programs needs to survey current or recent adult students to find outwhat they have studied, their preferences, and their viewpoints regarding degree studyat a distance.

The Office of Adult Learning Services at The College Board has conducted demandstudies over the last decade. In using that experience on behalf of distance degree study,Carol B. Aslanian, Director of the Office, suggests a number of steps:

First, identify adults in your geographical service area who have,within the last three years, participated in undergraduate degreeprograms. If feasible, identify those adults who have studiedthrough distance learning alternatives as well.

Second, conduct telephone interviews with these current and pastlearners to discover their current and past learning behavior andtheir understanding of and opinions abot.: distance learning.Telephone interviewing enables researchers to probe for furtherexplanations of responses when necessary and may reach peoplewho would not return questionnaires.

1619

-ur

Third, gather information from current and past adult learnersabout what degree programs they have enrolled in, at whichinstitutions, on what schedule, with what support services, at whatcost, and so forth. Next, learn what the respondents understandabout distance learning and gather their preferences aboutalternative means for learning at a distance, such as the use oftelecommunications versus class attendance at community-basedsites. Finally, gather the respondents' opinions as to what it wouldtake for them to participate in an undergraduate degree programoffered through distance learning alternatives rather than oncampus.

Fourth, if the sample of respondents includes those who havestudied through distance learning alternatives, these individualsshould be questioned much like those above, but with an additionalcomponent that focuses on what they like and do not like aboutdistance learning options.

The major purpose of such a survey is to determine how many adults in a college'sservice area are studying in undergraduate degree programs, and, more importantly,what portion of them would be interested in distance learning. Given the fact that thosewho have engaged in higher education recently are those who are the most likely poolof students for distance learning, the information gained from recent learners is far morereliable than discussions with other adults in the community who have not learned inrecent times, who may have no intentions of learning in the near future, or whoseexpectations to do so may never be realized. Bear in mind, however, that the newlearning options made possible by telecommunications technologies may attract newlearners to higher education and that these individuals will not be identified in thisparticular study.

It would also he useful for a college to survey its current adult student body as well asits faculty and administration regarding the availability and acceptability of distancelearning undergraduate degree programs. Current students are readily available forinterviews and represent those persons that the college has already been able to attract.The question at hand, however, is would these persons also consider studying throughdistance learning. The viewpoints of the faculty and administration are critical todeveloping good information on how to shape and offer potential new programs throughdistance learning and will help balance the information on student demand.

What is the mission of the program?

Once the demand for a distance degree program has been clearly demonstrated, amission statement must be developed to communicate the educational philosophy, goals,

17

20

purposes, and intent of the program. Among the questions the mission statement willneed to answer are:

What is the purpose of the program?

What is the program's relationship to the institution of which it isa part?

How does the program define its audience and its understanding oftheir needs?

How is the program's mission to be communicated internally andexternally?

In what geographic area will the program be offered?

Development of a mission statement is not a one-person exercise. In fact, considerableinput from a variety of constituencies should be sought and taken into account. (See Part3: Building a broad base of support for a further discussion of this issue.)

Are there hidden barriers to success?

While many colleges report that no particular policy would limit their ability to offer adistance degree, some may find their efforts affected by one or another of the followingissues:

Residency rules that require some percentage of a student'scoursework to be taken on campus. Many institutions require oneyear of residency to satisfy baccalaureate degree requirements, forexample.

Regulations that require students to take courses delivered viatelecommunications on a pass/fail basis and limit the number ofpass/fail credit hours that can be applied to a degree program.

Policies that require transcripts to show that a course was taken ata distance (Brey (1990) found that fewer than two percent ofcolleges specifically indicate on transcripts that a course was takenin a distance learning mode.)

Limits on the number of telecourse credit hours that can be appliedto a degree program. The state of Texas currently has such aregulation, for example.

18 21

States that do not recognize off-campus courses for institutionalfunding purposes. Texas, for example, provides no funding fordistance learning, and Colorado does not fund continuing educationprograms at four-year institutions, which include credit coursesoffered via telecommunications.

Class size limitations, e.g., California community colleges limitenrollment in independent study courses (which include telecourses)to 125 students per instructor. Faculty contracts also may limit classsize.

Federal or state regulations that treat students taking distancelearning courses differently from students enrolled in on-campuscourses for purposes of financial aid. Veterans Administrationbenefits may be one area to study, for example.

if any of these policies are likely to affect your program adversely, begin immediately towork toward change. Consult with institutions similar to your own particularly withinyour state or region to determine if a group of colleges with like interests might worktogether to advocate for particular changes. Colleagues at other institutions also may havedeveloped creative means of overcoming these limitations.

How will the program be administered?

Colleges next will need to determine the manner in which a distance degree program willbe administered within the institution.

Will it be administered through a continuing education department?Through a distance learning division? Through the sameadministrative unit as the on-campus program?

To whom will the program director report?

What are the implications of different management structures?

It is important here to differentiate between the administration of the program from amanagement point of view and its academic administration. While the former typicallyis handled by a special division continuing education, off-campus programs, specialservices, and the like the academic development and content of the distance degreeprograms typically fall under on-campus departments and college functions.

How can you prepare for state authorization and accreditation of theprogram?

19

As distance learning offerings expand into distance degree programs, they will comeunder the strict scrutiny of state authorizing agencies and accrediting bodies. Olcott(1992) very properly notes:

Institutional accreditation does not automatically extend to off-campus delivery.. . . Distance degree programs may be viewed as changing the scope of theinstitutional mission, expanding the institutional geographical service area, orextending new or existing degree programs to off-campus locations. . . . These maybe substantive changes that require accreditation review.

Olcott points out, however, that "accreditation review and formal degree approvalprovide the foundations for ensuring a high-quality program."

Typically, accrediting bodies focus on four primary areas:

definition of program goals

resources

achievement of program goals

a program's capacity to continue to accomplish the goals

Some also assess program quality.

Policies on the accreditation of distance degree programs are still evolving. While somesuggest evaluating distance degree programs using a set of questions that are equivalentto those used in evaluating campus-based degree programs, others raise distancelearning-specific issues.

Kate Gulliver (COPA, 1991), for example, asks:

Should distance education be judged by its equivalency to classroom-basededucation, or by some other standard? Is that equivalency a given, or somethingto be proven by research and practice? What do we really know about the qualityand effectiveness of what takes place in the classroom?

Looking at the issue from a different perspective, Michael Goldstein (COPA, 1991), in hiskeynote address to the Spring 1991 Professional Development Program on DistanceLearning and Accreditation sponsored by the Council on Postsecondary Accreditation,asks:

How can a balance be struck between the need for effective regulation and qualitycontrol on the one hand and the encouragement of innovation in the delivery of

20C

educational services in hitherto unimagined ways?

He calls for the accrediting community to "develop a coordinated, coherent approach tothe review and approval of technology-based distance learning, in a manner that servesthe dual purpose of protecting quality while encouraging innovation in the delivery ofpostsecondary education."

The Center for Adult Learning and Educational Credentials of the American Council onEducation (ACE) and The Alliance: An Association for Alternative Degree Programs forAdults have already published Principles of Good Pi actice for Alternative and External DegreePrograms for Adults (1990). Following is an overview of the principles of good practicedeveloped by ACE and The Alliance:

Principle 1: Mission Statement: The program has a mission statement thatreflects an educational philosophy, goals, purposes, and general intent and thatclearly complements the institutional mission.

Principle 2: Personnel Faculty and Academic Professionals: Faculty andacademic professionals working in alternative and external degree programs sharea commitment to serve adult learners and have the attitudes, knowledge, and skillsrequired to teach, advise, counsel, and assist such students.

Principle 3: Learning Outcomes: Clearly articulated programmatic learningoutcomes frame the comprehensive curriculum as well as specific learningexperiences; in developing these outcomes tl. program incorporates generalstudent goals.

Principle 4: Learning Experiences: The program is designed to provide diverselearning experiences that respond to the characteristics and contexts of adultlearners while meeting established academic standards.

Principle 5: Assessment of Student Learning: The assessment of a student'slearning is based on the achievement of comprehensive and specific learningoutcomes.

Principle 6: Student Services: The policies, procedures, and practices of theprogram take into account the conditions and circumstances of adult learners andpromote the success of those students.

Principle 7: Program Administration: The administrative structures and thehuman, fiscal, and learning resources are sufficient, appropriate, and stable foraccomplishing the program mission.

Principle 8: Program Evaluation: Evaluation of the program involves faculty,

-ur

academic professionals, administrators, and students on a continuing, systematicbasis to assure quality and standards, and to stimulate program improvement.

This project has led to an ongoing corollary study by the Institute for Distance Learningat Regents College. The Project on the Principles of Good Practice for Distance HillierEducation is cosponsored by the American Council on Education, The Alliance ofAlternative Degree Programs for Adults, the International University Consortium, andthe Educational Telecommunications Division of the National University ContinuingEducation Association.

State Licensure

Goldstein's comment about striking an appropriate balance between regulation andencouraging innovation is equally applicable to the second prong of the external reviewstructure faced by an institution initiating a distance learning degree program. The licensegranted an institution by its home state specifies the institution's degree-grantingauthority. In many cases, it also defines its programmatic authority, and a few go so faras to delineate the form of delivery. For state institutions, the authorization may alsospecify a service area. New state authorization may be required for a distance learningprogram that results in new offerings, a new mode of delivery, or that covers a differentservice area.

A far more difficult issue arises when the distance learning degree program is offered tostudents outside of the institution's home state. As a general principle, an institution maynot offer a course of studies leading to a degree within a state without the prior approvalof that state. A strict application of this principle would require a program offered on anational basis to be separately approved by every state.

As long ago as 1985, the State Higher Education Executive Officers (SHEEO) recognizedthis problem when they issued, in conjunction with COPA, the report on Accreditationand Licensure of Long Distance Learning via Telecommunications (Project ALLTEL). Thereport called for interstate cooperation to facilitate the development of innovative distancelearning programs while maintaining effective regulatory controls. It proposed the useof a common information form to enable states to more effectively evaluate suchprograms with a minimum of burden to the offering institution.

State higher education officers are addressing this issue at several levels. The WesternConsortium for Instructional Telecommunications, a component of the Western InterstateCommission on Higher Education (WICHE), a multistate compact for the coordinationof higher education in the western United States, has begun consideration of a commonsystem for the approval of distance learning programs offered throughout its region.Similarly, the higher education officers of New York and Virginia have developed auniform information form for "Degree and Credit-Bearing Certificate l'rograms to be

22

25

c

Offered Via Telecommunications." The form addresses the following areas:

program identification and instructional sites

institutional mission

organization and administration

finance

programmatic information

instructional staff

student services provisions

learning resources/services

telecommunications delivery systems

academic oversight

The WICHE initiative and the New York/Virginia effort are being closely examined byindividual state higher education officers nationwide and by SHEEO. Under considerationare a variety of options, ranging from common reporting of distance learning programsto the establishment of uniform standards for the authorization of such programs.

These efforts are, in part, a recognition of the blurring of state boundaries bytelecommunications. While telecommunications may help colleges deliver a more uniformquality of experience to distance learners than might even be possible in campus-basedinstruction, its use raises critical questions of authority and responsibility. Further, suchcommon accreditation practices as the site visit pose new challenges when identicaleducational experiences are delivered at various times and at hundreds of sites, themajority of which would probably not be traditionally defined as educational institutions.As Steven Crow (COPA, 1991) puts it: "Accreditors will have difficulty dealing with thedisappearance of boundaries."

What policies will govern admission to the program?

Distance degree planners will need to determine whether distance degree stud nts aresubject to the same admissions criteria as on-campus students. Other admissions-relatedissues include financial aid and prior credit assessment.

23

26

-Ur

Study financial aid policies to assess the degree to which they areconsistent for all students matriculating for a degree. Not only dodistance students have the same range of financial circumstances ason-campus students, many will be embarking on degree programsprecisely because of a changed employment or life-cycle status thatlimits their financial resources.

Policies about the assessment of prior credits and the transferabilityof credits also are needed for distance degree programs. Because themajority of distance students are also adult students, their prioracademic record may include courses taken many years earlier.They may also bring to academic life considerable experience frompersonal and work situations that may be relevant both to anassessment of their capacity to enter a degree program and to theamount of credit they bring to the program. Students applying foradmission to a distance degree program need to know whether theinstitution accepts CLEP, ACT-PEP, and other proficiencyexamination credits.

Related to these admissions questions is a determination of whetherstudents taking distance courses will be treated as "in residence" andunder what conditions, or if they will need to transfer their credits.

How will the program be evaluated?

The establishment of a distance degree program is a milestone, not an ending. Programstandards need to be articulated from the very beginning, and plans need to be set inplace for the regular assessment of their achievement.

In developing a sound program evaluation process, numerous questions will need to beanswered.

Who will participate in the evaluation? Among those who shouldbe considered are:

faculty

administrators

current and former students

providers of support services, e.g., librarians andtelecommunications professionals

242';

_

-- community agencies on which the program has an impact,e.g., public libraries and schools used as distance learningsites

What will be assessed? Verduin and Clark (1991), in discussing thework of Cooler (1979), suggest the following areas:

access participation of target populations, extent ofgeographic coverage, availability of media needed forparticipation

relevancy to needs and expectations societal, individual,and employment-related as well as the relationship of theseto the mission of the institution

quality of programs offered learning materials, ease ofuse, total educational experience, short- and long-term impacton lives (i.e., is the sum of the educational experience morethan simply a succession of courses)

learner outcomes how many students graduate inrelationship to the number entering, what period of time isneeded to achieve a degree, how many course failures arerecorded, how many courses are repeated, what is thedropout rate, how do students' performance in distancecourses compare with their performance on campus, howwell do they perform on standardized tests, is there evidencethat learning is taking place

effectiveness are programs meeting the needs anddemands of students and society

efficiency what is the cost of achievement (a fullerdiscussion of cost issues is found in Part 7: Looking at costs)

With what frequency will the program be evaluated?

How will the results of the evaluation be shared?

Will the distance program be compared with more traditionalprograms in terms of such variables as cost, achievement,accessibility?

Will longitudinal studies be conducted to assess changes in theprogram over time?

25

2

Should you join a consortium?

Consortia of institutions have been organized for a variety of purposes in highereducation. Those involved with distance education are beginning to expand their scopeto include consideration of distance degree issues. These issues include delivery systems,course development or acquisition needs, and specific courses of study offered by thoseinstitutions that join together either statewide, regionally, or nationally.

Consortia can offer many advantages. While the particular mix of services will vary fromorganization to organization, typical consortia services include the following:

members may be able to license instructional material for lower feesthan a single institution would pay

members may participate in preproduction license arrangements fortelevision courses that individual institutions could not afford toproduce themselves

members may share the cost of broadcast transmission or theoperation of an educational access cable television network or eventhe development of a fiber-optic network

members may jointly fund a professional to represent them beforestate and federal agencies and boards, including legislatures

the consortium may apply for grants that would benefit all members

individual members might specialize in certain functions needed byall, e.g., researching the latest advances in distance learning tech-nologies, evaluation services, materials duplication, training facultyin the use of new technologies, etc.

Television Course Consortia

Numerous consortia of colleges offering television courses have emerged in the last tenyears. These include:

local or state groups such as the Northern Illinois LearningResources Cooperative (NILRC), the Maryland College of the AirTeleconsortium, and the Southern California Consortium forCommunity College Television (INTELECOM)

26 2S

_

regional groups such as the Eastern Educational Consortium

national groups such as the Instructional TelecommunicationsConsortium (ITC) of the American Association of Community andJunior Colleges (AACJC) and the National Universities DegreeConsortium (NUDC).

In a survey of telecourse users, Brey (1990) found that 73 percent of the two-yearinstitutions he studied belong to at least one consortium and most belong to at least two;only 10 percent do not belong to any. Adult Learning Liaisons at local public televisionstations (see Appendix 3 for list) can help an institution new to the process identifyconsortia at all three levels.

Distance Degree Consortia

Olcott (1992) suggests a model in which "lead institutions" deliver the majority ofprogram coursework through a variety of instructional delivery systems and enableother member institutions to facilitate degree completion for their own students.

AG"SAT, for example, was formed by 23 land grant institutions in1989. During Spring 1992, seven credit courses were offerednationwide via satellite and other distance learning technologies.The courses originated from seven different land grant institutionsand were used by 18 of 35 affiliated AG*SAT institutions. Inaddition to sharing credit courses, AG*SAT also shares CooperativeExtension programs.

Olcott points out that by "combining institutional academic resources to support leadinstitution programs, extended degree programs can be designed with maximumflexibility to meet student needs. Moreover, the lead institution concept is predicated onprogram quality and academic standards that allow institutions to extend their mostreputable programs."

Statewide Telecommunications Networks

Both Hezel (1990, 1992) and WICHE (1991) have been following the development ofstatewide telecommunications activity for several years and offer up-to-date state-by-stateprofiles of progress. Participation in statewide networks may be appealing because itoffers potential fiscal savings, resource sharing, transcendence of traditional serviceboundaries, consolidation of telecommunications activity, and an expansion of theavailable range of services. Olcott (1992) notes, however, that "most statewidetelecommunications networks are a hybrid of institutions, each with its own educational,political, and economic agendas that must be implemented cooperatively with those ofother members." Meuter (Markwood and Johnstone, 1992) suggests that the most difficult

27

issues to resolve in such collaborations concern the primacy of each institution. lie alsounderscores the need for consistent policies and procedures across institutions using thetelecommunications network.

Other Types of Consortia

Many other reasons exist for forming consortia. EDUCOM, for example, is a nonprofitconsortium of ever 650 colleges and universities that provides a forum for the exchangeof ideas on Critical issues related to computing in higher education. EUIT (EducationalUses of Information Technology), a division of EDUCOM, encourages the development,distribution, and use of software in higher education.

The Western 'Cooperative for Educational Telecommunications was formed in 1989 by theWestern' Interstate Commission for Higher Education (WICHE) to share informationabout new strategies for implementing telecommunications technology at both thestrategic and practical levels. The Western Cooperative is brokering a degree program inthe western states and acts as a clearinghouse for state, regional, and federal policy issuesregarding educational telecommunications. Its 150 members include colleges, universities,school districts, state agencies, other consortia, and interested corporations.

Forming New COnsortia

Should the opportunity to form a new consortium be appealing, consider the followingquestions:

What is the goal of collaboration?

Is the goal congruent with each institution's mission?

How will the consortium be governed?

Will all members have equivalent standing?

What will it cost to join?

Who will offer what and to whom?

What fiscal, human, and support resources will be available?

Will the consortium be fiscally viable over time?

What are the financial goals of the consortium?

How will the quality of the consortium's programs be evaluated?

These questions are, of course, similar to those that any new distance degree programwill need to answer.

28 31

Part 3.

Building a broad base of support

V What approvals are needed?

V How will you get the support you need?

V What messages will build your case?

29

Si 4

-Ur

Change advocacy is a slow process. Patience is a part of the process.Jacques Dubois, Prince George's Community College

What approvals are needed?

To ensure a broad base of support for your program, consider the following:

Do you have the support of influential faculty members? Will theyteach in the program? Will they help evaluate courses for adoption?Will they participate in the development of new distance learningcourses?

Do you have the support of student support personnel (e.g.,counselors, librarians, bursar, resource centers, etc.) who are neededto make the program successful?

Has the program gotten curriculum approval at the institutionallevel by the institution's policy-making bodies, including thecurriculum and graduate councils of the faculty senate and theprovost or chief academic officer? Olcott (1992) warns that curricularreview procedures for distance degree programs by institutional,system, and state policy-making bodies differ significantly fromthose governing the approval of a single course or even a series ofcourses and may take as long as six to nine months. Many suggestan even longer period is needed.

Does the program have central administration support? Gellman-Buzin (1987) says, "Telecommunications will not succeed in anyorganization without top-level administrative support. Thosecolleges that lead in the technological marketplace have presidentswho are convinced that telecommunications is good for theinstitutions and for the President."

Does it need to be approved by the state system admi listration andthe state board of higher education or equivalent authority, and, ifso, how will these approvals be obtained?

In many cases, community support will be needed as well. When University of Maineat Augusta president George Connick was charged with the responsibility to develop adistance degree program statewide, he set out to meet with a variety of constituencies,including those that were community-based and those involved in higher educationinstitutions throughout the state. Connick scheduled these meetings both to gathersupport and to obtain input on course offerings, off-campus sites, community needs, and

30

33

so forth. In Oregon, too, community meetings were held to determine local interest andneeds before a statewide distance degree program was put into place.

How will you get the support you need?

Obtaining the support you need will not happen overnight. While leadership from thecollege president or vice president will go a long way toward winning the support ofother administrators and faculty, on many campuses, the strongest case for distancelearning will more likely be built on a person-by-person basis between the distancelearning administrator and key faculty and staff. As support for the program builds,successful distance learning administrators caution against too rapid program growth.They also recommend avoiding promises about growth that may be impossible to keepand setting conservative goals so that success is attainable and growth is clear. Amongthe steps to be taken are the following:

Identify key people and their concerns.

Develop well-documented responses to those concerns.

Build a cadre of influential faculty and administrators with equityin the success of the program. Whenever possible, use regularfaculty to teach telecourses, for example, and ask them to describetheir experiences to other faculty.

Understand the effect of an increased telecourse program on thelibrary/resource center and other academic support departmentsand help to either minimize it or pay for it.

What messages will build your case?

Consider what messages are most likely to be compelling.

Some colleges will find that a distance degree program furthers thecollege mission to reach out into the community and serve moreadult students.

Others will find that it makes good economic sense to offer adistance degree rather than see current and potential students goelsewhere to complete their education.

Yet others will be able to document that they serve a population ofstudents who could never enroll in a campus-based degreeprogram.

31

At Colorado State University, for example, while 80 percentof the students live near a college or university, theremainder are spread out across the state and could notattend college in any way other than through distancelearning.

In Maine, the knowledge that an exceedingly low percentageof residents achieved college degrees caused the legislatureto demand that higher education become more widelyavailable to residents regardless of their location.

In Oregon, a changing economy, in which unemployed highschool graduates were unlikely to ever be re-employed in theindustries that once supported them, meant that access tohigher education statewide was essential to meet the needsof new economic trends. Because unemployed adults weredispersed throughout the state, telecommunications-baseddegree programs provided the means to reach them.

Finally, administrators planning distance degree programs should be prepared to countercertain myths about distance learning in general, prior to advocating a distance degreeprogram:

Myth 1. Interaction between faculty and students is limited.

In distance learning, the amount of interaction between faculty andstudents has been significantly increased through the use of a variety oftelecommunications technologies (see Part 4: Issues in programdevelopment for a fuller discussion of this issue). Given that students onmany traditional campuses are complaining that large lecture coursespreclude the kind of faculty-student interaction they expected to find,telecommunications may, in fact, offer a way to meet students' needs formore personalized instruction. Many faculty and students engaged incomputer conferencing, for example, are reporting that it actively involvesmore students than traditional instruction. It also democratizes the processsince student comments are judged more on their content than on thegender, background, or personality of the individual commenting. The useof computer conferencing may also put students with poor Englishlanguage skills at less of a disadvantage because they have more time tocompose a response to a question than they would have if they had beencalled upon in class. It also encourages students to write continually,something faculty value. In some classes, this "interaction" has been sosuccessfully developed that students are complaining about having tolisten to too many other students when they want to hear the instructor(Markwood and Johnstone, 1992).

32 3'lJ

Myth 2. Nationally marketed, prepackaged courses are not equal in quality totraditionally delivered courses.

Television courses typically undergo a two- to three-year developmentperiod during which input from scholars and administrators nationwideis obtained and materials are subjected to several formative evaluationstudies. These procedures seek to ensure that:

the instructional level of the course material is appropriatefor and acceptable to institutions across the country

the materials are instructionally rigorous and effective indistance learning

the course has sufficient appeal to college administrators,faculty, and television professionals to warrant adoption andbroadcast

the course has sufficient appeal to students to warrantenrollment and course completion

the formats of the various course components are appropriateand effective

In addition, college adoption procedures typically require detailed courseevaluation by faculty, further ensuring that only courses of high academicvalue are offered. Courses that are found to be of poor quality simply arenot adopted.

Finally, each college that licenses a preproduced course adapts it to its owngoals and objectives, determines its own student assignments, andevaluates students according to its own standards.

Myth 3. Courses delivered to students in nontraditional ways draw studentsaway from traditional courses.

Most students who take television courses do so because they like thisstyle of learning and they cannot or do not want to enroll in campus-basedinstruction on a full-time basis. For these students, the alternative totelevision courses is not traditional instruction; the alternative is not goingto college at all. Other students combine enrollment in distance courseswith traditional instruction. Distance learning should not be seen as acompetitor of traditional courses, but as one of a variety of optionsincluding on-campus instruction from which students of all kinds canchoose to complete a degree.

33 0

Part 4.

Issues in program development

What degree or degrees will be offered?

What should you consider in addition to courserequirements?

V How will courses be selected, adapted, ordeveloped?

a/ How will courses be delivered?

V How will faculty and students interact?

V How will distance students be evaluated?

What flexibility is needed by learners with timeconstraints?

35

3 7

11111111=11111

What degree or degrees will be offered?

Four options exist for developing a distance degree program at the undergraduate level:

1. a terminal associate-level degree

2. a two-year transfer program in which a student may or may not getan associate-level degree prior to moving on to a four-yearinstitution

Community or two-year colleges that select this option will want first todetermine if a statewide strategic articulation program exists that specifiesprecisely what requirements must be met before transferring to a four-yearcollege.

3. an upper division degree in which students with two years ofundergraduate credit complete a concentration in a particulardiscipline

4. a four-year baccalaureate degree

John Witherspoon (Markwood and Johnstone, 1992) suggests three criteria for selectinga particular distance degree program. These are to:

e build on experience with existing programs

e respond to a needs assessment

e choose programs that are self-renewing, either because they dealwith changing technologies or because a succession of new studentpopulations is guaranteed

In most cases, distance degree planners will want to start with an existing on-campusdegree program rather than try to develop a new one, which is a lengthy and difficultprocedure. One strategy is to create a task force of key faculty and administrators todetermine the most feasible and best place to start. This technique builds support for theprogram at the same time as it defines it. Research into the needs of local employers forworkers with particular skills also can provide guidance. An external demandassessment, such as the one described in Part 2: What major issues need to be examinedearly?, is another source of information that can be applied to decision making.

Most colleges that have gone through the degree-selection process have tended to startwith a general studies or liberal arts degree, an option that allows students to tailor theirstudies to fit individual career goals or personal needs. In most cases, these are at theassociate degree level although a few are baccalaureate degree completion programs.

36

Colleges offering associate-level general studies or liberal arts distance learning degreesinclude Metropolitan Community College in Omaha; Prince George's CommunityCollege in Largo, Maryland; Pennsylvania State University; the University of Maine atAugusta; Rio Salado Community College in Arizona; Rockland Community College inSuffern, New York; Northern Virginia Community College; and the Rochester Instituteof Technology, among others.

Distance degree programs in specific disciplines do exist, however, e.g., Applied Science(Metropolitan Community College), Business Management (Prince George's CommunityCollege), Business Administration (University of Maine and Northern VirginiaCommunity College), and Social Services (University of Maine).

Few schools currently offer a complete four-year degree program at a distance, but some,such as Rochester Institute of Technology and the University of Maryland, are buildingtoward this goal. Oregon also is planning to use telecommunications to make availablestatewide four baccalaureate programs that are currently offered by one or another ofits higher education institutions (a B.S. in Agricultural Business Management, a B.A. andB.S. in Liberal Studies, and a B.S. in Nursing).

A number, of schools are very close to being able to offer a degree program, but are notyet formally advising students that such a degree is available. Wayne CountyCommunity College, for example, needs faculty approval for one distance learningscience requirement that includes a laboratory before it will be able to offer an associatedegree using all preproduced television courses. Similarly, at Rose State in Oklahomaand at the University of Kentucky, distance options exist to meet nearly all associatedegree requirements, but the distance degree program is not yet being offered in aformal way.

New Pathways Projects

In 1990, the Annenberg/CPB Project funded seven projects through its New Pathwaysto a Degree initiative. Many either are offering distance degrees or are well along in theplanning process. The initiative is testing the proposition that colleges can offer a newkind of academic program, made possible by technologies, that is accessible, supportive,academically rich, and rigorous. New Pathways projects are at the Oregon State Systemof Higher Education; the College of St. Catherine in St. Paul, Minnesota; the Universityof Maine at Augusta and the Maine Community College System; Indiana University-Purdue University at Indianapolis; Northern Virginia Community College; the WestVirginia Higher Education System; and the Rochester Institute of Technology.

Selecting Majors

In regard to the selection of majors and/or concentrations, a study by the University ofMaryland (1990) found that the demand for certain external baccalaureate majorsappears to reflect the demand in adult education as a whole, that is, for businessmanagement and administration degrees.

37

What should you consider in addition to course requirements?

Several writers stress that a simple pairing of distance courses and degree requirementsis only one part of building a degree program.

Gary Miller, Associate Vice President of Program Development, University of MarylandUniversity College (Moore, 1990), reminds us that "the curriculum operates on at leastfour levels and that the levels are fundamentally linked":

institutional level where the mission and social goals ofinstruction are set

academic department level where basic standards of breadth anddepth, scope and sequence are established

course level where specific knowledge and experiences areorganized and performance standards set

delivery level where issues of instructional support andtechnology are addressed

Daniel Granger, Director of the Center for Distance Learning at SUNY Empire State, theState University of New York's innovative college for adult students (Moore, 1990),discussing issues involved in focusing on the individual distance learner, also delineatesfour areas that distance degree planners need to consider:

academic in terms of the content areas included

pedagogical in terms of the mix of content and methods

experiential in terms of studies that build on a student'sbackground and incorporate experiential activities among theinstructional options

technological in terms of the media used for various studies andthe modes of ongoing communication that are selected

Both sets of issues underscore the need for ongoing student assessment and counselingboth to determine that a student's program is appropriate and proceeding on a

reasonable schedule and to assess what experiences outside of formal course work maybe needed to complete a student's program. These issues are discussed more fully inPart 5: What support services do distance students need?

38

4U

iallHow will courses be selected, adapted, or developed?

First determine whether your degree program will contain only distance learning optionsor whether it is acceptable for some requirements to be met by traditional means. Manycampuses are now experimenting with models of distance learning that combine the useof preproduced television courses, locally developed video courses that use interactivetelecommunications technologies, and some on-campus work.

At Lewis-Clark State College in Idaho, for example, some studentshave received degrees by combining various distance learningoptions, e.g., locally produced courses, nationally developed courses,off-campus instruction, computer-based courses, independent study,and a one-week intensive study class.

Course Selection

Part 9 of this Handbook (Directory of distance learning courseware) lists more than 150preproduced television and audio courses available nationwide from which colleges canselect to develop degree programs. Colleges will face some key decisions in this process.

In order to offer a range of elective offerings and /or upper levelcourse requirements, institutions must move away from the ideathat distance learning divisions only offer introductory coursesknown to attract a high enrollment. Some courses with traditionallylow enrollments will need to be offered as well. Distance learningstrategies may actually facilitate this. Specialized courses normallytaught in seminar fashion, for example, may lend themselves readilyto being taught to students at a distance via computer conferencing.

Colleges must determine distance course offerings over a longerperiod of time. Students who enroll in distance degree programsneed to plan their programs out over several years in the same wayon-campus students do and need to be assured of programcontinuity.

Colleges also need to think creatively about degree requirements for which no distancelearning option exists or meets their institution's requirements. The three areas in whichthis is most likely to occur are speech communications, laboratory science, and physicaleducation. A number of individuals and colleges have offered suggestions in these areas.

Speech Communications

Because many speech courses require students to make oral presentations to the class,some faculty have been reluctant to use a distance learning mode to fulfill thisrequirement.

39

41

This challenge can be met in any of several ways:

The Oregon Community College Consortium plans to use its two-way interactive narrowcast system for this particular requirement,rather than broadcasting a preproduced television course.

Depending on where distance learning students actually live (inmany cases, students choose distance learning for conveniencerather than because they are geographically dispersed), somecolleges will find it acceptable to require a few on-campus sessionsat which students can present speeches to their peers. Severaladministrators recommend caution in requiring on-campusactivities, however, and stress the need to know your students andto strike a balance between on- and off-campus required activities.

Some students will be able to videotape their speeches, perhaps ata local cable company or during off hours at television facilities oncampus. Some may even have access to videotaping equipment athome or at work or will be able to rent it from a local video store.

Laboratory Sciences

This requirement, perhaps more than any other, raises numerous questions amongdistance degree planners:

How can colleges provide hands-on science experiences to distancestudents?

What is the role of technology? (Some distance degree plannersrecommend that colleges use the lowest level of technology that willdo the job to minimize the time needed for students to learn howto use the technology and to minimize the expense.)

How safe are home-based laboratory experiments?

Should students be charged a special fee for kits to use at home?

What are the legal ramifications of having students completelaboratory work in an unsupervised environment?

Are important laboratory experiences eliminated because theycannot be safely done in an off-campus environment?

Several trends seem to be emerging in response to these problems. These involve the useof videodiscs, the use of home-based laboratory kits, and combinations of home-basedand campus-based laboratory work.

Vider discs In the not too distant future, videodiscs andcomputer-based simulations are likely to change the way studentsengage in laboratories both on and off campus. With more schools

40

42

1111M!1111111111111111111

investing in videodisc players, and more and more videodiscproducers developing products that simulate laboratory experiences.colleges may find this use of technology an attractive option for theprovision of laboratory experience.

One drawback to this option, however, is the difficulty of providingvideodisc players to off-campus students, who are less likely to ownvideodisc equipment than they are to own VCRs, for example. Somecolleges may be able to place (or find) a sufficient number ofvideodisc players in community sites to overcome this disadvantage.Even in situations where students must come on campus to usevideodisc equipment, the option can be made more palatable todistance learners by having the facility open evenings and weekendsand by providing flexibility in the period of time over whichstudents may complete specific learning experiences.

Using Laboratory Kits A number of colleges have developed orpurchased laboratory kits that students use at home. Several haveproduced videotapes that guide the distance student through thelabs.

Chemistry

Students taking Introductory Chemistry at Indiana University-Purdue University at Indianapolis (IUPUI) receive a homelaboratory kit. The college supplies nonhousehold chemicals inminuscule quantities, and students supply a variety of other, easilyobtainable materials. IUPUI emphasizes safety: even home chemicalsthat are relatively safe when used properly are excluded, e.g.,chlorine bleach and drain cleaner. Home-based laboratoryassignments are supplemented with a few on-campus laboratoriesand with videotapes that show physical phenomena. Distancestudents pay the same laboratory fee as on-campus students.

Biology

Beginning with the Fall 1992 semester, students taking HumanBiology at the University of Maine, Bangor, will take a one-creditlaboratory section taught primarily at a distance. Students willreceive a laboratory kit containing a fetal pig, dissecting equipment,and a guide. A series of videotapes developed by the course facultywill accompany the kit to guide students through the dissectionprocess The first three labs will be completed in one on-campussession to train students in the use of the equipment. The remaindercan be done at home. The laboratory final, in which students willidentify portions of the pig's anatomy, will be delivered overMaine's instructional video system.

41

Northern Virginia Community College also offers a biology coursefor off-campus learners that includes a series of eleven laboratoryassignments that can be completed at home using readily availableand inexpensive materials. No laboratory kit is provided. Studentsmake only one trip to campus for a laboratory assignment thatrequires a microscope; video is used to prepare them for thisparticular lab so that they get the maximum benefit.

Western Illinois University (WIU) in Macomb sends distancestudents dissection kits purchased from biological supply houses.Both Carolina Biological in Burlington, North Carolina, andNebraska Scientific Corporation in Omaha sell fetal pigs (and otherspecimens), dissection kits, and laboratory manuals, although WIUchose to prepare its own manual.

Geology

The Earth Revealed, a preproduced television course, recommends anoptional laboratory manual and laboratory kit that containsspecimens and tools needed to complete each lab assignment. Kitsare available from Burminco in Monrovia, California.

Prince George's Community College in Largo, Maryland, combinesa two-credit weekend geology laboratory with The Earth Revealed.

Metropolitan Community College (Omaha, Nebraska) distancegeology students receive a box of rock specimens to study andparticipate in a field trip.

Physics

At Northern Virginia Community College, physics experiments arepresented on ten hours of video that cover all the introductoryconcepts in the course. Students borrow and /or copy tapes from thelibrary.

Physical Education

At Rockland Community College (Suffern, New York). three coursesfulfill the requirements for physical education: 1) Aerobics 2)Strength Building and 3) Diet and Exercise. In addition, distancestudents receive a "Wellness for Life" packet, developed by theinstructor, that includes a chart on which students record theirwellness activities.

Northern Virginia Community College is creating an independentcredit system for its physical education requirement in which the

42

off-campus student contracts with the on-campus physical educationinstructor to undertake a specific amount and type of physicalactivity.

At Rose State College in Midwest City, Oklahoma, students canfulfill their physical education requirement by taking Here's To YourHealth, a preproduced television course.

Other Courses with Special Needs

St. Louis Community College requires Art of the Western Worldstudents to take field trips to various museums and theaters. In OurOwn Image students must attend the theater and engage in othercultural activities.

The American history television course at Northern VirginiaCommunity College requires students to complete various projects,some of which involve trips to local historic sites.

Adapting Preproduced Courses

Most colleges that license preproduced courses make few, if any, changes. However,adapting a preproduced course may help a college overcome a lack of fit between theinstitution's own goals and objectives for a particular course and that of the prepackagedtelevision course. Some colleges treat preproduced course packages as a starting pointfor course development rather than as an end product.

Rochester Institute of Technology (RIT) describes its approach tocourse development as one of deconstruction and reconstruction.First, the instructional objectives of nationally available coursepackages are compared to RIT's course objectives. Next, dependingon the course needs, faculty members develop additional materialsand select interactive communications strategies that meet thespecific needs of the course.

A course called Human Communications, for example, whichprovides an overview of the field of communications, including thecontexts of interpersonal, group, mass, and public communications,delivers the main course content through 20 videotapes from avariety of sources and in a variety of formats. In addition, studentsparticipate in computer conferences for class discussion andinteraction as well as for course updates, participate inaudioconferences for small group discussions on specific coursetopics, and read a published text.

By contrast, RIT's Elementary Statistics course uses 22 videos fromthe preproduced television course Against All Odds. Students submit

43 4

homework assignments via computer using a VAX version ofMINITAB, a popular statistics software package, and communicatewith the instructor via electronic mail. In addition, class discussiontakes place weekly via an audioconference, and students read a text,a television course study guide, and the MINITAB Handbook.

Developing New Courses

An increasing number of colleges are supplementing available course packages withlocally produced courses, an option that requires money, expertise, and access toproduction facilities. While sometimes these are simply videotaped lectures, in manycases colleges are making use of sophisticated interactive technologies (see next section)in the delivery of distance courses. Local course development enables colleges tobroaden student access to senior faculty and to address degree requirements that arecollege-specific while enabling students to continue to pursue degree requirements at adistance.

Colleges will need to decide how much course development they wish to undertake aswell as who will be responsible for its development. Such issues as the following willquickly come under discussion:

Who will develop the course course faculty, instructionaldesigners, or a combination?

Will the course be designed to be delivered in real time or on atime- delayed basis?

Will course faculty be given released time or additional stipends toprepare the course?

Will they be provided with assistance on the effective use oftelecommunications technology?

Where will video segments be produced and at what cost?

What print materials will be used?

How will courses be delivered?

When colleges first began to serve distance learners, few means of delivering courses tostudents were available other than local broadcast or independent, print-based study.Flexible and rapid interactive elements were virtually unheard of. Today, many meansexist for students and faculty to communicate easily from disparate locations. Further,

446

the available technologies do not necessarily operate independently; they often arecombined to reach the greatest possible number of students regardless of their location.

Systems that bring students and instruction together can be divided into two types:

Delivery Systems in which students access the instructionalmaterial directly from a television, satellite, computer, radio,facsimile machine, telephone, or by mail

Information Storage Systems in which the student receives somemedia, such as a computer disc, videodisc, videocassette, oraudiocassette, or more traditionally, a printed text, is handed to astudent for direct use or playback on some type of machine.

Among the nonprint technologies, some are synchronous they enable two or morepeople to communicate with one another in real time and others are asynchronous

or time-delayed. In selecting from among available methods of communication,planners will want to consider issues of cost and ease of student access to thetechnology. Colleges planning distance degree programs also will want to give carefulconsideration to training faculty, students, and support staff to use the technologiesproperly both for teaching and advising.

The selection of a particular system or systems will depend on many factors, includingthe following:

availability

cost

the desired degree of interactivity

the need for real time (synchronous) vs. time-delayed(asynchronous) communciation

How will faculty and students interact?

The increasing availability and general use of telecommunications technologies haveenabled colleges to greatly increase the amount and manner of faculty-studentinteraction in distance learning courses.

Synchronous or Real-time Communication

The most obvious example of synchronous communication is telephone conferencingwhich is still the most widely used form of technology-assisted communication buttwo-way video systems, some computer conferencing systems, audiographic

45

conferencing systems, picture phones, and keypads all allow synchronous conversation,although they also require special equipment at every student's location.

An audiographic conference, for example, combines a telephoneconference call (so that all members of the class can be in voicecommunication) with some means of graphic support such as anelectronic blackboard, writing table, still video, or computer-generated visual material. All participants can converse whilelooking at the same text and graphics on their computer screens. Ina calculus course, for example, anyone in the class could display anequation, a graph, or a still video image (which is then displayed oneveryone's computers); point to a number in the equation (everyonewill see the cursor on their screens); draw a new graph (which thenalso appears on each screen); and simultaneously describe aloudwhat they are doing and why,

A picture phone which is an ordinary telephone with a cameraand a small video screen attached to it allows participants toshare black and white versions (admittedly in relatively crude form)of such graphics as photographs, flow charts, floor plans, andmathematical figures with a time lapse of about four seconds fromwhen the camera is pointed at the drawing or photograph to thetime it appears on the screens of the other picture phones in theconversation. At Rochester Institute of Technology, every distancestudent in certain courses is lent a picture phone.

For instructional situations in which many individuals at variouslocations need to be in voice communication, e.g., for a seminar,many colleges are using audiobridges, which allow high-fidelityconference calls involving many parties. Brey (1990) found thatother than regular telephone and mail, this was the most popularform of communication among students and telecourse instructors.

Some computer conferencing systems sometimes called "chat" or"text-based conferencing" enable people to type messages thatappear instantaneously on the receivers' computer screens, makingthem a synchronous form of communication. As comments areadded, the discussion takes the form of a transcript scrolling up thecomputer screen. (Computer conferencing can also be asynchronous,as discussed in the next section.)

Currently available systems restrict messages to text. Barbara M.Florini (Moore, 1990) describes computer conferencing as "atechnology that combines the convenience of mail with somethingapproximating the communicative interaction of the telephone." Shenotes that it can reach learners in their homes, at worksites, orduring travel, and stresses its "novel support" of group interactionor communication.

46 4 8

Educators at the University of Toronto, New Jersey Institute ofTechnology, Rochester Institute of Technology, the New School forSocial Research, Syracuse University, and Empire State College areamong those using conferencing activities as part of instruction.Florini reports that whole courses also have been offered viacomputer conferencing in Great Britain and at the graduate level.

She does point out, however, that while computer conferencingsystems are very flexible, both students and faculty may needtraining in their use and that some costs may be involved, includingthose for student computer accounts that permit adequate storagespace for the semester. She suggests that training and support beprovided in the following areas:

host computer, terminal, and microcomputer features

-- emergency procedures

keyboard features

word processing functions

telecommunications procedures

conferencing program features

procedures for text file transfer

Instructors also may need some training and certainly experiencein setting a climate for productive computer-based conversations.

Florini likens the kinds of skills needed as similar to but differentfrom those of a good discussion leader.

Based on her experience at Syracuse University, Florini concludesthat with training and ongoing support, technically unsophisticatedlearners can successfully participate in computer conferencing-basedcourses.

Keypads sometimes called "button boxes" are a real-time formof communication, but the data flows in only one direction.Typically, keypads have been used in instructional situations inwhich students are watching a class at the same time the instructoris teaching it. Keypads allow a faculty member to ask a questionand have every student in the class answer simultaneously bypushing a button on a box at his or her learning location. Thekeypad data is automatically entered into a computer that transmitsthe information via modem to the faculty member's computer. Thefaculty member instantaneously sees a graph or chart of the

47

students' responses on a computer monitor. Keypads are used forquizzes as well as for pacing, e.g., the instructor might ask students,"How many of you would like me to explain that point again?"

Asynchronous or Time-delayed Communication

Asynchronous, or time-delayed, forms of interaction are methods that allow people toconverse without having to be "on" at the same time. Mail, fax, voice mail, and electronicmail are good examples.

Increasingly, colleges are using facsimile machines and electronicmail to deliver to students such material as articles, assignments,and other text material. Students are using facsimile machines tosend in assignments.

Voice mail a technology similar to an answering machine alsois being used extensively for the exchange of class information,student questions, homework, and tests. At Northern VirginiaCommunity College, it is even being used to facilitate testing inforeign language courses.

Computer conferencing, discussed earlier as a synchronous form ofcommunication, also is frequently used asynchronously. As NormanCoombs (1992) describes in "Teaching in the Information Age,"Rochester Institute of Technology set the instructional goal in 1985of using computer-mediated communication to provide the samehigh-quality educational experiences for off-campus learners thatwere available to on-campus students. In the framework of atraditional telecourse in American history that had previously (andunsatisfactorily) used mail and telephones for faculty-studentinteraction, Professor Coombs instituted the use of E-mail andcomputer conferencing. Coombs notes that "computer conferencingnot only provided a framework for questions and answers but alsoserved as a platform for sharing opinions and differing perceptionsabout course content," communications that had been missing fromthe television course previously. Among the other advantagesCoombs cites are the following:

Students learned from one another.

-- Students were able to measure their progress based onclassmates' comments.

-- Students could set their own schedules and proceed at theirown pace.

-- Closer relationships among the students were formed.

48 3

Coombs also sent personal E-mail messages weekly to each studentand felt he "knew the individual telecourse students better" than hedid students enrolled in his regular classes.

Similarly, researchers at the New Jersey Institute of Technology,where several computer conferencing courses have been taught on-line as part of the Virtual Classroom Project, found that studentswho took the courses believe that the use of the technologyimproved the educational quality of their courses, made access toeducation more convenient, involved them more actively in theclasses, and improved their access to professors.

Case Study

What does a fully interactive course look like from a student's point of view? MichaelSouder, Coordinator of the New Pathways Project, Weekend College, at the College ofSt. Catherine in St. Paul, Minnesota, developed the following case study to illustratewhat such a course might encompass:

At 8:30 p.m., Betty Jean Sidenowski finally got her children into bed. Betty turnedon her computer and popped a disc labeled Psychology 100 Lesson 12 into thedrive. She also inserted a videotape with the same title into the VCR. Shenavigated her mouse to the hypertext stack for Lesson 12.

The Menu card told her that she had not started the lesson yet. Betty decided tocheck her electronic mail box to see how she did on a test she took on the computerthe week before. She read her test results (she earned an "A") as well as a critiqueof the answers she gave to questions in Lesson 11. Then Betty read theinstructor's response to some questions she left for the teacher during the Lesson11 lecture.

After reading her correspondence, Betty clicked the "Begin" button with hermouse. The hypertext displayed the beginning screen of a 50-card lecture on hercomputer.

The card asked Betty if she had a video driver on her computer. Betty indicatedthat she did not. The computer then asked her to set the video counter at zero andto run the VCR for the first twenty seconds of the video lecture. Betty did thisand recorded the VCR counter number into the computer. The computer thancalibrated the counter number to the hypertext lecture cards.

Betty pressed "Play" on the VCR, began the audio lecture, and followed theoutline and diagrams on her computer. Each time she was supposed to change thecard, the television beeped. 'The cards presented information to her in a variety ofways. New concepts were wrapped in thought balloons. Some key words werewritten on a mock chalkboard (if Betty didn't understand one of the terms shecould stop the tape and click her mouse on the word to access a definition, then

49

C I

resume the tape). Snippets of video appeared on the television screen and thecomputer directed her attention toward the TV.

At one point, Betty got confused and stopped the lecture and flipped the cardsback to the point where her confusion began. The card told her the approximatecounter reading on the tape, and Betty rewound the tape to that point. She ranthe section of lecture again, but that did not end her confusion. She went to thecard again and clicked the "Ask Teacher Question" button. The computer showeda hand being raised, and Betty typed her question (the computer copied theinformation from the card along with her question into a text file). Betty fastforwarded the tape to the point where she left off and resumed the lecture.

At one point, the computer and the tape asked Betty to stop the lecture tape. Shedid so. On the computer screen, a card posed a question. Betty typed a one-paragrai response (the question and the response were put into a another textfile). As the lecture continued there were breaks for teacher- or student-posedquestions (each going to its respective text file).

At the end of the lecture Betty clicked the "Class Discussion" button. Thecomputer dialed the college's computer and displayed a menu with options for fourelectronic conferences on VAX Notes, one each for Lessons 10, 11, 12, and 13.

Betty had been one of the first students to complete Lesson 10 so she decided tosee the responses on VAX Notes to a statement she had entered the previous week.She clicked the mouse to access Sounding Board Pg 100.10.3. Betty read theteacher's discussion question, her response (which was first after the question),and the responses of other students to the original question as well as to eachother. Betty added another response to the electronic conference, then worked onanswering the question in the electronic conference for Lesson 12.

After responding to several electronic conference topics, Betty decided to call it anight. She pressed the "Class Dismissed" button and waited. The computercombined the text files containing her questions to the instructor and her answersto the questions Cie teacher had asked and E-mailed them to the instructor. Thecomputer then noted where Betty had stopped on the lecture and output thisinformation to the screen. Betty was satisfied the information was accurate andpressed the "Quit" button. The hypertext stack closed, and Betty turned off thecomputer and VCR.

Betty checked on her sleeping kids and went to bed.

How will distance students be evaluated?

The extensive range of technologies being used by colleges involved in distance learninghas significantly broadened opportunities for faculty to evaluate students' understandingof course content, progress in meeting course objectives, and depth of knowledge. As in

50 r4

on-campus courses, individual faculty members determine the range of assignments theywill make to assess students' progress and learning. These may include projects, researchpapers, quizzes, and other types of presentations in addition to formal examinations.

Most institutions require distance students to take formal examinations on campus. Inmany instances, institutions operate testing centers, which are proctored sites whereexaminations can be taken days, evenings, or weekends. Students often are given a one-week "window of opportunity" to take examinations on file in the testing center. In somecases a photo identification is required for students to be admitted to the exam. Ifcoming to the campus is impossible, however, many colleges will allow students toarrange for someone to proctor the examination elsewhere, with instructor approval.Pennsylvania State University even provides a list of suggestions, e.g., faculty from anyother accredited institution of higher education, librarians, local high school faculty oradministrators, or commissioned officers in the armed forces. Some colleges areexperimenting with the use of telecommunications technologies for examinations, e.g.,via voice mail, facsimile machines, and on-line computer testing.

What flexibility is needed by learners with time constraints?

Because so many distance learning students have time-consuming career and personalresponsibilities, a flexible approach with regard to when course and/or degreerequirements must be completed will be welcomed by students.

The Extended Learning Institute (ELI) at Northern VirginiaCommunity College is an example of an institution that offerscourses that are not time-bound. ELI student guides state:

This course is divided into six monthly units of study. . . . Fromyour Enrollment Date until six months later (26 weeks), you areto complete all the assignments and examinations for the course.You can work at your ozvn pace in this course as long as yousubmit each month's required work within a month of when it isdue (i.e., you can get only one month behind) and you finish all therequirements by the End of Enrollment Date.

Two checkdates tell when instructors will review students' work tomake sure they are not falling more than a month behind.

Pennsylvania State University's Office of Independent Learning alsohas an interesting approach to time flexibility. It offers a completeassociate degree in liberal arts/general studies in which eachstudent has a full year to complete each course, if necessary. ELAS(Extended Letters, Arts, and Sciences) students have no set numberof years to complete the 60 credits required for the degree, althoughdemonstration of continued satisfactory progress may be needed ifthe student receives financial aid.

51.1-.3

Metropolitan Community College in Omaha, Nebraska, offers a"Time Option" program that leads to either an Associate of Arts inLiberal Arts degree or an Associate in Applied Science inProfessional Studies with a concentration in Business. Time Optionclasses are scheduled over a 15-week semester rather thanMetropolitan's regular 11-week quarter and are available three timesper year.

525C

Part 5.

Support services needed by distance students

How are support services made accessible to thedistance learner?

What registration procedures are helpful?

What orientation programs should be planned?

What types of counseling programs are needed?

What library resources and services are needed bydistance learners and how will they be accessed?

V How will distance students access videotapes,course texts, and equipment?

Looking to the future

53

5 5

How are support services made accessible to the distance learner?

In general, colleges planning distance degree programs must consider that distancedegree students require a wide variety of support services. Further, distance studentsneed to access these services in the same way they access instruction from a distanceand at times that fit their schedules that is, often during evenings and weekends. Injudging the acceptability of the program, state higher education authorization agenciesand accreditation organizations may assess the degree to which these services areprovided as well as the appropr;.teness of the delivery system. Finally, Verduin andClark (1991) point out that "all of these services must be consonant with and supportiveof the central institution's philosophy and goals and must be closely coordinated withthe total mission of the distance education program."

Colleges are using many telecommunications technologies to offer a wide range ofstudent services to distance learners from 1-800 numbers to voice mail to libraryaccess by computer.

What registration procedures are helpful?

The registration process can smooth the entry of students to the college or act as abarrier. If a special distance learning division exists, its staff may process registration forall distance learning options, whether or not they are degree-related. At some colleges,however, the registrar's office handles registration for both on-campus and distancelearning courses.

In either case, registration of distance learners will be facilitated by specific procedures:

mail-in registration

phone-in registration particularly when combined with theexistence of a 1-800 slumber and touch-tone selection

payment by credit card (although some states prohibit this)

evening and weekend walk-in registration hours

If the registrar's office handles registration, distance learning administrators should briefthe registration staff regularly and completely about all distance learning options. Thisenables the registration staff to handle students' questions intelligently or refer them tothe proper authority. it is equally important to advise the registrar of any specialpromotional efforts you undertake so that any interest you generate is treatedappropriately.

54

56

Many colleges and universities keep distance learning course registration open longerthan on-campus course registration particularly for television courses so thatstudents whose interest is stimulated by the broadcast of the first few programs can beaccommodated. A few have restructured their programs sufficiently to permit rollingregistration, since adults' obligations rarely can be divided neatly into semesters. (Foran additional discussion on time flexibility in distance learning, see Part 4: Issues inprogram development.)

What orientation programs should be planned?

Almost all colleges require students enrolled in distance learning courses to come tocampus for a course orientation session. In addition, some institutions videotape theorientation for those who cannot attend.

Schools with distance degree programs will want to consider more general orientationsessions that focus on semester-to-semester program planning and on how to accessstudent support services from a distance. The Center for Adult Learning and EducationalCredentials of the American Council on Education and The Alliance: An Association forAlternative Degree Programs for Adults recommend that orientation "help studentsunderstand themselves as learners and their new learning environment" (ACE, 1990).

Orientation programs may be offered at a variety of times:

following admission but before registration for all students admittedto degree programs

around the time of registration

following registration for all students enrolled in distance learningoptions

Colleges are encouraged to try multiple approaches to presenting orientation programs,including the use of video and its distribution through multiple means, e.g., broadcast,cablecast, videocassette, and so forth.

What types of counseling programs are needed?

As colleges implement distance degree programs, the nature of counseling offered todistance students is changing from a relatively casual process to a more formal ore. Itis also changing from a system in which students' counseling needs are met or. asemester-by-semester basis to one in which students are formally assisted in long-range

55

planning. Academic advisement programs that are proactive in helping distance studentsplan their degree programs reduce unnecessary confusion about distance degree optionsand requirements. Consider making them available to students as part of the admissionsprocess.

A counseling service for distance students will need:

counselors who are knowledgeable about degree requirements andthe distance learning alternatives for meeting them

counselors who are available at times and in ways that areappropriate to students' status as distance learners

is counselors who are sensitive to and understanding of the needs ofdistance learners

mechanisms for notifying distance students of the availability ofcounseling

advisors who can help provide continuity to a student's programand assess students' progress over time

Notification of degree possibilities and requirements should begin early and should bepublicized widely. (Of course, this implies that the curriculum has been sufficientlystructured and course offerings scheduled over several years so that students cancomplete degrees.) Even the student who claims to be interested in just one course maywell develop the interest and/or confidence to commit to a larger goal.

Some colleges tie the first offer of counseling to the number of credits a student hascompleted and begin counseling somewhere between 15 credits and 45 credits. Manycolleges now advocate that such counseling begin much earlier, preferably not later thanthe completion of the first distance learning course.

Students who plan to transfer from a two-year college to a four-year college haveparticularly specific needs for program planning. They need to know exactly what isrequired for transfer and what options exist for fulfilling these requirements. Suchstudents also may need to differentiate between requirements for a two-year degree andrequirements for transfer to a four-year program, since these may differ.

Knowing Students' Goals Helps Colleges

By knowing students' goals in advance, administrators can develop degree programsthat meet students' needs. Often such advance planning will enable the college to obtainmore cost-effective rates on long-term television course leases and begin instructional

56

planning early for courses that will be developed locally. A formal counseling programalso enables the administration to determine if a cohort of students on the same trackexists and to devise ways of communicating with such students as a group.

Special Counseling Needs of Adult Learners

Paula Hooper Mayhew (COPA, 1991) notes that "even more than most, these students[at a distancel need degree-program planning in the major that is realistic and that takesaccount of individual needs and aspirations." She suggests that distance degree-programplanning "begin to develop outcomes-based norms for student achievement that take intoaccount individual student differences."

Dan Granger, Director of the Center for Distance Learning at SUNY Empire State College(Moore, 1990), notes the need for counselors to be sensitive to the fact that "adultstudents usually pursue advanced education because of a perceived need or lack inthemselves." He stresses a difference, for example, between presenting a deficiency as"in need of remediation" and telling an adult learner of "an area for development toenhance existing abilities."

Numerous adult education programs currently encourage students to develop portfoliosof prior learning, notes Granger, and these can provide a comprehensive picture of astudent's strengths, weaknesses, and experiences as well as 1-9 a tool for awarding credit.In addition, Granger suggests the development of a learner profile that takes intoaccount an individual's background, learning styles, prior experience, skills level, andmotivation. He recommends that profiles be developed with a "common, coherent, andcomprehensive set of categories."

Verduin and Clark (1991) point out that "adults have educational, personal, and careerproblems that must be resolved in order for them to learn effectively." They also discussa variety of methods being used successfully to counsel adult learners. These include;

written correspondence

telephone communication (On the basis of research by R. Pau let(1987), however, Verduin and Clark caution that "effective tutoringand counseling by telephone necessitates highly developedcommunications skills that many counselors lack.")

audiocassettes

computer conferencing linkages

Carol B. Aslanian and Henry M. Brickell (1980) suggest that it is "adults in transition"who are most likely to need counseling assistance. They identify a number of concernsto which distance learning counselors should be sensitive. Many adults in transition donot know that learning can help them succeed, for example, and they do not know what

57

they have to learn to help them succeed. They also may not know their own potential,suggest Aslanian and Brickell.

Other Kinds of Counseling Needs

Academic counseling is not the only form of support distance degree students may need.Distance planners also will need to consider the following questions:

How will distance learners access career counseling?

This is particularly vital since many will be seeking distance degreesspecifically to upgrade their career potential. Aslanian and Brickell (1980)note, for example, that "information and counseling centers need up-to-date information about the world of work and, in particular, predictedcareer patterns for the nation's workers," in order to advise adults how tomeet their career goals.

Will remedial and study skills courses be made available at adistance?

What provisions exist for students with learning difficulties?

What personal counseling services will be available to distancestudents?

Is psychological assistance available? Is a statewide referral serviceavailable? Is it covered by student health insurance policies? Are studenthealth insurance policies available to distance learners?

What library resources and services are needed by distance learnersand how will they be accessed?

The Association of College and Research Libraries (ACRL) has published Guidelines fExtended Campus Library Services (1990). These guidelines point out that degree-granting programs need to provide access to collections that meet the ACRL standardsfor the level of the program, e.g., associate, baccalaureate, and so forth. The guidelinesalso provide examples of the wide range of informational and bibliographic needs of anextended campus community. These include:

reference assistance

computer-based bibliographic and informational services

consultation services

58

user instruction designed specifically to meet the needs of theextended campus community

assistance with nonprint media and equipment

reciprocal borrowing, contractual borrowing, and interlibrary loanservices

prompt document delivery through a courier system or electronictransmission

access to reserve materials

promotion of library services to the extended campus community

In addition to an understanding of what is needed, colleges considering distance degreeprograms will need to consider that the same factors that limit students' ability to cometo class on campus limit their access to library resources. Further, authorizing and/oraccrediting bodies are likely to assess the degree to which distance students have accessto appropriate library resources as an important factor in determining the equality of thedistance degree program with on-campus instruction.

Among the issues that will need to be considered are the following:

What telecommunications technologies will be used to providedistance students with access to library resources?

How will students obtain or access the necessary equipmentand software?

If costs re involved, who will pay them?

How will students be trained to use the technologieseffectively?

To what library resources will they have access?

How will students know what resources are available?

If students identify resources through telecommunications,how will they obtain the actual reference?

What are the copyright implications of supplying materialsthrough telecommunications?

As an alternative to telecommunications access for students who cancome to campus occasionally, are on-campus libraries open at timesdistance learners are available?

59us.

M1111==MS,

Can materials be placed at outlying sites, e.g., local libraries,community agencies, other educational facilities?

A number of commercial computer-based services are now available to distance learners,and colleges with significant distance learner programs are beginning to incorporatethem into instruction. Such services allow students to access library services through acomputer and a modem. Depending on the system used for searches, students may beable to check on the library's current holdings, find out what books are currentlyavailable, order books for delivery to an off-campus site, consult bibliographic resources,order resources through an interlibrary loan, and consult various databases. TheKnowledge Index, for example, a service of Dialog Information Services, Inc., is an onlinecollection of databases accessible through several public data networks and the Internet.It offers more than 100 of the over 400 databases available on DIALOG. Shapiro andHughes (1992) caution, however, that even when an on -line service has an excellentuser's manual, students need to be encouraged to read it and need to be provided withadditional user support.

Among the institutions making library resources available to distance learners are thefollowing:

At the University of Kentucky (UK), an extension librarian can bereached via a 1-800 number to help students obtain books andphotocopies of journal articles from the UK and other libraries, toassist with reference questions, to instruct students how to uselibrary resources, and to provide computer-assisted literaturesearches.

At the College of St. Catherine in St. Paul, students soon will be ableto go to local libraries to pick up references that they have requestedby computer from the campus library.

At the Community College of Maine, students use computers atcommunity-based sites to access URSUS, the University'scomputerized library catalog. URSUS lists the book holdings,periodicals, and state and federal documents of the University ofMaine System. Users may also order holdings from the system.Through electronic gateways, URSUS users also may search thecollections of several other college libraries in the state and searchfor journal articles through two academic databases. Materialsidentified through the computer search are delivered to local sites.

At Indiana University-Purdue University at Indianapolis (1UPU1),the University Library is rapidly becoming an electronic learningcenter as a result of a two-year university-wide planning processthat integrated the University's Telecommunications Services (voice),Computing Services (data), and Learning Technologies (video) intoa single organization named Integrated Technologies. IUPU1 isworking toward a system in which library resources can be accessed

60

anywhere in the community or the state, reports Garland Elmore(1992). According to Elmore, the system will feature the followingadvantages over traditional libraries:

search time will be minimized and access to materials will bemuch faster

systems will deliver text, graphics, images, and motion videoin multimedia applications to meet user needs

electronic filters will enable users to search, identify, access,and retrieve relevant material from a much greater overallvolume of information

specialized workstations will better meet the needs ofstudents and faculty with disabilities

the potential will exist to offer more current information atless cost

These advantages will benefit all students and faculty at IUPUI, notonly distance learners.

Brey (1991) suggests that by the end of the 1990s, on-line access to CD-ROM maybecome "one of the more important technologies to provide distance learners with accessto reference and research materials."

Training Students in the Use of Technology-Based Resources

Shapiro and Hughes (1992) point out that in addition to rusty (or nonexistent) researchskills, adult distance students may find that "the world of libraries and informationaccess has been completely transformed" since they last enrolled in college. Students,therefore, may require an orientation to the use of a contemporary research library.

A number of colleges are looking at how to train distance students to use technology-based library resources. Several issues are raised here:

Do distance students own or have easy access to a computer andmodern? If not, can such systems be borrowed or rented from thecollege?

Do students know how to use such a system?

Are students familiar with the range of resources available?

Do faculty know how to use such resources effectively forinstruction?

61

C.)

At the University of Maine, for example, the freshman seminar includes a three-weekunit introducing the library. Other colleges are developing or considering special coursesin this area.

How will distance students access videotapes, course texts, andequipment?

Brey (1991) reports that most institutions with distance learning programs use multipletechnologies to provide students with flexible access to video materials. Communitycolleges, for example, typically select two to three of the following video deliverysystems: public television, low-power television, commercial television, cable educationalaccess, cable national network, library viewing, tape check-out, videodiscs, CD-ROM,and CDI/DVI.

Numerous issues relate to the ease with which distance learners obtain a variety ofinstructional materials.

Are videotapes available at community libraries or other off-campussites to accommodate students who cannot receive a broadcast orcable signal or who miss broadcasts?

Will the college send videocassettes to students free or for a modestuse fee?

Are tapes available for rental at convenient locations?

Can students order texts by mail using a 1-800 number and creditcards?

How will such learning equipment as computers and modems bemade available to students? Can they be rented? Can they be madeavailable at a reduced price? Can equipment be placed at suchcommunity sites as local libraries or high schools? Can studentsaccess equipment at places of employment after regular workhours?

Looking to the future

In spite of the fact that students enrolled in distance degree programs may rarely cometo campus or perhaps because of it colleges will need to find creative ways toencourage students to feel part of the institution. Eastern Oregon State College, forexample, discovered that distance students value the idea of having a regular studentidentification card. The college also publishes directories of students taking a givencourse (with the permission of those involved), in order to encourage student-to-studentcontact.

62

Colleges also will need to put into place programs that evaluate their success in meetingstudent needs. In 1990, Dee Brock, then Senior Vice President for Education at PBS(Moore, 1990), cited a number of areas related to student services that need additionalresearch. These include the following questions:

What services are most important from the students' perspective?

How effective are counseling and library services delivered elec-tronically?

Distance degree program administrators will need to examine these key questions closelyin coming years. It will be important that they share their experiences and the results oftheir research in order to move everyone's understanding forward on these importantissues. Finally, this is an area in which it would be fruitful for distance learningadministrators to build in regular internal reviews of their policies and procedures.

63

Part 6.

Faculty issues

What key distance degree issues are related tofaculty?

On what basis should distance faculty be selected?

What kinds of training and support are needed bydistance faculty?

65

-Ur

LI L/

What key distance degree issues are related to faculty?

Distance learning and the increasing use of interactive telecommunications throughouthigher education have challenged many assumptions about the role of the faculty. Fiveyears ago, we included the following introduction in Opportunities and Options (Levine,1987):

A Telecourse Sourcebook for the 80s, edited by Louise M. Hewitt for the CoastCommunity Colleges, describes the ditties of a telecourse faculty member as"different, but not less demanding or critical, than those of an instructor offeringthe same course in an on-campus setting." Although a faculty member in atraditionally taught class may focus primarily on the preparation and delivery oflectures to groups of students meeting on campus, telecourse faculty are morelikely to focus on communicating with students in a more personal manner thatis often tutorial in nature.

Several trends support a more comprehensive approach for the 1990s:

The use of an increasing variety of distance learning methodsfrom the completely preproduced television course to the livedelivery of two-way audio, two-way video interactive lecturesrequires faculty to have skills that include not only those expectedof traditional faculty, but also those that enhance distance learningand that make effective use of a variety of technologies.

Faculty also may need to develop different kinds of instructionalmaterials, some of which use a variety of technologies. These coursematerials may need to be completed prior to the start of thesemester in order for them to be disseminated in a cost-effectivemanner.

Many, if not most, distance degree programs will rely on a varietyof technologies to facilitate communication between faculty andstudents. Faculty will need to be open to these new approaches andlearn how to use them effectively.

Finally, distance faculty need an ability to work with a more diversestudent body.

This last point that different skills May be required to teach adult learners (who arethe majority of distance learners) than are used with 18- to 22-year-olds has becomemore widely recognized in recent years. The ACE/Alliance Principles of Good Practice(1990), for example, note that:

The academic competencies of the faculty must he complemented by theirunderstanding of adult learners and the goals and nature of the adult degreeprogram. Likewise, part-time or adjunct fiwulty, who often provide special

66 6

perspectives, resources, and expertise, need similar orientation and development.Meeting the needs of these part-time faculty members and integrating them intodegree programs for adults are issues for the future.

On what basis should distance faculty be selected?

Ralph Meuter, in evaluating the New Pathways-funded project in West Virginia(Markwood and Johnstone, 1992), calls faculty selection "an important factor in thedevelopmental stages of an innova,Lve project" and concludes that "the extra effortrequired to entice quality faculty is worth it. Such faculty participation in the early stagesprovides credibility that will have long-term payoffs."

The ACE/Alliance Principles of Good Practice include the following two sub-principlesthat relate to faculty selection:

Criteria, rationale, and procedures for the selection and evaluation offaculty and academic professionals in the program are congruent with thestandards of the institution.

Specific criteria, standards, and expectations for the role of part-time oradjunct faculty are clearly articulated.

Oregon, which is also developing distance degree options in part with New Pathwaysfunding, uses the following criteria for selecting distance faculty:

they should be relatively senior people, highly visible, respected bytheir peers

they should be known to be good teachers

they should like the idea of distance learning and want toparticipate in it

One issue that has consistently emerged in distance learning programs is: Will facultybe selected from within the academic department or from outside the institution? Whileeach institution tends to approach this question differently and may decide the issue ona course-by-course basis, most agree that the more on-campus faculty that are involvedin the program, the greater the base of support for the project as a whole. The corollaryissue then becomes: How do you convince senior faculty to work at a distance?

At Old Dominion University, a discussion of the university's distance educationprograms is part of the recruitment process for the vast majority of potential newfaculty. When they are hired, it is with the understanding that they may be asked toteach on television.

67

r:

Many colleges have found that the question is less fraught with difficulty than it usedto be. Many faculty members who initially needed to be talked into teaching distancecourses have found that the experience provides an opportunity for professional renewal,to learn new skills, and to work with a dedicated and diverse student population. Theynow form a core of internal support for distance learning. Meuter points out that"certain faculty appreciate the opportunity to experiment, improve their courses, anddevelop themselves as better teachers."

What other incentives can you use to get the best faculty on campus involved in yourprogram?

Will you provide financial incentives? Institutions vary widely onthis issue. Some provide cash, some released time for coursedevelopment, some consider one distance learning course to be theequivalent of two on-campus courses. Some hire on-campus facultyonly on an overload basis. In some cases, this issue has beendetermined through collective bargaining.

Will administrative support be available for distance faculty withlarge classes?

Will distance teaching count in consideration for reappointment,promotion, and tenure? Verduin and Clark (1991) suggest that "asin any conventional education unit, the distance education unit mustcontain a clearly defined faculty or faculties." This would suggestthat traditional forms of faculty appraisal be instituted. TheACE/Alliance principles underscore this, requiring that faculty andacademic professionals in the program participate in the institution'ssystems for evaluation, incentive, and reward, e.g., promotion andtenure.

Will special training be available?

Do you have ways of promoting and disseminating the success andenjoyment that faculty experience?

Underpinning the work of the Annenberg/CPB Project New Pathways initiative hasbeen the opportunity for project participants and associates to share both their problemsand their successes. In the area of faculty issues, New Pathways participants have madethe following suggestions:

minimize risk of failure

create opportunities for faculty networking, including adjunctfaculty

provide opportunities for peer recognition

68,9

c

find ways to reward faculty for time and effort

share master teacher models with other faculty

consider new compensation packages, perhaps with reducedworkload to compensate for the additional work involved indistance learning

What kinds of training and support are needed by distance faculty?

Training and support will be needed by faculty in three areas: course development,course delivery, and student interaction.

While faculty members develop courses on a regular basis, distance learning raises issuesof course development that many faculty members have never thought about. Whetherthey are adapting preproduced television courses to local goals and objectives and theirown areas of expertise or preparing a lecture for delivery over a closed circuit network,many new issues will emerge. The sheer number of what some call "instructionalenhancements" that technology now makes it possible to use with lectures can be seenas a challenge or a concern, depending on the individual. Colleges should consider thefollowing issues:

Will instructional designers be available to distance faculty?

Will graphics and technology experts be on-hand during she coursedevelopment process?

Markwood and Johnstone (1992) point out that the technologies create opportunities forfaculty to rethink content and make new decisions on how to present content." Theyreport that New Pathways projects have invested in professional course designers toassist faculty in preparing their courses and conclude, "Faculty are changing, and thetechnology is an instrument in faculty renewal."

Distance degree program planners will find that suggesting or providing a variety oftelecommunications technologies to faculty to support their interactions with studentsis not sufficient. Substantive training programs w be needed. This is true regardlessof whether a preproduced television course is being, used or a live, two-way interactivecourse is being developed.

The Community College of Maine, whose courses are all deliveredon a live, interactive basis, offers a series of workshops during theacademic year to introduce faculty and staff to the technologies theyneed to use. During the summer, Maine's Center for DistanceEducation runs a week-long institute on adult learning, servingdisabled students, and the use of technologies in developing coursesthat are accessible to these students.

69

The Utah Educational Network requires faculty to participate intraining prior to teaching over their satellite network. The Networkoffers an EDNET faculty development workshop called "Reachingand Teaching Through Television" approximately six weeks prior tothe beginning of each academic quarter.

Helen Lacy, of the Utah Education Network, reports that allworkshops offered by the Network are delivered on the EDNETsystem. Using the system gives faculty participants an opportunityto become familiar with how the system works and to consider howthey can best use it.

The primary goals of each one-day workshop are:

- to explain distance learning technologies to system users andpresenters

to prepare participants to convert teaching abilities andtechniques from a regular classroom setting to a tele-communications-based environment

to allow participants to practice on the system(s) before theybegin teaching

Key components of the faculty and presenter workshop are:

simulation of the distance education classroom environmentby actually using technologies available in Utah

mod ling and discussing effective distance learning instruc-tional techniques

giving participants an opportunity to discuss the distanceeducation experience with faculty who have had a successfultelevision teaching experience

providing each participant with an opportunity to prepareand deliver a brief presentation using technology (thepresentation is videotaped for the participant to take withhim or her)

providing each participant with an extensive training manualentitled Reaching and Teaching Through Television

70

Part 7.

Looking at costs

What sources of information are available?

V How are costs (and benefits) being shared amongdepartments and institutions?

What cost-related policy issues needconsideration?

What future cost-related research is needed?

71

What sources of information are available?

The topic of cost analysis, perhaps more than any other concerned with the developmentof distance degree programs, has had relatively little attention. While the costs of specificaspects of distance learning are well known course acquisition, for example, orparticular telecommunications alternatives little has been written about the total scopeof cost analysis in distance degree programs. Further, even among colleges that aredeeply involved in distance degrees, marked differences exist in how costs are identified,what costs are considered part of the degree program, and where benefits of substantialvalue have accrued to the program from planning and purchases taking place eitherelsewhere in the institution or statewide. This is not unlike the difficulty of pinpointingcosts in higher education generally.

Various organizations are working on these issues, however, and several sources mayprove helpful to the distance degree planner:

Two organizations are tracking the development of statetelecommunications planning and provide numerous examples ofcollaboration and analyses of specific systems. Since the capital costsof distance degree programs typically are heaviest in the areas oftelecommunications systems, understanding how various states haveapproached or are approaching this issue should prove helpful.Further, through these resources, planners may discovertelecommunications activities taking place in their own states thatcan benefit their institutions. Prior to jumping into the statewidetelecommunications planning process, however, the distance degreeplanner is advised to check thoroughly within his or her owninstitution to see if someone has been given authority to representthe institution in this matter.

Hezel Associates (1992) has been conducting statewideassessments on telecommunications planning since 1987 andhas recently issued the third edition of its report (previouseditions in 1987 and 1990 -- were supported by theAnnenberg /CPB Project). Hezel notes that "more and morestates are adopting a comprehensive approach to educationaltelecommunications planning," and that "in many cases,under mandate from the governor or the state legislature,educational institutions plan cooperatively."

The Western Interstate Commission for Higher Education(1991) has published the results of its study of educationaltelecommunications plans, policies, and programs of states inthe western region.

72

71-

Both documents identify the organizations involved in these issuesin each state, although they rarely indicate the specific costsinvolved in different systems.

A number of other cost-planning resources are available:

Arlene Krebs (1991) has amassed a significant amount ofinformation on funding sources for distance learning andeducational technology that can help colleges find external fundingfor specific parts of their distance degree planning. Hezelunderscores the trend toward external funding, noting that "privatesector funding is frequently viewed as the solution to the financingneeds" of statewide telecommunications systems. He reports thateducational partnerships with business and industry have increasedover the last two years. New course development, trainingprograms, demonstrations of new uses of technology, new softwaredevelopment, and the like, all are areas that external seed moneymight benefit.

The PBS Adult Learning Service (see Appendix 3 for AdultLearning Liaisons at public television stations) can assist colleges inanalyzing the costs of course acquisition, and particularly in helpingcolleges think through the cost implications of licensing televisioncourses for longer periods of time and of licensing larger numbersof courses than they have traditionally. The Adult Learning Servicealso is looking at the development of course groupings that wouldassist colleges to offer degree sequences.

The Annenberg/CPB Project New Pathways projects have recentlyundergone a first-year evaluation (Markwood and Johnstone, 1992)that included an assessment of cost factors. Project evaluatorsacknowledge their struggle with issues of costs and benefits,however, and identify several key reasons why this area is soproblematic:

The costs of these projects are nearly impossible to isolate.John Witherspoon, one of the evaluators, asks: How do youcalculate such items as maintenance of multi-use facilities,evening or weekend access to facilities, incremental costs ofaffected administrative units, and so forth." Ralph Meuter,another New Pathways evaluator, notes that "highlyintegrated and cooperative projects make it extremelydifficult to isolate and allocate costs accurately."

Planned outcomes -- for example, revitalizing faculty orenhancing cooperation throughout the system arefrequently intangible.

73

e.

The investments in the telecommunications technologies usedin these projects were intended to serve special populationsthat would otherwise not have access to higher educationalresources. These populations are generally quite small, whichis "counterintuitive to the usual economic models forinfrastructure development." The critical mass needed tojustify the significant costs involved in building such systemsmay take several years to develop.

These projects are still evolving; continued evaluation of them islikely to result in more specific cost models in the future.

How are costs (and benefits) being shared among departments andinstitutions?

Distance degree program planners will find that any costs that can be shared (or facilitiesborrowed) will reduce out-of-pocket expenditures. For example:

Does a computer laboratory exist on campus that is not used nightsand weekends?

is a fiber-optic network being constructed statewide that canprovide an inexpensive means of delivering courseware?

Has some department on campus already invested in a site licensefor software that would facilitate computer conferencing?

Does the medical center or engineering school have satellite-receivecapacity that can be used to capture PBS Adult Learning Serviceprograms?

Is there a communications department television studio that can beused for the production of video courseware, providing experiencesfor department students in addition to cost savings for distancelearning?

Is the institution a licensee of a public television station?

Utah is a good example of statewide cost-sharing.

The Utah Education Network plans, constructs, maintains, manages,and programs the state's nonbroadcast educational systems(EDNET, TITS, satellite services, and fiber optics) and broadcastingstation KULC Channel 9 on behalf of Utah's systems of higher andpublic education and state government. It also provides leadership,

74

advice, and advocacy to educators and public officials in the fieldof telecommunications and programs the school day schedule onKUED Channel 7 in cooperation with the Utah Network forInstructional Television.

In 1982 construction began on a statewide two-way interactivemicrowave system capable of audio, video, and data transmission.NTIA provided the primary funding for the $4.4 million microwavesystem. Local matching funds were used to leverage the federalfunds. In 1986, the state microwave system was given the nameEDNET (for "educational network") and began regular operation.Ten sites were operational that fall. Twenty-six sites in 20 differentcities will be operational by 1992. Operational support comes fromfour sources: 1) in-kind support from participating institutions andthe University of Utah Department of Media Services, 2) state fundsadministered through the Utah State Board of Regents, 3) user fees,and 4) direct legislative appropriation.

Montana also is developing a statewide educational telecommunications network(METNET), mandated by the state legislature in 1989.

METNET, which will consist of voice, data, and two-way videocomponents, is a cooperative venture involving the Department ofAdministration, the Office of the Commission of Higher Education,and the Office of Public Instruction. The Legislature appropriated$450,000 a year for two years for METNET, with the stipulation that$300,000 come out of a general fund and that there be a 50 percentmatch of cash or equivalent value from private sources. By 1995,METNET is expected to include over 300 distance education sites,25 regional training centers, 25 two-way compressed video sites, onehigh-speed public television link, and one Ku-band uplink (Hezel,1992).

Hezel also identifies several other economic trends relating to statewidetelecommunications costs that merit watching:

In increasing numbers, distance educators are recognizing the needfor state telecommunications tariff regulation that allows more cost-effective use of telecommunications by education and governmentusers.

A growing emphasis has emerged on the development of multiplesystems both terrestrial and satellite.

75

What cost-related policy issues need consideration?

The actual costs involved in offering a distance degree program depend to a large extenton how costs are calculated, on what types of technologies are used, on whether thesetechnologies are acquired for a single program or are shared, and on what types ofdistance courses are used. Preproduced television courses may have high developmentcosts for the producer, for example, but these costs can be amortized across many years;institutions licensing the use of courses pay modest fees. Live, two-way interactivecourses may have lower development costs but must be reproduced each semester withcontinuing expenditures.

Most distance-learning administrators stress the need to prepare budgets that reflect themainstream of institutional budgeting rather than a specialized function. Distancelearning administrators also point out the need to describe distance learning costs interms that are comparable to costs incurred in traditional instruction, whether or notsuch costs are apportioned in traditionally delivered courses. The example most typicallygiven concerns the cost of community-based instructional sites versus the costs ofproviding classroom space, the latter being a cost that is rarely broken out in budgetingtraditional instruction. Similarly, administrative support personnel may be budgeteddirectly to distance learning courses, but department administrative personnel often arecharged to the overall unit budget rather than to specific courses.

Among the other questions being asked in this area are:

Should the costs of a particular course be seen as a departmentalresponsibility or should the distance learning unit be self-supportingwith its own operating budget? A related issue is: Who pays thefaculty?

Does every distance learning course have to "break-even" (doesevery on-campus course have to break-even?) or will some courseswith low enrollments be supported in order to offer studentsdistance learning options for all degree requirements?

Should distance faculty be given released time for coursedevelopment (and who pays for this time) or incremental pay basedon large course enrollments?

What are the administrative/coordinating costs incurred in runningthe program?

In states where institutional budgets are determined by the numberof students enrolled, who benefits from the enrollments of distancelearners? At Northern Virginia Community College, the FTEs (full-time equivalents) generated in the Extended Learning Institute (ELI)

76

'r 7

are credited to the faculty member's home campus so that benefitsof the ELI accrue directly to the campuses.

In trying to assess the real costs involved in distance degree programs, a number ofquestions about the ultimate benefits of the project are raised. Markwood and Johnstone(1992) note, for example,

If the costs extend access to and enable the success of underserved studentpopulations in ways that fulfill the mission, then the costs are warranted; if thecosts fail to address the mission or if they buy more tools than are effectively beingused by the students and faculty, then the costs obviously outweigh the benefits.

Others raise one or another of the following questions:

Does the program provide access to higher education to studentswho otherwise would remain unserved or underserved?

What are the general economic benefits that accrue to states with amore highly educated citizenry? Is unemployment reduced? Areexisting industries more competitive? Are new industries attractedto the area?

Will the program retain students who might otherwise drop out orattract new students to the institution?

Are there benefits e.g., faculty renewal, curriculum reform,introduction of new technologies to the campus that in the finalanalysis outweigh the costs? How can these benefits be measured?

is the program helping the institution to overcome such otherproblems as a physical plant that limits its ability to expandenrollment?

Does the program enable the institution to expand its curriculuminto newer, cutting-edge areas that better serve government andother important community segments?

What future cost-related research is needed?

The entire area of cost assessment and the development of cost models needs futureresearch. What costs emerge from the development of a distance degree program thatare over and above those incurred when distance learning divisions offer an array ofindividual courses? Which of these are operational as opposed to start-up? These areimportant questions. Answers should emerge from more experience and the involvementof many more institutions in the process.

7778

Liu

Today, the number of institutions actually offering distance degree programs is relativelysmall. Even among institutions that have announced distance degree programs, thecomplete program may not yet actually be in place. Typically, initial enrollments arelimited so that a true picture of operating costs for a fully enrolled system is nearlyimpossible to determine. It is an area to watch closely.

78

Part 8.

Sample distance degree programs

VAn overview of examples

Selected programs

Northern Virginia Community College Extended LearningIr titute (ELI), Annandale, Virginia

Associate in Science, Business Administration

Pennsylvania State University, University Park,Pennsylvania

Extended Letters, Arts, and Sciences (ELAS)

Prince George's Community College, Largo, MarylandAssociate in Arts Business ManagementAssociate in Arts General Studies

-- Management Studies Transfer Program

Rochester Institute of Technology, Rochester, New York-- Bachelor of Science in Applied Arts and Science

University of Maine at Augusta, Augusta, Maine-- Associate of Arts in Social Services

Wayne County Community College, Detroit, MichiganAssociate of Arts

79

a

An overview of examples

A 1990 study conducted by the University of Maryland University College for theAnnenberg/CPB Project concluded that "the key characteristic of external baccalaureatedegree programs in the United States is that they are as varied and unique as the regionsin which they are located and the students they serve." This may well reflect thediversity of the mission, structures, and student profiles in the types of academicprograms they offer and to whom.

In fact, distance degree programs exist along a continuum from those colleges that useall preproduced television courses to those that mix television courses with othertechnologies and campus-based instruction, to those that use only other technologies ordistance learning options.

Some colleges offer a large enough number of distance learning courses each year thatan individual student can attain a degree using only (or primarily) courses taken at adistance. Until recently, such situations were largely dependent on student initiative orthe luck of finding a good counselor to help identify a sequence of courses that wouldfulfill degree requirements. More recently, colleges have begun to structure andinstitutionalize the process. Many are not finding this a very difficult process,particularly when only single institutions are involved (as opposed to a statewidesystem). if each distance course has been carefully reviewed and evaluated prior toadoption and is known to meet college requirements, then the aggregate of courses thatconstitute the degree program already has approval. In most cases the distance learningprograms discussed in this section have been in place for a long period of time. Theyhave built support at many levels and serve a sizable number of students. Distancelearning administrators also have kept various constituencies within their collegesinformed and involved at every step of the way, and have been encouraged to continueto evaluate potential distance learning course options until a distance option exists forall degree requirements.

At Milwaukee Area Technical College (MATC), for example,students can now earn the 64-credit Associate of Arts in Liberal Artsand Sciences degree by taking a combination of predominantlyvideo- and some campus-based courses. Bill Quirmbach, coordinatorof MATC's College of the Air, Videoconferencing and CommunityServices, credits the availability of many new television courses withenabling the college to offer a broad spectrum of required andelective courses toward a degree. All television courses requireapproval by their respective departments and, as with traditional,campus-based enrollment, students must apply to the college andbe accepted in order to earn credit toward a degree.

8O b

Among the programs presented later in this section, Wayne CountyCommunity College, which is one course away from being able tooffer a distance learning option for every degree requirement, is alsoa prime example of this approach.

Other colleges have embarked on a more long-term planning process that surveys theneeds of students currently enrolled in distance courses.

Jacques Dubois, at Prince George's Community College in Largo,Maryland, for example, surveys telecourse students at the end ofeach semester both to gauge their level of satisfaction and to assisthim in long-range planning to meet their needs. Most of histelecourse students, he learned, defined themselves as workingtoward a degree. Knowing which degrees students are workingtoward has helped him plan which television courses to offer. Threedifferent degrees are presented later in this section.

Some colleges have been spurred to action by legislative initiatives or a directive fromthe Board of Trustees.

The Oregon Community College Telecommunications Consortiumis in the process of obtaining final approval from all communitycollege presidents for a two-year Associate of Arts transfer degreethrough integrated distance learning methods. Although studentscould begin the program immediately, the Consortium is one to twoyears away from having all courses and policies in place. Amongthe issues still being addressed through the planning process arethose concerning the amount of interaction that will be required andwhether the number of interactive courses will be mandated, howto adapt available courses to the quarter system, and how to dealwith the residency requirements of different institutions. In mostcases, courses have been approved at all institutions. In the case ofthe occasional new course that has been approved by only oneinstitution, degree planners are grappling with how to enablestudents statewide to take the course where it is approved andtransfer the credits to their home community college, withoutjeopardizing residency status. (When television courses are offeredby the community college in which the student is enrolled, theymeet residency requirements.) The initiative began in 1987 with adirective from the legislature. Prior to the initiative, communitycolleges in the state had no common set of requirements, andtransferring among them, as well as transferring to a four-yearinstitution, was difficult. A second initiative has resulted in thedevelopment of a distance learning two-year completion Bachelorof Arts in Liberal Studies at Oregon State University.

81

Both initiatives have been tied to the development of Ed-Net, astatewide satellite delivery system consisting of three networks: Ed-Net I is a two-channel, one-way video, two-way audio, full-motionnei vork available to all public K-12 and higher educationalinstitutions; Ed-Net II is a 15-channel, two-way video, two-wayaudio, compressed video network available to 39 communitycolleges and higher educational institutions; Ed-Net III is a highspeed data network with access nodes throughout the state. Amongother things, Ed-Net will enable conventional television courses tocontinue to be offered, but in an expanded form, with somepreproduced television courses being systematically supplementedwith interactive Ed-Net satellite sessions to create a form ofinstruction OCCTC calls "interactive telecourses."

The distance degree program at the University of Maine at Augustawas instituted to address a statewide need to increase access tohigher education among the state's primarily rural population. TheBoard of Trustees mandated that university resources be extendedacross the state after learning that the percentage of Maine citizenswith only a two-year degree was the lowest of any state in thecountry. The use of telecommunications was seen as the only wayto reach all the rural Lind often isolated parts of the state. Of the 85sites where people can take courses (all Maine distance courses aredelivered live, in real time, and are interactive), most are in localhigh schools. Students at all locations may earn an Associate Degreein General Studies, a 60-credit-hour program that can be transferredto an appropriate baccalaureate degree program after graduation.The Community College of Maine, as the statewide distance degreeprogram is called, is a model that links all public higher educationinstitutions with such off-campus sites as public schools andcommunity centers to offer a coherent sequence of courses for anassociate of arts degree to distance learners.

Other institutions have engaged in a long-term planning process focused on the use oftelecommunications technology to meet the college's mission of making higher educationavailable to all residents in the region.

Northern Virginia Community College's Extended Learning Instituteis developing policies and procedures that will enable distancelearning students enrolled at any of NVCC's five campuses toreceive a rigorous and integrated degree experience usingtelecommunications technology. This will involve the developmentor revision of courses that use integrated delivery technologies bestsuited to their content and design. Among the goals NVCC has setfor itself are the following: to improve communication betweenstudents and campus support services through a comprehensivevoice mail system and a series of five counseling videos made

82

available to distance and campus learners; to provide students withalternative means of access to reference materials and databasesearches; to provide faculty and staff with improved commu-nications methods through voice mail, computer bulletin boards,and audioconferencing; to develop methods of delivery that suit thenew NVCC compressed video delivery system that is capable ofboth two-way audio and two-way video instruction; and to deter-mine the best instructional techniques and applications for this newtechnology.

The College of St. Catherine, in St. Paul, Minnesota, a New Pathways program, servesas an exampl of how colleges particularly those with weekend programs can usetechnology to remove educational barriers and meet the needs of the adult student.

St. Catherine's first established a weekend baccalaureate program in1979. Weekend College courses are the same as those taught in theday school and are offered by the same faculty. Only the format isdifferent. St. Catherine's targeted two groups of students who theyfelt were being underserved: students who had "stopped out" of theon-campus program and students who lived in areas of the statewhere access to four-year degree programs was more limited thanin metropolitan areas. The project uses HyperCard software tosequence and deliver the curriculum including syllabi, assignments,lectures (in Text form), bibliographies, and study guides. Thisindividualized delivery is supplemented with electronic mail andcomputer conferencing to allow students to interact with theinstructor and with other students.

Selected programs

Following are eight sample degree programs. For each, you will find a chart thatincludes the following information:

degree requirements

how many credits are needed in each requirement area

on-campus course options for fulfilling the requirement

distance learning course options for fulfilling the requirement alongwith an indication of the primary technologies used for delivery andinteraction

These are current as of Summer 1992. As in traditional programs, change is inevitable.

83 EC

The following programs are included:

The Extended Learning Institute at Northern Virginia CommunityCollege offers an Associate in Science in Business Administration,a curriculum designed for students who plan to transfer to a four-year college or university to comple to a baccalaureate degreeprogram in business administration. The NVCC Telecommu-nications Center has remote and studio production capabilities,satellite uplink and downlink capabilities, its own cable TV channel,air time on other cable systems, and teleconferencing facilities. Inaddition to telecourse and print-based instructional deliverysystems, NVCC is introducing computer conferencing and live,compressed video at five off-campus sites.

Pennsylvania State University's Department of IndependentLearning offers a complete 60-credit two-year degree program withthe option of full- or part-time study. Although the requirements forthe LAS (Letters, Arts, and Sciences) associate degree and those forthe ELAS (Extended Letters, Arts, and Sciences) associate degree arethe same, ELAS students have no set number of years within whichthey must complete the degree requirements. In some cases coursesare offered in two different sections: one with a video component,and one without. In general, the program combines the use ofpreproduced television courses, print courses, and a few audiocourses. A characteristic of this example is the extensive number ofdistance learning options a student has for each degree requirement.

Prince George's Community College in Largo, Maryland, offersseveral distance learning degrees: Associate of Arts in GeneralStudies, a program that provides substantial coursework in theliberal arts, Associate of Arts in Business Management, which isstructured for transfer to a four-year institution, and a ManagementStudies transfer program, which does not result in a degree, butallows students to complete as many as 60 credits that will transferto the University of Maryland University College's Bachelor ofScience in Management Studies program. Distance options includemany preproduced television courses and some weekend courses.The latter meet on campus Friday evenings and all day Saturday forthree to four consecutive weekends.

Rochester Institute of Technology offers students who have alreadycompleted an associate degree or equivalent the opportunity tocomplete upper-level coursework through distance learning andobtain a Bachelor of Science in Applied Arts and Science. Inaddition to coursework in math/science, humanities, andcompletion of a liberal arts concentration which includes electivesand a senior seminar, students select two professionalconcentrations from among the following options: management,telecommunications, applied computing, or health systems

84

administration. The program is administered through RIT's Collegeof Continuing Education. RIT uses a variety of delivery systems tofacilitate instruction, interaction, and practice including video,audioconferencing, audiographic conferencing, and computerconferencing.

so The University of Maine at Augusta, through its new CommunityCollege of Maine, offers four different two-year degrees: Associateof Arts in Social Services (presented here), Associate of Science inGeneral Studies, Associate of Arts in Liberal Arts, and Associate ofScience in Business Administration. All courses are offered throughthe college's statewide ITV system, which students receive atcommunity sites. This delivery system is supplemented by the useof computer software, occasional instructor visits to communitysites, computer conferencing, electronic mail, and fax.

Wayne County Community College in Detroit, Michigan, is onecourse away from offering a complete Associate of Arts degreeentirely through preproduced television courses. The onerequirement still being studied is a science course with a laboratoryrequirement. Several options are being considered.

85 8 6

C'7

Nor

ther

n V

irgi

nia

Com

mun

ity C

olle

geA

ssoc

iate

in S

cien

ceE

xten

ded

Lea

rnin

g In

stitu

te (

EL

I), A

nnan

dale

, Vir

gini

aB

usin

ess

Adm

inis

trat

ion

Thi

s cu

rric

ulum

is d

esig

ned

for

stud

ents

who

pla

n to

tran

sfer

to a

four

-yea

r co

llege

or

univ

ersi

ty to

com

plet

e a

bacc

alau

reat

e de

gree

pro

gram

in b

usin

ess

adm

inis

trat

ion.

The

NV

CC

Tel

ecom

mun

icat

ions

Cen

ter

has

rem

ote

and

stud

io p

rodu

ctio

n ca

pabi

litie

s, s

atel

lite

uplin

k an

d do

wnl

ink

capa

bilit

ies,

its

own

cabl

e T

V c

hann

el, a

ir tim

e on

oth

er c

able

sta

tions

, and

tele

conf

eren

ce fa

cilit

ies.

In a

dditi

on to

tele

cour

se a

nd p

rint-

base

d in

stru

ctio

nal d

eliv

ery

syst

ems,

NV

CC

is a

lso

intr

oduc

ing

com

pute

r co

nfer

euci

irg a

nd li

ve, c

ompr

esse

d vi

deo

at fi

ve o

ff-ca

mpu

s si

tes.

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of in

stru

ctio

n (c

ours

e cr

edit)

Stud

ent D

evel

opm

ent

Eng

lish

Com

posi

tion

Eng

lish/

Hum

aniti

es/

Philo

soph

y

1 6 6

STD

100

Ori

enta

tion

STD

107

Car

eer

Edu

catio

n

EN

G 1

11 C

olle

ge C

ompo

sitio

n I

EN

G 1

12 C

olle

ge C

ompo

sitio

n II

EN

GE

NG

EN

GE

NG

EN

GE

NG

EN

GE

NG

241

Surv

ey o

f A

mer

ican

Lite

ratu

re I

242

Surv

ey o

f A

mer

ican

Lite

ratu

re 1

124

3 Su

rvey

of

Eng

lish

Lite

ratu

re I

244

Surv

ey o

f E

nglis

h L

itera

ture

II

251

Wor

ld L

itera

ture

I25

3 A

fro-

Am

eric

an L

itera

ture

I25

4 A

fro-

Am

eric

an L

itera

ture

II

257

Myt

holo

gy

EN

G 2

71 T

he W

orks

of

Shak

espe

are

I(T

rage

dies

)E

NG

272

The

Wor

ks o

f Sh

akes

pear

e II

(Com

edie

s)E

NG

273

Wom

en in

Lite

ratu

re I

EN

G 2

74 W

omen

in li

tera

ture

II

EN

G 2

79 F

ilm a

nd L

itera

ture

- M

yste

ries

EN

G 2

79 F

ilm a

nd L

itera

ture

- C

ritic

alV

iew

ing

PHI

101

Intr

oduc

tion

to P

hilo

soph

y I

PHI

102

Intr

oduc

tion

to P

hilo

soph

y lI

PHI

111

Log

icPH

I 11

2 L

ogic

II

tape

d, te

levi

sed

lect

ures

(1)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

tape

d. te

levi

sed

lect

ures

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Jos

eph

Cam

pbel

l: T

rans

form

atio

nsof

Myt

h T

hrou

gh T

ime

(3)

sele

cted

pla

ys o

n vi

deot

ape

avai

labl

e fr

omE

LI

lab

(3)

sele

cted

pla

ys o

n vi

deot

ape

avai

labl

e fr

omE

LI

lab

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

sele

cted

vid

eos

avai

labl

e fr

om lo

cal v

ideo

rent

al s

tore

s (3

)se

lect

ed v

ideo

s av

aila

ble

from

loca

l vid

eore

ntal

sto

res

(3)

Tel

ecou

rse:

Fro

m S

ocra

tes

to S

artr

e(3

)ta

ped,

tele

vise

d le

ctur

es (

3)ta

ped,

tele

vise

d le

ctur

es (

3)ta

ped,

tele

vise

d le

ctur

es (

3)

(cm

:tinn

ed S

)

F F

CO N

(con

tinue

d)N

orth

ern

Virg

inia

Com

mun

ity C

olle

geA

ssoc

iate

in S

cien

ceB

usin

ess

Adm

inis

trat

ion

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

His

tory

Mat

hem

atic

s

Nat

ural

Sci

ence

/ Lab

Acc

ount

ing

Eco

nom

ics

Gen

eral

Ele

ctiv

es

PH

I 220

Eth

ics

6F

RS

101

His

tory

of W

este

rn C

ivili

zatio

n I

HIS

102

His

tory

of W

este

rn C

ivili

zatio

n II

HIS

121

U.S

, His

tory

IH

IS 1

22 U

.S. H

isto

ry II

6-10

MT

H 1

65 C

olle

ge A

lgeb

raM

TH

271

App

lied

Cal

culu

s

8B

ID 1

01 G

ener

al B

iolo

gy I

PH

Y 1

11 T

echn

ical

Phy

sics

1

6A

CC

115

App

lied

Acc

ount

ing

AC

C 2

11 P

rinci

ples

of A

ccou

ntin

g 1

AC

C 2

12 P

rinci

ples

of A

ccou

ntin

g II

AC

C 2

31 C

ost A

ccou

ntin

g

6E

CD

120

Sur

vey

of E

cono

mic

sE

CD

201

Prin

cipl

es o

f Eco

nom

ics

IE

CD

202

Prin

cipl

es o

f Eco

nom

ics

II

15B

US

100

Intr

oduc

tion

to B

usin

ess

BU

S 1

25 A

pplie

d B

usin

ess

Mat

hem

atic

sB

US

150

Prin

cipl

es o

f Man

agem

ent

BU

S 1

65 S

mal

l Bus

ines

s M

anag

emen

tB

US

241

Bus

ines

s La

w I

CIS

100

Intr

oduc

tion

to In

form

atio

n S

yste

ms

Tel

ecou

rse:

eth

ics

in A

mer

ica

(3)

Tel

ecou

rse:

The

Wes

tern

Tra

ditio

n 1

(3)

Tel

ecou

rse:

The

Wes

tern

Tra

ditio

n 11

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

4)pr

int m

ater

ials

(3)

prin

t mat

eria

ls, i

nclu

des

2 on

-cam

pus

Labs

and

2 fie

ld tr

ips

to th

e S

mith

soni

an (

4)ta

ped,

tele

vise

d le

ctur

es, o

n-ca

mpu

s le

as (

4)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

, com

pute

r ap

plic

atio

ns (

31pr

int m

ater

ials

, com

pute

r ap

plic

atio

ns (

3)co

mpr

esse

d vi

deo

(3)

Tel

ecou

rse:

Eco

nom

ics

LIS

A !

(3)

Tel

ecou

rse:

Eco

nom

ics

US

A II

(3)

Tel

ecou

rse:

Eco

nom

ics

US

A II

I (3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

The

Bus

ines

s of

Man

agem

ent (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Bus

ines

s an

d th

e La

w (

3)pr

int m

ater

ials

(3)

(con

tinue

d

0 tI

00 CO

(con

tinue

d)N

orth

ern

Virg

inia

Com

r»un

hy C

olle

geA

ssoc

iate

in S

cien

ceB

usin

ess

Adm

inis

trat

ion

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

EN

G 1

15 T

echn

ical

Wri

ting

EN

G 1

16 W

ritin

g fo

r B

usin

ess

EN

G 1

31 T

echn

ical

Rep

ort W

ritin

g I

EN

G 1

35 A

pplie

d G

ram

mar

EN

G 1

50 C

hild

ren'

s L

itera

ture

EN

G 2

11 C

reat

ive

Wri

ting

FIN

107

Per

sona

l Fin

ance

FRE

101

Beg

inni

ng F

renc

h I

FRE

102

Beg

inni

ng F

renc

h II

FRE

201

Int

erm

edia

te F

renc

h II

I

FRE

202

Int

erm

edia

te F

renc

h IV

GE

O 2

00 I

ntro

duct

ion

to P

hysi

cal G

eogr

aphy

CE

O 2

10 I

ntro

duct

ion

to C

ultu

ral G

eogr

aphy

HIS

269

Civ

il W

ar a

nd R

econ

stru

ctio

nL

BR

105

Lib

rary

Ski

lls f

or R

esea

rch

MK

T 1

00 P

rinc

iple

s of

Mar

ketin

g

MT

H 0

01 D

evel

opm

enta

l Mat

hem

atic

sM

TH

115

Tec

hnic

al M

athe

mat

ics

IM

TH

116

Tec

hnic

al M

athe

mat

ics

11M

TH

166

Alg

ebra

and

Tri

gono

met

ryM

US

111

Mus

k T

heor

y I

MU

S 12

1 M

usic

App

reci

atio

n 1

MU

S 12

2 M

usic

App

reci

atio

n 11

OFT

107

Edi

ting

and

Proo

frea

ding

Ski

lls

com

pute

r co

nfer

enci

ng (

3)pr

int m

ater

ials

(3)

4 ta

ped,

tele

vise

d le

ctur

es, p

rint

mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)T

elec

ours

e:F

renc

h hr

Ada

mI,

voi

ce m

ail f

oras

sign

men

ts (

5)T

elec

ours

e:F

renc

h in

Act

ion

I,vo

ice

mai

l for

assi

gnm

ents

(5)

Tel

ecou

rse:

Fre

nch

in A

ctio

n II,

com

pres

sed

vide

o, v

oice

mai

l for

ass

ignm

ents

(3)

Tel

ecou

rse:

Fre

nch

in A

ctio

n//,

com

pres

sed

vide

o, v

oice

mai

l for

ass

ignm

ents

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(1)

prin

t mat

eria

ls, t

rips

to lo

cal s

tore

s an

dlib

rari

es (

3)pr

int m

ater

ials

(3)

tape

d, te

levi

sed

lect

ures

(3)

tape

d, te

levi

sed

lect

ures

(3)

prin

t mat

eria

ls (

4)co

mpr

esse

d vi

deo

(3)

Aud

ioco

urse

:B

asic

0.11

1C0M

Sof

Mus

ic 1

3)A

udio

cour

se:

Bas

ic C

once

pts

of M

usic

r3)

prin

t mat

eria

ls (

3)

S)

(con

tinue

d)N

orth

ern

Virg

inia

Com

mun

ity C

olle

geA

ssoc

iate

in S

cien

ce -

Bus

ines

s A

dmin

istr

atio

n

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

ecr

edit)

Phy

s E

d

Spe

ech

and

Dra

ma

Tot

al m

inim

um c

redi

ts65

OF

T 1

36 O

ffice

OF

T 1

37 F

iling

OF

T 1

41 W

ord

Wor

dPer

fect

OF

T 1

42 W

ord

Wor

dPer

fect

OF

T 2

37 P

rinci

ples

of O

ffice

Aut

omat

ion

PLS

130

Bas

ics

of A

mer

ican

Pol

itics

PLS

211

U.S

. Gov

ernm

ent I

PLS

212

U.S

. Gov

ernm

ent I

IP

SY

100

Prin

cipl

es o

f App

lied

Psy

chol

ogy

PS

Y 2

01 In

trod

uctio

n to

Psy

chol

ogy

NY

202

Intr

oduc

tion

to P

sych

olog

y II

PS

Y 2

31 L

ife S

pan

Hum

an D

evel

opm

ent I

NY

235

Chi

ld P

sych

olog

yP

SY

236

Ado

lesc

ent P

sych

olog

yN

Y 2

37 A

dult

Psy

chol

ogy

SO

C 2

01 In

trod

uctio

n to

Soc

iolo

gy I

SO

C 2

02 In

trod

uctio

n to

Soc

iolo

gy II

SO

C 2

15 S

ocio

logy

of t

he F

amily

SO

C 2

36 C

rimin

olog

yS

OC

245

Soc

iolo

gy o

f Agi

ng

2av

aila

ble

as in

depe

nden

t stu

dy c

ours

e on

cam

pus

3av

aila

ble

Fal

l 199

2 th

roug

h E

LI

Rec

ordk

eepi

ngan

d R

ecor

ds M

anag

emen

tP

roce

ssin

g I:

Intr

oduc

tion

to

Pro

cess

ing

II: A

dvan

ced

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls, c

ompu

ter

appl

icat

ions

(3)

prin

t mat

eria

ls, c

ompu

ter

appl

icat

ions

;3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Gov

ernm

ent B

y C

onse

nt(3

)T

elec

ours

e: G

over

nmen

t By

Con

sent

II (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)co

mpu

ter

conf

eren

cing

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

(j4

C.

e.

Penn

sylv

ania

Sta

te U

nive

rsity

Ext

ende

d L

ette

rs, A

rts,

Uni

vers

ity P

ark,

Pen

nsyl

vani

aan

d Sc

ienc

es (

EL

AS)

Pen

nsyl

vani

a S

tate

Uni

vers

ity's

Dep

artm

ent o

f Ind

epen

dent

Lea

rnin

g of

fers

a c

ompl

ete

degr

ee p

rogr

amth

e de

gree

req

uire

men

ts fo

r th

e Le

tters

, Art

s, a

nd S

cien

ces

(LA

S)

degr

ee a

nd th

eE

LA

Sde

gree

are

the

stud

ents

hav

e no

set

num

ber

of y

ears

with

in w

hich

they

mus

t com

plet

e th

e de

gree

req

uire

men

ts. i

ndi

ffere

nt s

ectio

ns: o

ne w

ith a

vid

eo c

ompo

nent

, and

one

with

out.

The

Dep

artm

ent o

f Ind

epen

dent

Lea

rcr

edit

for

cour

ses

avai

labl

e vi

a sa

telli

te c

m th

e La

w E

nfor

cem

ent T

elev

isio

n N

etw

ork

(LE

M.

with

the

optio

n of

full-

or

part

-tim

e st

udy.

Alth

ough

sam

e, E

xten

ded

Lette

rs, A

rts,

and

Sci

ence

s (E

LAS

)so

me

case

s, th

e sa

me

cour

se w

ill b

e of

fere

d in

two

ning

wor

ks w

ith th

e lo

cal p

olic

ede

part

men

t to

offe

r

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

NO

D-.

O.;F

cour

se m

ay a

pple

to G

EN

ER

AL

ED

UC

AT

ION

RE

QU

IRE

ME

NT

SIN

D -

cou

rse

may

app

ly to

RE

QU

IRE

ME

NT

S F

OR

TI I

F. M

AJO

R

GE

NE

RA

L E

DU

CA

TIO

N

Wri

ting/

Spea

king

Qua

ntif

icat

ion

6E

NG

L 0

15 R

heto

ric

and

Com

posi

tion

(GM

)E

NG

L 2

02A

Eff

ectiv

e W

ritin

g: W

ritin

g in

the

Soci

al S

cien

ces

(GM

)E

NG

L 2

02D

Eff

ectiv

e W

ritin

g: B

usin

ess

Wri

ting

(GM

)SP

CO

M 1

00C

Spe

ech

Com

mun

icat

ion

(GM

)

3C

MPB

D 1

00 I

ntro

duct

ion

to C

ompu

ters

with

App

licat

ions

(M

)M

AT

H 0

05 C

olle

ge A

lgeb

ra I

(G

M)

MA

TH

006

Pla

ne T

rigo

nom

etry

(G

M)

MA

TH

007

Col

lege

Alg

ebra

II

and

Ana

lytic

Geo

met

ry (

GM

)M

AT

H 0

17 F

inite

Mat

hem

atic

s (G

M)

MA

TH

018

Ele

men

tary

Lin

ear

Alg

ebra

(C

M)

MA

TH

035

Gen

eral

Vie

w o

f M

athe

mat

ics

(GM

)M

AT

H 0

35 G

ener

al V

iew

of

Mat

hem

atic

',(G

M)

MA

TH

036

Ins

ight

s in

to M

athe

mat

ics

(GM

)M

AT

H 0

36 I

nsig

hts

into

Mat

hem

atic

s (G

M)

MA

TH

087

Tec

hnic

al M

athe

mat

ics

(GM

)M

AT

H 0

88 T

echn

ical

Mat

h an

d C

. Icu

lus

(GM

)M

AT

H 1

10 T

echn

ique

s of

Cal

culu

s I

(GM

)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

vari

ous

sele

cted

vid

eos

(3)

Tel

ecou

rse:

Com

pute

rWor

ks, a

udio

cass

ette

s, P

Cso

ftw

are

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

itik

(3)

prin

t mat

eria

ls (

3)

Tel

ecou

rse:

For

All

Prac

tical

Pur

pose

s 1

(3)

prin

t mat

eria

ls (

3)T

elec

ours

e: F

orA

ll P

ract

ical

Pur

pose

s II

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

(con

tinue

dP

)

(con

tinue

d)Pe

nnsy

lvan

ia S

tate

Uni

vers

ityE

xten

ded

Let

ters

, Art

,an

d S

cien

ces

(ELA

S)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Nat

ural

Sci

ence

97

MA

TH

111

Tec

hniq

ues

of C

alcu

lus

II (

GM

)M

AT

H 1

40 C

alcu

lus

with

Ana

lytic

Geo

met

ryI

(GM

)M

AT

H 1

41 C

alcu

lus

with

Ana

lytic

Geo

met

ryII

(G

M)

MA

TH

200

Mat

rice

s (G

M)

MA

TH

231

Cal

culu

s of

Sev

eral

Var

iabl

es (

M)

MA

TH

250

Ord

inar

y D

iffe

rent

ial E

quat

ions

1M)

PHIL

012

Ele

men

ts o

f Sy

mbo

lic L

ogic

(G

M)

STA

T 2

00 E

lem

enta

ry S

tatis

tics

(GM

)

6C

HE

M 0

12 C

hem

ical

Pri

ncip

les

(GM

)C

HE

M 0

34 O

rgan

ic C

hem

istr

y (M

)M

ET

E)

452

Tro

pica

l Met

eoro

logy

(M

)M

ET

ED

474

App

licat

ions

of

Stat

istic

s (M

)PH

SC

007

Phy

sica

l Sci

ence

(M

)PH

YS

001

The

Sci

ence

of

Phys

ics

(GM

)PH

YS

202

Gen

eral

Phy

sics

with

lab

(GM

)I'l

lYS

203

Gen

eral

Phy

sics

(G

M)

BL

SC

002

Gen

etic

s, E

colo

gy a

nd E

volu

tion

(GM

)B

L S

C 0

03 E

nvir

onm

enta

l Sci

ence

(G

M)

BIO

L 0

20 P

lant

s, P

lace

s, a

nd l'

eopl

e (M

)B

lOL

041

Phy

siol

ogy

(GM

)A

STR

O 0

01 A

stro

nom

ical

Uni

vers

e (G

M)

EM

SC

ISO

Out

of

the

Fier

y Fu

rnac

e (G

M)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)T

elec

ours

e: A

gain

stA

ll O

dds:

Insi

de S

tatis

tics

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)T

elec

ours

e:T

he M

echa

nica

l Uni

vers

e(3

)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

pint

mat

eria

ls (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Out

of th

e F

iery

Furn

ace

(3)

(con

tinue

d al

iq'

C

1111

1111

1111

111L

(con

tinue

d)P

enns

ylva

nia

Sta

te U

nive

rsity

.E

xten

ded

Lette

rs, A

rt, a

nd S

cien

ces

(ELA

S)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of in

stru

ctio

n (c

ours

e cr

edit)

Art

s

Hum

aniti

es

GE

OS

C 0

20 P

lane

t Ear

th (

GM

)

6A

RT

001

The

Vis

ual A

rts

and

the

Stu

dio

(GM

)A

RT

H 1

11 S

urve

y of

Wes

tern

Art

I (G

M)

AR

T 1

1 11

2 S

urve

y of

Wes

tern

Art

II (

GM

)A

RT

H 2

97A

Spe

cial

Top

ics:

Afr

ican

Art

(M

)A

RT

H 3

40 H

isto

ry o

f Jap

anes

e A

rt (

M)

AR

TS

001

The

Art

s (G

M)

AR

TS

001

The

Art

s (G

M)

MU

SIC

005

An

Intr

oduc

tion

to W

este

rnM

usic

(G

M)

MU

SIC

007

Evo

lutio

n of

Jaz

z (G

M)

MU

SIC

008

Rud

imen

ts o

f Mus

ic (

M)

TH

EA

440

Prin

cipl

es o

f Pla

ywrit

ing

(M)

6A

M S

T 1

00 In

trod

uctio

n to

Am

eric

an S

tudi

es(G

M)

CLA

SS

001

Gre

ek a

nd R

oman

Lite

ratu

re(G

M)

C L

IT 0

01 M

aste

rpie

ces

of W

este

rn L

itera

ture

Thr

ough

the

Ren

aiss

ance

(G

M)

C L

IT 1

08 N

on-W

este

rn M

yths

and

Myt

holo

gies

(G

M)

EN

GL

001

Und

erst

andi

ng L

itera

ture

(G

M)

EN

GL

100

Eng

lish

Lang

uage

Ana

lysi

s (M

)E

NG

L 21

5 In

trod

uctio

n to

Art

icle

Writ

ing

(M)

EN

GL

232

Am

eric

an L

itera

ture

from

186

5 (M

)

Tel

ecou

rse:

The

Ear

th E

xplo

red

(3)

vario

us s

elec

ted

vide

os (

3)

sele

cted

pro

gram

s fr

om: A

rt o

f the

Wes

tern

Wor

ld I

(3)

Tel

ecom

se:

Art

of t

he W

este

rn W

orld

II (

3)va

rious

sel

ecte

d vi

deos

(3)

vario

us s

elec

ted

vide

os (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Flu

num

ities

Thr

ough

the

Art

s (3

)va

rious

sel

ecte

d au

dioc

asse

ttes

and

reco

rds

(3)

vario

us s

elec

ted

audi

ocas

sette

s (3

)va

rious

sel

ecte

d au

dioc

asse

ttes

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

(con

tinue

d IN

)

0

(con

tinue

d)Pe

nnsy

lvan

ia S

tate

Uni

vers

ityE

xten

ded

Let

ters

, Art

, and

Sci

ence

s (E

LA

S)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

EN

GL

407

His

tory

of

the

Eng

lish

Lan

guag

e(M

)H

IST

001

The

Wes

tern

Her

itage

1 (

GM

)H

1ST

002

The

Wes

tern

Her

itage

n (

GM

)H

IST

012

His

tory

of

Penn

sylv

ania

(G

M)

HIS

T 0

20 A

mer

ican

Civ

iliza

tion

to 1

877

(GM

)14

1ST

021

Am

eric

an C

ivili

zatio

n si

nce

1877

(GM

)H

IST

143

His

tory

of

Fasc

ism

and

Naz

ism

(GM

)H

IST

156

His

tory

of

the

Am

eric

an W

orke

r(M

)H

IST

181

Int

rodu

ctio

n to

the

Mid

dle

Fast

(GM

)14

IST

444

The

Uni

ted

Stat

es in

Civ

il W

ar a

ndR

econ

stru

ctio

n 18

50-1

877

PHIL

001

Bas

ic P

robl

ems

of P

hilo

soph

y (G

M)

PHIL

004

Maj

or F

igur

es in

Phi

loso

phy

(GM

)PH

IL 0

04 M

ajor

Fig

ures

in P

hilo

soph

y (G

M)

PHIL

010

Cri

tical

Thi

nkin

g an

d A

rgum

ent

(GM

)PH

IL 1

02 E

xist

entia

lism

(G

M)

PHIL

103

Eth

ics

and

Soci

al I

ssue

s (G

M)

PHIL

103

Eth

ics

and

Soci

al I

ssue

s (G

M)

POR

T 4

% B

razi

lian

Lite

ratu

re in

Eng

lish

Tra

nsla

tion

(M)

RL

ST

001

Int

rodu

ctio

n to

Wor

ld R

elig

ions

(GM

)

101

Tel

ecou

rse:

The

Sto

ry o

f E

nglis

h (3

)

Tel

ecou

rse:

The

Wes

tern

Tra

ditio

n 1

(3)

Tel

ecou

rse:

The

Wes

tern

Tra

ditio

n II

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

vari

ous

sele

cted

vid

eos

(3)

sele

cted

vid

eo (

3)

prin

t mat

eria

ls (

3)

Tel

ecou

rse:

The

Mid

dle

Eas

t (3)

Tel

ecou

rse:

The

Civ

il W

ar (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Fro

m S

ocra

tes

to S

artr

e (3

)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Eth

ics

in A

mer

ica

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

10(c

ontin

ued

wo)

P

(con

tinue

d)Pe

nnsy

lvan

ia S

tate

Uni

vers

ityE

xten

ded

Let

ters

, Art

, and

Sci

ence

s (E

LA

S)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Soci

al a

nd B

ehav

iora

lSc

ienc

es

RL

ST

003

Int

rodu

ctio

n to

Rel

igio

ns o

f th

eE

ast (

GM

)R

L S

T 0

04 J

ewis

h an

d C

hris

tian

Foun

datio

ns(G

M)

RL

ST

140

Rel

igio

n in

Am

eric

an L

ife

and

Tho

ught

(G

M)

SPA

N 2

31 M

aste

rpie

ces

of S

pani

sh A

mer

ican

Lite

ratu

re in

Eng

lish

Tra

nsla

tion

(GM

)

AD

M J

111

Intr

oduc

tion

to th

e A

mer

ican

Cri

min

al J

ustic

e Sy

stem

(M

)A

NT

H 0

01 I

ntro

duct

ory

Ant

hrop

olog

y (G

M)

AN

TH

045

Cul

tura

l Ant

hrop

olog

y (G

M)

BL

ST

100

Evo

lvin

g St

atus

of

Bla

cks

in th

eT

wen

tieth

Cen

tury

(G

M)

EC

ON

002

Int

rodu

ctor

y M

icro

econ

omic

Ana

lysi

s an

d Po

licy

(GM

)E

CO

N 0

04 I

ntro

duct

ory

Mac

roec

onom

icA

naly

sis

and

Polic

y (G

M)

EC

ON

014

Pri

ncip

les

of E

cono

mic

!: (

GM

)E

CO

N 3

15 L

abor

Eco

nom

ics

(GM

)E

CO

N 4

00 H

isto

ry o

f E

cono

mic

Tho

ught

I(M

)E

CO

N 4

28 E

nvir

onm

enta

l Eco

nom

ics

(M)

GE

OG

020

Hum

an G

eogr

aphy

: An

Intr

oduc

tion

(GM

)H

IST

142

His

tory

of

Com

mun

ism

(G

M)

HIS

T 1

73 V

ietn

am a

t War

(G

M)

Tel

ecou

rse:

The

Lon

g Se

arch

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

vari

ous

sele

cted

vid

eos

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

Tel

ecou

rse:

Eye

s O

n th

e Pr

ize

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

vari

ous

sele

cted

vid

eos

(3)

Tel

ecou

rse:

Vie

tnam

: A T

elev

isio

n H

isto

ry (

3)

(con

tinue

d le

)

al)

(con

tinue

d)P

enns

ylva

nia

Sta

te U

nive

rsity

Ext

ende

d Le

tters

, Art

, and

Sci

ence

s (E

LAS

)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

10 7

,

HD

FS

129

Intr

oduc

tion

to I

ndiv

idua

l and

Fam

ily D

evel

opm

ent (

GM

)H

D F

S 22

9 In

fant

and

Chi

ld D

evel

opm

ent

(GM

)H

D N

249

Adu

lt D

evel

opm

ent a

nd A

ging

(GM

)L

ING

001

The

Stu

dy o

f L

angu

age

(GM

)L

ING

010

Int

rodu

ctio

n to

Lan

guag

e (M

)L

I R

100

Ind

ustr

ial R

elat

ions

(C

M)

L I

R 1

56 H

isto

ry o

f th

e A

mer

ican

Wor

ker

(M)

PL S

C 0

01 I

ntro

duct

ion

to A

mer

ican

Nat

iona

lG

over

nmen

t (G

M)

PL S

C 0

03 I

ntro

duct

ion

to C

ompa

rativ

ePo

litic

s (G

M)

PL S

C 0

14 I

nter

natio

nal R

elat

ions

(C

M)

PL S

C 0

20 C

ompa

rativ

e Po

litic

s of

Wes

tE

urop

e (M

)PL

SC

297

Pol

itics

and

Film

PL S

C 2

97C

Spe

cial

Top

ics

(M)

PL S

C 4

17 A

mer

ican

Loc

al G

over

nmen

t and

Adm

inis

trat

ion

(M)

PI, S

C 4

25 G

over

nmen

t and

Pol

itics

of

Am

eric

an S

tate

s (M

)PL

SC

495

Pol

itica

l Sci

ence

Int

erns

hip

(M)

PSY

002

Psy

chol

ogy

(GM

)PS

Y 0

02 P

sych

olog

y (G

M)

SO C

001

Int

rodu

ctor

y So

ciol

ogy

(GM

)

prin

t mat

eria

ls (

3)

sele

cted

pro

gram

s fr

om T

elec

ours

e: S

easo

nsof

Life

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

vari

ous

sele

cted

vid

eos

(3)

Tel

ecou

rse:

The

Con

stitu

tion:

Tha

t Del

icat

eB

alan

ce (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

fiel

d w

ork

(3)

prin

t mat

eria

ls (

3)T

elec

ours

e: D

isco

veri

ngP

sych

olog

y(3

)pr

int m

ater

ials

(3)

1i C

(con

tinue

d a'

)

MSS

(con

tinue

d)Pe

nnsy

lvan

ia S

tate

Uni

vers

ityE

xten

ded

Let

ters

, Art

, and

Sci

ence

s (E

LA

S)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

es

SOC

003

Int

rodu

ctor

y So

cial

Psy

chol

ogy

(GM

)SO

C 0

05 S

ocia

l Pro

blem

s (G

M)

SOC

015

Urb

an S

ocio

logy

(G

M)

SOC

030

Soc

iolo

gy o

f th

e Fa

mily

(G

M)

SOC

416

Soc

iolo

gy o

f E

duca

tion

(M)

Gen

eral

Edu

catio

n E

lect

ive

3an

y co

urse

who

se n

ame

is f

ollo

wed

by

(G)

orN

OO

N(G

M)

RE

QU

IRE

ME

NT

S FO

R T

HE

MA

JOR

9 ap

prov

ed c

redi

ts (

cour

ses

9FR

001

Ele

men

tary

Fre

nch

I (M

)FR

002

Ele

men

tary

Fre

nch

11 (

M)

who

se n

ame

is f

ollo

wed

by

"M"

or "

GM

" --

see

pre

viou

sly

liste

d co

urse

s) in

one

of

the

follo

win

g ar

eas:

Art

s,H

uman

ities

, Soc

ial a

nd

FR 0

03 I

nter

med

iate

Fre

nch

(M)

GE

R 0

01 E

lem

enta

ry G

erm

an I

(M

)G

ER

002

Ele

men

tary

Ger

man

11

(M)

GE

R 0

03 I

nter

med

iate

Ger

man

(M

)B

ehav

iora

l Sci

ence

s, S

cien

ce/

POL

001

Beg

inni

ng P

olis

h (M

)M

athe

mat

ics,

or

Fore

ign

SPA

N 0

03 I

nter

med

iate

Spa

nish

(M

)L

angu

ages

EL

EC

TIV

ES

15A

DM

J 4

01 P

roba

tion,

Par

ole,

and

Par

dons

AD

M J

421

Vio

lent

Cri

me

in th

e U

.S.

AD

M J

430

Cor

rect

iona

l Ins

titut

ions

and

Serv

ices

AD

M J

482

Sem

inar

, Cri

min

al J

ustic

e A

genc

y10

7A

dniin

istr

atio

n

Mod

e of

Ins

truc

tion

(cou

rse

cred

it)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

audi

ocas

sette

s (4

)au

dioc

asse

ttes

(4)

audi

ocas

sette

s (4

)au

dioc

asse

ttes

(4)

audi

ocas

sette

s (4

)au

dioc

asse

ttes

(4)

audi

ocas

sette

s (4

)au

dioc

asse

ttes

(4)

TeI

ncct

urse

IB

A; b

road

cast

on

LE

TN

(3)

Tel

ecou

rse

IBA

; bro

adca

st o

n L

ET

N (

31pr

int m

ater

ials

(3)

Tel

ecou

rse

TB

A; b

road

cast

on

LE

TN

(3)

(con

tinue

d w

)

(con

tinue

d)P

enns

ylva

nia

Sta

te U

nive

rsity

Ext

ende

d Le

tters

, Art

, and

Sci

ence

s (E

LAS

)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of In

stru

ctio

n (c

ours

e cr

edit)

1 0

AD

M J

485

Pol

icin

g in

Am

eric

aA

DM

J 4

97 U

se a

nd A

pplic

atio

n of

Com

pute

rs in

Cri

min

al J

ustic

eA

DM

I 4

97H

Sup

ervi

sion

of

Law

Enf

orce

men

tPe

rson

nel

EN

GL

004

Bas

ic W

ritin

g Sk

ills

FIN

100

Int

rodu

ctio

n to

Fin

ance

FIN

108

Per

sona

l Fin

ance

RN

204

Sec

urity

Mar

kets

HL

ED

005

Hea

lth A

spec

ts o

f Sp

ort (

G)

HI.

ED

015

life

-sty

le f

or B

ette

r H

ealth

(G

)H

L E

D 0

19 H

ealth

and

Dis

ease

(G

)Il

L E

D 0

43 D

rugs

in S

ocie

ty (

G)

HL

ED

046

Hea

lth A

spec

ts o

f H

uman

Sexu

ality

(G

)1-

IL E

D 0

57 C

onsu

mer

Hea

lth (

G)

HI.

ED

060

Pri

ncip

les

and

Prac

tices

of

Hea

lthfu

l Liv

ing

(G)

HL

ED

415

Edu

catio

n fo

r W

elln

ess

HI

ED

457

Con

sum

er H

ealth

Edu

catio

nE

LL

ED

495

Hea

lth E

duca

tion

Prac

ticum

H D

EV

395

Fie

ld P

roje

cts

HD

FS

200

Em

piri

cal I

nqui

ry in

Hum

anD

evel

opm

ent

HD

FS

297E

Spe

cial

Top

ics:

Chi

ldM

altr

eatm

ent

I-ID

FS

315

Fam

ily D

evel

opm

ent

HD

FS

2330

A O

bser

vatio

n or

Exp

erie

nce

with

Pres

choo

l Chi

ldre

n

vari

ous

sele

cted

vid

eos

(3)

Tel

ecou

rse

TB

A; b

road

cast

on

LE

TN

(3)

Tel

ecou

rse

TB

A; b

road

cast

on

LE

TN

(3)

prin

t mat

eria

ls (

3)va

riou

s se

lect

ed v

ideo

s (3

)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

1-3)

prin

t mat

eria

ls (

1-3)

prin

t mat

eria

ls (

1-3)

prin

t mat

eria

ls (

1-3)

prin

t mat

eria

ls (

1-3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

(con

tinue

d )

(con

tinue

d)P

enns

ylva

nia

Sta

te U

nive

rsity

Ext

ende

d Le

tters

, Art

, and

Sci

ence

s(E

LA

S)

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

MG

MT

100

Sur

vey

of M

anag

emen

tM

GM

T 1

00 S

urve

y of

Man

agem

ent

MG

MT

321

Org

aniz

atio

nal B

ehav

ior

MG

MT

341

Hum

an R

esou

rce

Man

agem

ent

MK

TG

221

Con

tem

pora

ry A

mer

ican

Mar

ketin

gM

AT

H 0

04 I

nter

med

iate

Alg

ebra

NU

TR

100

Con

tem

pora

ry N

utri

tion

Con

cern

s(G

)N

UT

R 1

51 N

utri

tiona

l Com

pone

nt o

f Fo

odSe

rvic

eN

UT

R 2

51 I

ntro

duct

ion

to P

rinc

iple

s of

Nut

ritio

n (C

)N

UT

R 2

52 D

iet T

hera

py a

nd N

utri

tion

Car

ein

Dis

ease

NU

TR

296

E I

ndep

ende

nt S

tudi

es: N

utri

tion

inA

ctio

n

Tot

al60

111

prin

t mat

eria

ls (

3)T

elec

ours

e:M

anag

ing

in O

rgan

izat

ions

(3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)pr

int m

ater

ials

(3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

prin

t mat

eria

ls (

3)

Tel

ecou

rse:

Nut

ritio

n in

Act

ion

(3)

lie

Prin

ce G

eorg

e's

Com

mun

ity C

olle

geL

argo

, Mar

ylan

dA

ssoc

iate

in A

rts

Bus

ines

s M

anag

emen

t

Pro

vidi

ng a

con

cent

ratio

n in

bus

ines

s m

anag

emen

t and

a b

road

ran

ge o

f gen

eral

edu

catio

n re

quire

nwnt

s, th

is p

rogr

am is

str

uctu

red

both

for

busi

ness

appl

icat

ions

and

for

tran

sfer

to a

four

-yea

r in

stitu

tion.

In a

dditi

on to

the

core

cou

rses

, cou

rse

optio

ns in

clud

e te

leco

urse

inst

ruct

ion

and

on-c

ampu

s w

eeke

ndco

urse

s th

at m

eet f

or e

ither

thre

e or

four

con

secu

tive

wee

kend

s. M

eetin

g tim

es fo

r w

eeke

nd c

ours

es a

re F

riday

eve

ning

s an

d al

l day

Sat

urda

y.

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

CO

RE

CO

UR

SE

S

Bus

ines

s an

d M

anag

emen

t19

AC

C 1

01 I'

rinci

ples

of A

ccou

ntin

g 1

BU

S 1

22 B

usin

ess

Law

IM

GT

101

Bus

ines

s O

rgan

izat

ion

MG

T 1

60 P

rinci

ples

of M

anag

emen

tM

GT

162

Fin

anci

al P

lann

ing

SU

PP

OR

TIN

G C

OU

RS

ES

Com

pute

r In

form

atio

nS

yste

ms

Eng

lish

Hum

aniti

es

Mat

hem

atic

s

3 3 6

MG

T 2

61 P

erso

nnel

Adm

inis

trat

ion

CIS

150

Com

pute

r Li

tera

cy

Ea.

101

Com

posi

tion

IE

CL

102

Com

posi

tion

and

Intr

oduc

tion

toLi

tera

ture

SP

H 1

01 In

trod

uctio

n to

Spe

ech

Com

mun

icat

ion

MA

T 1

25 A

lgeb

ra, B

usin

ess

and

Soc

ial

Sci

ence

MA

T 1

12 M

athe

mat

ics

for

Gen

eral

Edu

catio

n

Sci

ence

3-4

PS

C 1

05 In

trod

uctio

n to

Phy

sica

l Geo

logy

Tel

ecou

rse:

Prin

cipl

es o

f Acc

ount

ing

I (4)

Tel

ecou

rse:

Bus

ines

s an

d th

e La

w (

3)T

elec

ours

e: T

he B

usin

ess

File

(3)

Tel

ecou

rse:

The

Bus

ines

s cf

Man

agem

ent (

3)T

elec

ours

e: P

erso

nal F

inan

ce a

nd M

oney

Man

agem

ent (

3)w

eeke

nd c

ours

e op

tion

(3)

Tel

ecou

rse:

The

New

Lite

rary

(3)

Tel

ecou

rse:

The

Writ

e C

ours

e (3

)T

elec

ours

e: L

itera

ry V

isio

ns (

3)

wee

kend

cou

rse

optio

n (3

)

Tel

ecou

rse:

lotto

dild

ion

to M

ath

(3)

wee

kend

cou

rse

optio

n (3

)

Tel

ecou

rse:

Ear

th R

evea

led:

Intr

oduc

tory

Geo

logy

(3)

11Ly

(con

tinue

d S

)

0

(con

tinue

d)Pr

ince

Geo

rge'

s C

omm

unity

Col

lege

Ass

ocia

te .n

Art

s -

Bus

ines

s M

anag

emen

t

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Soci

al S

cien

ces

3E

CN

100

Int

rodu

ctio

n to

Eco

nom

ics

orPO

S 10

1 A

mer

ican

Nat

iona

l Gov

ernm

ent

Phys

ical

/Hea

lth E

duca

tion

2-3

HL

E 1

15 P

erso

nal a

nd C

omm

unity

Hea

lth

Bus

ines

s-re

late

d E

lect

ives

Gen

eral

Ele

ctiv

es

Tot

al

12A

CC

102

Pri

ncip

les

of A

ccou

ntin

g 11

(req

uire

d)M

GT

155

Ele

men

ts o

f Su

perv

isio

n (r

equi

red)

MG

T 1

57 S

mal

l Bus

ines

s M

anag

emen

t(r

equi

red)

MG

T 1

80 M

icro

com

pute

r A

pplic

atio

ns

MG

T 2

51 I

ntro

duct

ion

to M

arke

ting

6H

ST 1

31 A

ncie

nt a

nd M

edie

val H

isto

ryH

ST 2

37 H

isto

ry o

f th

e V

ietn

am W

arFI

ST 1

41 U

.S. H

isto

ryH

ST 1

43 U

.S. H

isto

ry I

I?S

Y 1

01 G

ener

al P

sych

olog

ySC

)C 1

01 I

ntro

duct

ion

to S

ocio

logy

Or

any

othe

r te

leco

urse

off

ered

63-6

5

Min

imum

tota

l req

uire

d fo

r63

asso

ciat

e's

degr

ee

Tel

ecou

rse:

Eco

nom

ics

USA

(3)

Tel

ecou

rse:

Gov

ernm

ent b

y C

onse

nt (

3)

Tel

ecou

rse:

Her

e's

to Y

our

Hea

lth (

3)

Tel

ecou

rse:

Pri

ncip

les

of A

ccou

ntin

g 11

(4)

wee

kend

cou

rse

optio

n (3

)T

elec

ours

e: S

omet

hing

Ven

ture

d: A

nE

ntre

pren

euri

al A

ppro

ach

to S

mal

l Bus

ines

sM

anag

emen

t (3)

Tel

ecou

rse:

Com

pute

r W

orks

, aud

ioca

sset

tes,

PC

soft

war

e (3

)T

elec

ours

e: M

arke

ting

(3)

Tel

ecou

rse:

The

Wes

tern

Tra

ditio

n 1

(3)

Tel

ecou

rse:

Vie

tnam

: A T

elev

isio

n H

isto

ry (

3)T

elec

ours

e: T

he A

mer

ican

Adv

entu

re (

3)T

elec

ours

e: A

mer

ica

in P

ersp

ectiv

e (3

)T

elec

ours

e: D

isco

veri

ng P

sych

olog

y (3

)T

elec

ours

e: T

he S

ocio

logi

cal i

mag

inat

ion

(3)

ssy

II

Prin

ce G

eorg

e's

Com

mun

ity C

olle

geA

ssoc

iate

in A

rts

Lar

go, M

aryl

and

Gen

eral

Stu

dies

in a

dditi

on to

the

core

cou

rses

, the

follo

win

g as

soci

ate'

s de

gree

pro

gram

pro

vide

s su

bsta

ntia

l cou

rsew

ork

in th

e lib

eral

art

s.C

ours

e op

tions

incl

ude

tele

cour

se in

stru

ctio

n an

d on

-cam

pus

wee

kend

cou

rses

that

mee

t for

eith

er th

ree

or fo

ur c

onse

cutiv

e w

eeke

nds.

Mee

ting

times

for

wee

kend

cou

rses

are

Frid

ay e

veni

ngs

and

all d

ay S

atur

day.

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

CO

RE

CO

UR

SE

S

Eng

lish

Mat

hem

atic

s

Scie

nce

one

cour

se m

ust

carr

y la

b cr

edit

I hi

man

ities

SUPP

OR

TIN

GC

OU

RS

ES

Eng

lish

His

tory

Hum

aniti

es

Soci

al S

cien

ces

6E

GL

101

Com

posi

tion

IE

GL

102

Com

posi

tion

and

Intr

oduc

tion

toL

itera

ture

MA

T 1

25 A

lgeb

ra, B

usin

ess

and

Soci

alSc

ienc

e

7-8

BIO

111

Hum

an E

colo

gyPS

C 1

05 I

ntro

duct

ion

to P

hysi

cal G

eolo

gy

PSC

106

Phy

sica

l Geo

logy

Lab

3SP

H 1

09 I

nter

pers

onal

Com

mun

icat

ion

3E

GL

201

Eng

lish

Lite

ratu

re I

6I1

ST 1

41 U

.S. H

isto

ry I

HST

143

U.S

. His

tory

II

6PF

IL 1

01 I

ntro

duct

ion

to P

hilo

soph

yA

RT

101

Int

rodu

ctio

n to

An

MU

S 10

1 In

trod

uctio

n to

Mus

icT

HE

101

Int

rodu

ctio

n to

The

ater

6PS

Y 1

01 G

ener

al P

sych

olog

y

Tel

ecou

rse:

The

Writ

e C

ours

e(3

)T

elec

ours

e:Li

tera

ry V

isio

ns(3

)

Tel

ecou

rse:

intr

oduc

tion

to M

ath

(3)

Tel

ecou

rse:

Rac

e to

Sam

the

Pla

net

(3)

Tel

ecou

rse:

Ear

th R

evea

led:

Intr

oduc

tory

Geo

logy

(3)

wee

kend

cou

rse

optio

n (2

)

wee

kend

cou

rse

optio

n (3

)

Tel

ecou

rse:

Eng

lish

Lite

ratu

re I

(3)

Tel

ecou

rse:

The

Am

eric

an A

dven

ture

(3)

Tel

ecou

rse:

Am

eric

a in

Per

spec

tive

(3)

Tel

ecou

rse:

Fro

m S

ocra

tes

to S

artr

e (3

)ev

enin

g co

urse

opt

ion

(3)

even

ing

cour

se o

ptio

n (3

)ev

enin

g co

urse

opt

ion

(3)

Tel

ecou

rse:

Dis

cove

ring

Psy

chol

ogy

(3)

1(c

ontin

ued

W)

NJ

(con

tinue

d)Pr

ince

Geo

rge'

s C

ornr

nuni

ty C

olle

geA

ssoc

iate

in A

rts

- G

ener

al S

tudi

es

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Phys

ical

/Hea

lth E

duca

tion

Gen

eral

Ele

ctiv

es

Tot

al

SOC

101

Int

rodu

ctio

n to

Soc

iolo

gy

2-3

HL

E 1

13 P

erso

nal a

nd C

omm

unity

Hea

lth

21A

NT

103

Int

rodu

ctio

n to

Cul

tura

lA

nthr

opol

ogy

CIS

150

Com

pute

r L

itera

cyE

CL

215

Int

rodu

ctio

n to

Cre

ativ

e W

ritin

gH

ST 1

31 A

ncie

nt a

nd M

edie

val H

isto

ryH

ST 2

33 H

isto

ry o

f th

e A

mer

ican

Civ

il W

arH

ST 2

37 H

isto

ry o

f th

e V

ietn

am W

arPH

L 1

27 T

hink

ing

abou

t Rel

igio

n

PHL

133

Con

tem

pora

ry M

oral

Val

ues

POS

101

Am

eric

an N

atio

nal G

over

nmen

tPS

C 1

01 I

ntro

duct

ion

to A

stro

nom

yPS

C 1

07 I

ntro

duct

ion

to O

cean

ogra

phy

PSC

113

Sci

ence

and

Soc

iety

PS?

207

Hum

an G

row

th a

nd D

evel

opm

ent

SOC

102

Mar

riag

e an

d th

e Fa

mily

oran

y ot

her

tele

cour

se o

ffir

ed

65

Min

imum

tota

l req

uire

d fo

r63

asso

ciat

e's

degr

ee

Tel

ecou

rse:

The

Soc

iolo

gica

l Im

agin

atio

n (3

)

Tel

ecou

rse:

Her

e's

to Y

our

Hea

lth (

3)

Tel

ecou

rse:

Fac

es o

f C

ultu

re (

3)

Tel

ecou

rse:

The

New

Lite

racy

(3)

Tel

ecou

rse:

Wri

ter's

Wor

ksho

p (3

)T

elec

ours

e: T

he W

este

rn T

radi

tion

1 (3

)T

elec

ours

e: T

he C

ivil

War

(3)

Tel

ecou

rse:

Vie

tnam

: A T

elev

isio

n H

isto

ry (

3)T

elec

ours

e: J

osep

h C

ampb

ell:

Tra

nsfo

rmat

ions

of

Myt

h T

hrou

gh T

ime

(3)

Tel

ecou

rse:

Eth

ics

in A

mer

ica

(3)

Tel

ecou

rse:

Gov

ernm

ent b

y C

onse

nt (

3)T

elec

ours

e: P

roje

ct: U

nive

rse

(3)

Tel

ecou

rse:

Oce

anus

: The

Mar

ine

Env

iron

men

t(3

)T

elec

ours

e: T

he W

orld

of

Che

mis

try

(3)

Tel

ecou

rse:

Sea

sons

of

Lif

e (3

)T

elec

ours

e: P

ortr

ait o

f a

Fam

ily (

3)

w

IIII

MSI

MII

1111

11IP

Prin

ce G

eorg

e's

Com

mun

ity C

olle

ge, L

argo

, Mar

ylan

dM

anag

emen

t Stu

dies

Uni

vers

ity o

f M

aryl

and

Uni

vers

ity C

olle

ge, C

olle

ge P

ark,

Mar

ylan

dT

rans

fer

Prog

ram

Usi

ng th

e cu

rric

ulum

list

ed b

elow

, PG

CC

stu

dent

s ca

n co

mpl

ete

as m

any

as 6

0 cr

edits

that

will

tran

sfer

to U

MU

C's

bac

helo

r of

sci

ence

deg

ree

prog

ram

in m

anag

emen

t stu

dies

. An

addi

tiona

l 60

cred

its a

re r

equi

red

at U

MU

C to

rec

eive

the

bach

elor

's d

egre

e.

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

GE

NE

RA

L E

DU

CA

TIO

N

Com

mun

icat

ions

/C

ompo

sitio

n9

EG

L 1

01 C

ompo

sitio

n I

EG

L 1

02 C

ompo

sitio

n an

d In

trod

uctio

n to

Lite

ratu

reE

GL

215

Int

rodu

ctio

n to

Cre

ativ

e W

ritin

g

Soci

al S

cien

ces

6A

NT

103

Int

rodu

ctio

n to

Cul

tura

lA

nthr

opol

ogy

POS

101

Am

eric

an N

atio

nal G

over

nmen

tPS

Y 1

01 G

ener

al P

sych

olog

ySO

C 1

01 I

ntro

duct

ion

to S

ocio

logy

Hum

aniti

es /H

isto

ry6

EN

G 2

01 E

nglis

h lit

erat

ure

IH

ST 1

41 U

.S. H

isto

ry I

HST

143

U.S

. His

tory

II

HST

131

Anc

ient

and

Med

ieva

l His

tory

PHL

101

Int

rodu

ctio

n to

Phi

loso

phy

Mat

hem

atic

s/Sc

ienc

e/9

1310

111

Hum

an E

colo

gyC

ompu

ter

CIS

150

Com

pute

r L

itera

cyM

AT

125

Alg

ebra

, Bus

ines

s an

d So

cial

Scie

nce

PSC

101

Int

rodu

ctio

n to

Ast

rono

my

I'SC

107

Int

rodu

ctio

n to

Oce

anog

raph

y

PSC

113

Sci

ence

and

Soc

iety

7 I'

1 4

Tel

ecou

rse:

The

Wri

te C

ours

e (3

)T

elec

ours

e: L

itera

ry V

isio

ns (

3)

Tel

ecou

rse:

Wri

ter's

Wor

ksho

p (3

)

Tel

ecou

rse:

FO

CI'S

of

Cul

ture

(3)

Tel

ecou

rse:

Gov

ernm

ent b

y C

onse

nt (

3)T

elec

ours

e: D

isco

veri

ng P

sych

olog

y (3

)T

elec

ours

e:S

ocio

logi

cal

Imag

inat

ion

(3)

Tel

ecou

rse:

Eng

lish

Lite

ratu

re I

(3)

Tel

ecou

rse:

The

Am

eric

an A

dven

ture

(3)

Tel

ecou

rse:

Am

eric

a in

Per

spec

tive

(3)

Tel

ecou

rse:

The

Wes

tern

Tra

ditio

n I

(3)

Tel

ecou

rse:

Fro

m S

ocra

tes

to S

artr

e (3

)

Tel

ecou

rse:

Rac

e to

Sav

e th

e Pl

anet

(3)

Tel

ecou

rse:

The

New

Die

m/ (

3)T

elec

ours

e: I

ntro

duct

ion

to M

ath

(3)

Tel

ecou

rse:

Pro

ject

: Uni

vers

e (3

)T

elec

ours

e: O

cean

us; T

he M

arin

e E

nvir

onm

ent

(3)

Tel

ecou

rse:

The

Wor

ld o

f Che

mis

try

(3)

744

(con

tinue

d *I

(con

tinue

d)P

rince

Geo

rge'

s C

omm

unity

Col

lege

and

Uni

vers

ity o

f Mar

ylan

d U

nive

rsity

Col

lege

Man

agem

ent S

tudi

es T

rans

fer

Pro

gram

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

PR

IMA

RY

CO

NC

EN

TR

AT

ION

Man

agem

ent S

tudi

es9

MG

T 1

01 B

usin

ess

Org

aniz

atio

nM

GT

160

Pri

ncip

les

of M

anag

emen

tM

KG

251

Int

rodu

ctio

n to

Mar

ketin

g

Cou

rses

Rel

ated

to12

AC

C 1

01 P

rinc

iple

s of

Acc

ount

ing

Con

cent

ratio

n A

rea

(BS)

BU

S 12

2 B

usin

ess

Law

1or

For

eign

Lan

guag

e (B

A)

EC

N 1

00 I

ntro

duct

ion

to E

cono

mic

sM

GT

180

Mic

roco

mpu

ter

App

licat

ions

Ele

ctiv

es9

H L

E 1

15 P

erso

nal a

nd C

omm

unity

Hea

lthH

ST 2

33 H

isto

ry o

f th

e A

mer

ican

Civ

il W

arH

ST 2

37 H

isto

ry o

f th

e V

ietn

am W

arM

GT

162

Fin

anci

al P

lann

ing

PHL

127

Thi

nkin

g ab

out R

elig

ion

I'HL

133

Con

tem

pora

ry I

ssue

sPS

Y 2

03 C

hild

Psy

chol

ogy

PSY

207

Hum

an G

row

th a

nd D

evel

opm

ent

SOC

102

Mar

riag

e an

d th

e Fa

mily

Max

imum

tran

sfer

cre

dits

toU

nive

rsity

of

Mar

ylan

dU

nive

rsity

Col

lege

60

Tel

ecou

rse:

The

Bus

ines

s F

ile(3

)T

elec

ours

e:T

he B

usin

ess

of M

anag

emen

t (3)

Tel

ecou

rse:

Mar

ketin

g(3

)

Tel

ecou

rse:

Prin

cipl

es o

f Acc

ount

ing

1(4

)T

elec

ours

e:B

usin

ess

and

the

Law

(3)

Tel

ecou

rse:

Eco

nom

ics

US

A(3

)T

elec

ours

e:C

ompu

ter

Wor

ks, a

udio

cass

ette

s, P

Cso

ftw

are

(3)

Tel

ecou

rse:

Her

e's

to Y

our

Hea

lth(3

)T

elec

ours

e: T

he C

ivil

War

(3)

Tel

ecou

rse:

Vie

tnam

: A T

elev

isio

n H

isto

ry (

3)T

elec

ours

e:P

erso

nal F

inan

ce a

nd M

oney

Man

agem

ent

(3)

Tel

ecou

rse:

Jose

ph C

ampb

ell:

Tra

nsfo

rmat

ions

of

Myt

h T

hrou

gh T

ime

(3)

Tel

ecou

rse:

Eth

ics

in A

mer

ica

(3)

Tel

ecou

rse:

Tim

eto

Gro

w (

3)T

elec

ours

e:S

easo

ns o

f Life

(3)

Tel

ecou

rse:

Por

trai

tof

a F

amily

(3)

ui

Roc

hest

er I

nstit

ute

of T

echn

olog

y,B

ache

lor

of S

cien

ceR

oche

ster

, New

Yor

kin

App

lied

Art

s an

d Sc

ienc

e

Stu

dent

s w

ho h

ave

alre

ady

com

plet

ed a

n as

soci

ate'

s de

gree

or

equi

vale

nt c

redi

t may

lake

the

uppe

r-le

vel c

ours

ewor

k re

quire

d fo

r th

is b

ache

lor

of s

cien

cede

gree

thro

ugh

RIT

's C

olle

ge o

f Con

tinui

ng E

duca

tion.

RIT

use

s a

varie

ty o

f del

iver

y sy

stem

s to

faci

litat

e in

stru

ctio

n, in

tera

ctio

n, a

nd p

ract

ice.

Pro

fess

ors

can

choo

se to

lect

ure

and

hold

cla

ss d

iscu

ssio

ns v

ia v

ideo

, aud

ioco

nfer

enci

ng, a

ndio

grap

hic

conf

eren

cing

, and

com

pute

r co

nfer

enci

ng (

VA

X N

OT

ES

softw

are)

. E-m

ail (

VA

X M

AIL

sof

twar

e) a

nd o

n-lin

e te

stin

g (C

ET

SR

IT-p

rodu

ced

softz

vare

) al

so a

re u

sed

to s

uppo

rt a

cade

mic

inst

ruct

ion.

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Mat

h/Sc

ienc

e

Hum

aniti

es

Lib

eral

Art

s C

once

ntra

tion

12E

8E

lem

enta

ry S

tatis

tics

Mod

ern

Wea

pons

Tec

hnol

ogy

and

Arm

sC

ontr

ol

Rad

iatio

n Ph

ysic

s

4B

lack

Civ

il R

ight

s

Mod

ern

Am

eric

a

Philo

soph

y of

Sci

ence

2H

uman

Com

mun

icat

ion

Mas

s C

omm

unic

atio

nO

rgan

izat

iona

l Com

mun

icat

ion

Tec

hnic

al W

ritin

g

Tel

ecou

rse:

Aga

inst

All

Odd

s: In

side

Sta

tistic

s,au

dioc

onfe

renc

ing,

com

pute

r so

ftw

are

pack

age

(MIN

ITA

B),

pic

ture

pho

nes,

E-m

ail

(4)

Tel

ecou

rse:

War

and

Pea

ce in

the

Nuc

lear

Age

,R

IT v

ideo

s, c

ompu

ter

conf

eren

cing

, E-m

ail

(4)

in d

evel

opm

ent (

4)

Tel

ecou

rse:

Eye

s on

the

Priz

e, c

ompu

ter

conf

eren

cing

incl

udes

dis

cuss

ions

of

stud

ents

' pap

ers,

E-m

ail (

4)T

elec

ours

e: T

he A

mer

ican

Adv

entu

re,

com

pute

rco

nfer

enci

ng, E

-mai

lR

IT v

ideo

tape

s, c

ompu

ter

conf

eren

cing

, E-

mai

l, on

-lin

e te

stin

g (4

)

sele

ctio

ns f

rom

Tel

ecou

rses

:D

oub

lesp

eak,

The

Bus

ines

s of

Man

agem

ent,

Psy

chol

ogy:

The

Stu

dy o

f Hum

an B

ehav

ior,

Pub

lic M

ind,

RIT

vide

otap

es, a

udio

conf

eren

cing

, com

pute

rco

nfer

enci

ng (

4)in

dev

elop

men

t (4)

in d

evel

opm

ent (

4)R

IT v

ideo

tape

s, c

ompu

ter

conf

eren

cing

,au

dioc

onfe

renc

ing

126

(con

tinue

d s)

8

(con

tinue

d)R

oche

ster

Inst

itute

of T

echn

olog

yB

ache

lor

of S

cien

ce in

App

lied

Art

s an

d S

cien

ce

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of In

stru

ctio

n (c

ours

e cr

edit)

Libe

ral A

rts

Ele

ctiv

es

Sen

ior

Sem

inar

16A

bnor

mal

Psy

chol

ogy

Gov

ernm

ent a

nd P

oliti

cs o

f Rus

sia

and

the

CIS

Per

suas

ion

Soc

iolo

gy o

f Hea

lth

2S

enio

r S

emin

ar

Tw

o of

the

follo

win

gP

rofe

ssio

nal C

once

ntra

tions

Man

agem

ent C

once

ntra

tion

24M

arke

ting

for

Tot

al C

usto

mer

Sat

isfa

ctio

n

The

orie

s an

d A

pplic

atio

n of

Bas

ic F

inan

cial

Con

cept

sIn

trod

uctio

n to

Wor

k O

rgan

izat

ions

Too

ls f

or T

otal

Qua

lity

Man

agem

ent

Tel

ecou

rse:

The

Wor

ld o

f Abn

orm

al P

sych

olog

y,R

IT c

ompu

ter-

base

d in

stru

ctio

nal m

odul

es,

com

pute

r co

nfer

enci

ng, E

-mai

l (4)

in d

evel

opm

ent (

4)

RIT

vid

eota

pes

whi

ch s

how

on-

cam

pus

clas

sroo

m s

emin

ars,

stu

dent

s' v

ideo

tape

s,co

mpu

ter

conf

eren

cing

, aud

ioco

nfer

enci

ng,

E-m

ail (

4)T

elec

ours

e: H

ere'

s to

You

r H

ealth

, aud

io-

conf

eren

cing

, com

pute

r co

nfer

enci

ng, E

-m

ail,

on-li

ne te

stin

g (4

)

curr

icul

um c

hang

es e

ach

time

it is

offe

red

prev

ious

ly u

sed

Tel

ecou

rse:

The

Con

stitu

tion:

Tha

t Del

icat

e B

alan

ce, f

utur

e co

urse

inde

velo

pmen

t (2)

Tel

ecou

rse:

Mar

ketin

g, c

ompu

ter

conf

eren

cing

,E

-mai

l, au

dioc

onfe

renc

ing

(4)

in d

evel

opm

ent (

4)

Tel

ecou

rse:

The

Bus

ines

s F

ile, R

IT v

ideo

tape

s,au

dioc

onfe

renc

ing,

com

pute

r co

nfer

enci

ng,

fax

mac

hine

s, E

-mai

l (4)

in d

evel

opm

ent (

4)

(con

tinue

d

0

(con

tinue

d)R

oche

ster

Ins

titut

e of

Tec

hnol

ogy

Bac

helo

r of

Sci

ence

in A

pplie

d A

rts

and

Scie

nce

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Tel

ecom

mun

icat

ions

Con

cent

ratio

n

App

lied

Com

putin

gC

once

ntra

tion

Man

agem

ent C

once

pts

The

Rol

e of

Acc

ount

ing

in th

e O

rgan

izat

ion

24D

ata

Com

mun

icat

ion

Tec

hnol

ogie

sIn

trod

uctio

n to

Tel

ecom

mun

icat

ions

Pol

icy

and

Issu

esN

etw

ork

Man

agem

ent

Switc

hing

Tec

hnol

ogie

sT

elec

omm

unic

atio

n Fu

ndam

enta

ls

Voi

ce C

omm

unic

atio

n Pr

inci

ples

and

Tec

hnol

ogy

24A

pplie

d D

atab

ase

Man

agem

ent

Com

pute

r C

once

pts

and

Soft

war

eSy

stem

sD

ata

Com

mun

icat

ions

and

Com

pute

rN

etw

orks

Dat

a C

omm

unic

atio

n T

echn

olog

y

Tel

ecou

rse:

The

Bus

ines

s of

Man

agem

ent,

audi

o-co

nfer

enci

ng (

optio

nal)

, com

pute

rco

nfer

enci

ng, E

-mai

l (4)

in d

evel

opm

ent (

4)

in d

evel

opm

ent (

4)in

dev

elop

men

t (4)

in d

evel

opm

ent (

4)in

dev

elop

men

t (4)

RIT

vid

eota

pes,

aud

ioco

nfer

enci

ng, c

ompu

ter

conf

eren

cing

, tel

ewri

ter

conf

eren

cing

,in

depe

nden

t lab

wor

k (4

)R

IT v

ideo

tape

s w

hich

incl

ude

equi

pmen

tde

mon

stra

tions

, lec

ture

s, to

urs,

aud

io-

conf

eren

cing

, on-

tine

labs

with

RIT

'ste

leco

mm

unic

atio

ns te

st e

quip

men

t,co

mpu

ter

conf

eren

cing

, E-m

ail (

4)

RIT

vid

eota

pes

with

som

e tu

tori

al f

orm

at,

rela

tiona

l dat

abas

e sy

stem

pac

kage

of

stud

ent's

cho

ice,

com

pute

r co

nfer

enci

ng, o

n-lin

e te

stin

g (4

)R

IT v

ideo

tape

s, a

udio

conf

eren

cing

, com

pute

rco

nfer

enci

ng, E

-mai

l (4)

RIT

vid

eota

pes

with

lect

ure,

on-

site

tour

san

d de

mon

stra

tions

, aud

ioco

nfer

enci

ng,

com

pute

r co

nfer

enci

ng (

4)in

dev

elop

men

t (4)

12E

1:31

,(c

ontin

ued

a)

131

(con

tinue

d)R

oche

ster

Inst

itute

of T

echn

olog

yB

ache

lor

of S

cien

ce in

App

lied

Art

s an

d S

cien

ce

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Hea

lth S

yste

ms

Adm

inis

trat

ion

Con

cent

ratio

n

Intr

oduc

tion

to P

rogr

amm

ing

Prog

ram

min

g D

esig

n an

d V

alid

atio

n

24H

ealth

Sys

tem

s A

dmin

istr

atio

n

Surv

ey o

f H

ealth

Car

e Sy

stem

s

1-le

alth

Car

e E

cono

mic

s an

d Fi

nanc

e

Hea

lth C

are

Qua

lity

Ass

uran

ce

Leg

al A

spec

ts o

f H

ealth

Car

eA

dmin

istr

atio

nH

ealth

Pla

nnin

g an

d Pr

ogra

mD

evel

opm

ent

Tot

al90

RIT

vid

eota

pes,

RIT

VA

X/V

MS

syst

em in

subm

ittin

g pr

ogra

ms,

aud

ioco

nfer

enci

ng(o

ptio

nal)

, com

pute

r co

nfer

enci

ng, E

-mai

l(4

)R

IT v

ideo

tape

s, R

IT tu

tori

al (

PASC

AL

),au

dioc

onfe

renc

ing,

LA

BSE

ND

, com

pute

rco

nfer

enci

ng, E

-mai

l (4)

RIT

vid

eota

pes,

aud

ioce

nfer

enre

s w

ith g

uest

lect

urer

s, c

ompu

ter

conf

eren

cing

, E-m

ail (

4)R

IT v

ideo

s w

ith s

ome

on-s

ight

inte

rvie

ws,

com

pute

r-ba

sed

tuto

rial

, com

pute

rco

nfer

enci

ng, E

-mai

l (4)

R1T

vid

eota

pes,

com

pute

r co

nfer

enci

ng,

audi

ocon

fere

ncin

g, E

-mai

l (4)

R7

vide

otap

es, c

ompu

ter

conf

eren

cing

,au

dioc

onfe

renc

ing,

E-m

ail (

4)in

dev

elop

men

t (4)

RIT

vid

eota

pes,

com

pute

r co

nfer

enci

ng,

audi

ocon

fere

ncin

g,(4

)

Uni

vers

ity o

f M

aine

at A

ugus

ta,

Ass

ocia

te o

f A

rts

Aug

usta

, Mai

nein

Soc

ial S

ervi

ces

The

Uni

vers

ity o

f Mai

ne a

t Aug

usta

offe

rs li

ve c

ours

es, d

eliv

ered

via

one

-way

vid

eo, t

wo-

way

aud

io IT

V s

yste

m, t

om

ore

than

80

off-

cam

pus

loca

tions

acr

oss

Mai

ne. T

hese

cou

rses

, bro

adca

st fr

ont e

ach

of th

e se

ven

Uni

vers

ity o

f Mai

ne S

yste

m c

ampu

ses,

are

des

igne

d by

the

facu

lty fo

r ef

fect

ive

deliv

ery

ata

dist

ance

usin

g in

tera

ctiv

e te

levi

sion

and

oth

er in

form

atio

n te

chno

logi

es fo

r m

axim

um s

tude

nt/fa

culty

inte

ract

ion.

In a

dditi

on to

the

Ass

ocia

te o

f Art

s in

Soc

ial

Ser

vice

s de

gree

list

ed b

elow

, UM

A o

ffers

thre

e ot

her

degr

ees

at a

dis

tanc

e: A

ssoc

iate

of S

cien

ce in

Gen

eral

Stu

dies

, Ass

ocia

te o

f Art

s in

Lib

eral

Art

s, a

ndA

ssoc

iate

of S

cien

ce in

Bus

ines

s A

dmin

istr

atio

n.

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Eng

lish

& C

omm

unic

atio

n6

EN

G 1

01 C

olle

ge W

ritin

g

Sl'E

101

Pub

lic S

peak

ing

I lu

nwni

ties

Mat

hem

atic

s

Lab

orat

ory

Scie

nce

Soci

al S

cien

ces

Soci

al S

ervi

ces

1,3'

3M

US

123

Und

erst

andi

ng M

usic

3M

AT

112

Col

lege

Alg

ebra

4B

lO 1

05A

Hum

an B

iolo

gy a

nd L

ab

PSY

100

Int

rodu

ctio

n to

Psy

chol

ogy

PSY

123

Int

rodu

ctio

n to

Com

mun

ity M

enta

lH

ealth

Car

ePS

Y 2

32 C

risi

s Id

entif

icat

ion

and

inte

rven

tion

PSY

308

Dev

elop

men

tal P

sych

olog

yPS

Y 3

30 I

nter

view

ing

and

Cou

nsel

ing

SOC

101

Int

rodu

ctio

n to

Soc

iolo

gySO

C 1

02 S

ocia

l Pro

blem

sSO

C 3

05 G

roup

Pro

cess

es12

SOS

101

Intr

oduc

tion

to S

ocia

l Ser

vice

Syst

ems

SOS

210

Car

eer

Exp

erie

nce

in S

ocia

l and

Reh

abili

tativ

e Se

rvic

es

ITV

sys

tem

, com

pute

r so

ftw

are,

inst

ruct

orvi

sits

som

e re

mot

e si

tes,

E-m

ail,

fax

(3)

ITV

sys

tem

, vid

eota

pes

of s

tude

ntpe

rfor

man

ces,

E-m

ail,

fax

(3)

ITV

sys

tem

, abi

lity

to li

nk u

p w

ith c

once

rt,

oper

a an

d ba

llet p

erfo

rman

ces

inde

velo

pmen

t, E

-mai

l, fa

x (3

)

ITV

sys

tem

, com

pute

r la

bs, E

-mai

l, fa

x (3

)

ITV

sys

tem

, vid

eo m

ater

ials

for

stu

dent

s to

com

plet

e la

bs a

t hom

e, E

-mai

l, fa

x (4

)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

[TV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(4)

1 3

(con

tinue

d et

13

(con

tinue

d)U

nive

rsity

of

Mai

ne a

t Aug

usta

Ass

ocia

te o

f A

rts

in S

ocia

l Ser

vice

s

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Ele

ctiv

es

SOS

212

Cas

e M

anag

emen

tSO

S 21

5 In

trod

uctio

n to

The

rape

utic

Act

iviti

es

7-10

AR

T 1

07 T

he E

xper

ienc

e of

the

Art

s

EC

O 1

01 P

rinc

iple

s of

Eco

nom

ics

1E

NG

102

Int

rodu

ctio

n to

Lite

ratu

reH

IS 4

14 L

aw a

nd A

mer

ican

Soc

iety

PSY

400

Abn

orm

al P

sych

olog

y

Add

ition

al e

lect

ives

in d

evel

opm

ent

Tot

al62

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, E-m

ail,

fax

(3)

ITV

sys

tem

, com

pute

r co

nfer

enci

ng, E

-mai

l,fa

x (3

)IT

V s

yste

m, E

-mai

l, fa

x (3

)

ITV

sys

tem

, E-m

ail,

fax,

mul

timed

iapr

esen

tatio

ns b

y M

acro

Min

d M

edia

Mak

er o

rD

irec

tor,

com

pute

r co

nfer

enci

ng (

3)IT

V s

yste

m, E

-mai

l, fa

x (3

)

Y. U

Way

ne C

ount

y C

omm

unity

Col

lege

Det

roit,

Mic

higa

nA

ssoc

iate

of

Art

s

Thi

s te

leco

urse

-ba

sed

curr

icul

um p

rovi

des

a st

rong

libe

ral a

rts

back

grou

nd w

ith a

n op

port

unity

to u

tiliz

e el

ectiv

e cr

edits

for

bus

ines

s-re

late

d co

urse

wor

k.T

he r

equi

red

cour

ses

faci

litat

e tr

ansf

er to

a f

our-

year

inst

itutio

n.

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

es

Eng

lish

Mat

hem

atic

s/Sc

ienc

e

Hum

aniti

es

Am

eric

an G

over

nmen

t

Soci

al S

cien

ce

Mod

e of

Ins

truc

tion

(cou

rse

cred

it)

6E

NG

110

Eng

lish

EN

G 1

20 E

nglis

h II

8G

EL

210

Int

rodu

ctio

n to

Geo

logy

MA

T 1

10 B

usin

ess

Mat

hem

atic

sM

AT

155

Col

lege

Alg

ebra

9E

NG

231

Int

rodu

ctio

n to

Poe

try

HU

M 1

03 A

rt o

f H

uman

ities

and

one

of th

e fo

llow

ing:

HIS

151

Wor

ld C

ivili

zatio

n I

HIS

152

Wor

ld C

ivili

zatio

n

HIS

249

U.S

. His

tory

IH

IS 2

50 U

.S. H

isto

ry I

I

3PS

101

Int

rodu

ctio

n to

Pol

itica

l Sci

ence

or b

oth

HIS

249

U.S

. His

tory

Ian

dH

IS 2

50 U

.S. H

isto

ry 1

1

9A

NT

154

Cul

tura

l Ant

hrop

olog

yE

CO

101

Eco

nom

ics

IE

CO

102

Eco

nom

ics

II

Tel

ecou

rse:

The

Wri

te C

ours

e (3

)T

elec

ours

e: R

ead,

Wri

te, R

esea

rch:

Wri

ting

the

Res

earc

h Pa

per

(3)

Tel

ecou

rse:

Ear

th R

evea

led:

Int

rodu

ctor

y G

eolo

gy

Tel

ecou

rse:

By

the

Num

bers

(3)

Tel

ecou

rse:

Col

lege

Alg

ebra

: In

Sim

ples

t Ter

ms

(3)

Tel

ecou

rse:

Voi

ces

and

Vis

ions

(3)

Tel

ecou

rse:

Hum

aniti

es T

hrou

gh th

e A

rts

(3)

Tel

ecou

rse:

The

Wor

ld: A

Tel

evis

ion

His

tory

1(3

)T

elec

ours

e: T

he W

orld

: A T

elev

isio

n H

isto

ry I

I(3

)T

elec

ours

e: 7

7w A

mer

ican

Adv

entu

re (

3)T

elec

ours

e: A

mer

ica:

The

Sec

ond

Cen

tury

(3)

Tel

ecou

rse:

Gov

ernm

ent b

y C

onse

nt (

3)

Tel

ecou

rse:

The

Am

eric

an A

dven

ture

(3)

Tel

ecou

rse:

Am

eric

a: T

he S

econ

d C

entu

ry (

3)

Tel

ecou

rse:

Fac

es o

f C

ultu

re (

3)T

elec

ours

e: E

cono

mic

s L

IM I

(3)

Tel

ecou

rse:

Eco

nom

ics

U$A

ll (

3)

(con

tinue

d a)

1 .3

71

3

1

(con

tinue

d)W

ayne

Cou

nty

Com

mun

ity C

olle

geA

ssoc

iate

of

Art

s

Deg

ree

Req

uire

men

tsC

redi

tsC

ours

esM

ode

of I

nstr

uctio

n (c

ours

e cr

edit)

Ele

ctiv

es

Tot

al

* pe

ndin

g ap

prov

al

HIS

151

Wor

ld C

ivili

zatio

n I

HIS

152

Wor

ld C

ivili

zatio

n 11

HIS

249

U.S

. His

tory

IFI

TS

250

U S

. His

tory

II

PSY

101

Int

rodu

ctio

n to

Psy

chol

ogy

SOC

100

Soc

iolo

gy

25B

L 2

01 B

usin

ess

Law

IB

US

112

Pers

onal

Mon

ey M

anag

emen

t

60

BU

S 15

0 In

trod

uctio

n to

Bus

ines

sB

US

225

Com

pute

r A

pplic

atio

ns in

Bus

ines

s

CIS

110

Int

rodu

ctio

n to

Dat

a Pr

oces

sing

MG

T 2

05 M

anag

emen

t Pri

ncip

les

MK

T 2

00 P

rinc

iple

s of

Mar

ketin

gPH

L 1

01 C

ompa

rativ

e R

elig

ions

IPH

L 1

02 C

ompa

rativ

e R

elig

ions

II

Tel

ecou

rse:

The

Wor

ld: A

Tel

evis

ion

His

tory

I(3

)T

elec

ours

e: T

he W

orld

: A T

elev

isio

n H

isto

ry I

I(3

)T

elec

ours

e: T

he A

mer

ican

Adv

entu

re (

3)T

elec

ours

e: A

mer

ica:

The

Sec

ond

Cen

tury

(3)

Tel

ecou

rse:

Psy

chol

ogy:

Tir

e St

udy

of H

uman

Beh

avio

r (3

)T

elec

ours

e: T

he S

ocio

logi

cal I

mag

inah

on (

3)

Tel

ecou

rse:

Bus

ines

s an

d th

e L

aw (

3)T

elec

ours

e: P

erso

nal F

inan

ce a

nd M

oney

Man

agem

ent (

3)T

elec

ours

e: T

he B

usin

ess

File

(3)

Tel

ecou

rse:

Com

pute

rWor

ks, a

udio

cass

ette

s, P

Cso

ftw

are

(3)

Tel

ecou

rse:

The

New

Lite

racy

(4)

Tel

ecou

rse:

The

Bus

ines

s of

Man

agem

ent (

3)T

elec

ours

e: M

arke

ting

(3)

Tel

ecou

rse:

Bel

iefs

and

Bel

ieve

rs 1

(3)

Tel

ecou

rse:

Bel

iefs

and

Bel

ieve

rs 1

1 (3

)

Directory of distance learning courseware

Introduction

Using the database

Database

Arts and HumanitiesBusiness and ManagementCareersCommunications andCompositionComputer ScienceEducationEngineering

Directory of Producers

Directory of Distributors

141

Part 9.

Foreign LanguagesGovernment/PoliticalScience/Area StudiesHealthHistoryMathematicsPhysical SciencesSocial Sciences

H3

-Ur

V Introduction

This section shows the range of preproduced distance learning courseware that isavailable to colleges. It includes more than 150 currently available courses, the largemajority of which are video-based. To develop this database, we began with twodocuments: The 1992-1993 PBS Adult Learning Service Catalog and the 1988 TelecourseInventory published by the Annenberg/CPB Project. All entries were sent todistributors and producers to verify data and to elicit information on new coursewareand courseware in the pipeline.

Listings in this database share certain characteristics:

each is available to colleges nationwide

each constitutes an undergraduate course for credit

each has at least eight units of instruction, although these are notalways video-based or audio-based (individual units within media-based courses may be print-based)

most include at least a textbook and a faculty guide (exceptionsare noted)

they were produced in 1980 or later

These courses represent a very wide range of production styles and courseapproaches. Colleges are strongly urged to preview and evaluate all courses priorto adoption. The railability and cost of specific rights for specific uses must bechecked with the distributor and/or the producer.

V Using the database

While the database is not meant to provide all possible information on every course,each entry should give you an overview and help determine if you want to obtainadditional information.

Courses have been grouped into the following categories to facilitate the process ofmatching courseware with degree requirements:

Arts and HumanitiesBusiness and ManagementCareersCommunications andCompositionComputer Science

EducationEngineeringForeign LanguagesGovernment /PoliticalScience/Area StudiesHealth

HistoryMathematicsPhysical SciencesSocial Sciences

114

140

Database Key

Course The official name of the course. The information in parentheses underthe course title indicates the broad discipline within which the coursecontent falls.

Med Medium: V = video; A = audio; VD = videodisc

#/RT Number of programs/running time of each program

Description A brief description of the course approach and content. The date inbrackets at the end of the description, e.g., 119881, is the year inwhich the course was first produced. If the course has undergone arevision since its original release, both the original production yearand the revision year are given.

Producer The course producer. A list of producers' names and addressesappears at the end of the database.

Distributor The organization to contact about licensing or purchasing. In general,when more than one distributor is listed, the first °ionizationlicenses the course for credit use, and the second distributes cassettesfor audiovisual use. A list of distributors' names and addresses is atthe end of this section.

TX

FG

SG

Text

Faculty Guide

Student Guide

1151 4 aJ

rn

uJ

Art

s an

d H

uman

ities

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Age

of

Enl

ight

enm

ent,

The

(hum

aniti

es)

Am

eric

an C

inem

aPr

ojec

t*(f

ilm)

Art

of

Bei

ng H

uman

(hum

aniti

es)

Art

of

the

Wes

tern

Wor

ld*

(art

his

tory

)

7/:2

8E

xplo

res

the

cultu

re o

f th

e "A

ge o

f R

easo

n" a

t its

hei

ght;

stud

ies

maj

or te

xts

IUC

and

cert

ain

lead

ing

figu

res;

incl

udes

phi

loso

phy,

his

tory

, sci

ence

, mus

ic, a

ndar

t. 11

9841

131:

60E

xam

ines

cen

tral

con

cept

s an

d th

emes

in A

mer

ican

film

mak

ing

duri

ng th

epa

st 6

0 ye

ars

of th

e so

und

era;

pre

sent

s an

d an

alyz

es im

port

ant w

orks

of

film

art

and

film

's im

pact

. [av

aila

ble

1994

1

30/3

0In

trod

ucto

ry h

uman

ities

cou

rse

arra

nged

them

atic

ally

rat

her

than

chro

nolo

gica

lly. T

hem

es in

clud

e ar

t, m

usic

, phi

loso

phy,

dra

ma,

lite

ratu

re,

and

relig

ion.

119

821

NY

Cen

ter

for

Vis

ual

His

tory

M-D

CC

91:6

0In

trod

uces

Wes

tern

art

fro

m a

ncie

nt G

reec

e to

pre

sent

day

usi

ng th

eW

NE

Tba

ckdr

op o

f its

tim

e; c

over

s ar

t tha

t has

com

e to

def

ine

the

Wes

tern

vis

ual

trad

ition

, 119

891

Bas

ic C

once

pts

of M

usic

* A

(mus

ic)

Bel

iefs

and

Bel

ieve

rs(r

elig

ion)

12/:3

0In

trod

ucto

ry m

usic

sur

vey

cour

se. C

over

s su

ch b

asic

topi

cs a

s rh

ythm

,m

elod

y, f

orm

, and

sty

le; a

lso

expl

ores

mus

ical

text

ure,

mea

ning

in m

usic

,R

adio

and

mus

ic's

rel

atio

nshi

p to

oth

er a

rts.

119

911

241:

59In

trod

uces

the

maj

or w

orld

rel

igio

ns a

s th

ey a

rc p

ract

iced

in th

e U

.S.,

as w

ell

Gov

erno

rsas

sys

tem

s de

emed

out

side

the

scop

e of

mai

nstr

eam

rel

igio

us in

stitu

tions

.St

ate

Uni

v.11

9911

IUC

PBS,

A/C

PB

M-D

CC

PBS,

A/C

PB

Wis

c. P

ublic

The

Aud

io S

tore

Chi

nese

Bru

sh P

aint

ing

V

(art

)

Eth

ics

in A

mer

ica*

(eth

ics)

14;

20/:3

0D

emon

stra

tes

the

styl

e an

d te

chni

que

of tr

aditi

onal

Chi

nese

bru

sh p

aint

ing;

CC

U)

teac

hes

desi

gn, c

ompo

sitio

n, b

rush

wor

k te

chni

que,

ink

and

colo

r us

e, a

ndm

ater

ials

sel

ectio

n. (

No

TX

) 11

9871

10/:6

0A

31:6

0

Part

of

The

Ann

enbe

rg/C

PB C

olle

ctio

n

Use

s a

case

stu

dy a

ppro

ach

to e

xam

ine

cont

empo

rary

per

sona

l and

prof

essi

onal

eth

ical

con

flic

ts. P

rovi

des

a gr

ound

ing

in th

e la

ngua

ge, c

once

pts,

and

trad

ition

s of

eth

ics.

119

881

PBS,

Gov

erno

rsSt

ate

Uni

v.

Coa

st T

elec

ours

es

Col

umbi

aPB

S, A

/CPB

Uni

v. M

edia

and

Soci

ety

Sem

inar

s

1 ft

F.)

(con

tinue

d S)

ME

MA

rts

and

Hum

aes

Cou

rse

Med

NA

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Focu

s on

Wat

erco

lor

V

(art

)

Intr

oduc

tion

to M

odem

AE

nglis

h an

d A

mer

ican

Lite

ratu

re I

: The

Nin

etee

nth

Cen

tury

*(l

itera

ture

)

Intr

oduc

tion

to M

odem

AE

nglis

h an

d A

mer

ican

Lite

ratu

re I

I: T

he 2

0th

Cen

tury

*(li

tera

ture

)

Jose

ph C

ampb

ell:

Tra

nsfo

rmat

ions

of

Myt

hT

hrou

gh T

ime

(hum

aniti

es)

Lite

rary

Vis

ions

*(li

tera

ture

)

Lite

ratu

re o

f the

Am

eric

as(li

tera

ture

)

Mus

ic T

heor

y(m

usic

)

131:

30E

xplo

res

thre

e m

ajor

ele

men

ts o

f wat

erco

lor

art t

hat s

houl

d be

bal

ance

d:C

CC

Dpe

rson

al e

xpre

ssio

n, a

rt c

once

pts,

and

tech

niqu

es; p

rese

nts

both

the

tech

niqu

es a

nd th

e cr

eativ

e di

men

sion

s. 1

1987

1

Coa

st T

elec

ours

es

121:

30In

trod

ucto

ry a

udio

-prin

t cou

rse.

Pre

sent

s w

orks

from

Eng

lish

Rom

antic

ism

,W

isc.

Pub

licT

he A

udio

Sto

reth

e A

mer

ican

Ren

aiss

ance

, and

Vic

toria

n E

ngla

nd. 1

1987

1R

adio

12/:3

0in

trod

ucto

ry a

udio

-prin

t cou

rse.

Exp

lore

s w

orks

from

lite

rary

mod

erni

smW

isc.

Pub

licT

he A

udio

Sto

rean

d co

ntem

pora

ry w

riter

s fr

om W

orld

War

II to

the

pres

ent.

1198

81R

adio

V14

1:60

Pre

sent

s m

ytho

logy

's r

ole

in h

uman

his

tory

; inc

lude

s m

yths

/ph

iloso

phie

s/re

ligio

ns fr

om A

mer

ican

Indi

ans,

the

Neo

lithi

c P

erio

d, E

gypt

,th

e E

ast,

Anc

ient

Gre

ece,

and

Art

huria

n le

gend

s. 1

1989

1

V V

26/:3

0In

trod

ucto

ry li

tera

ture

cou

rse

that

inco

rpor

ates

con

tem

pora

ryan

dtr

aditi

onal

wor

ks o

f sho

rt fi

ctio

n, p

oetr

y, a

nd d

ram

a; e

xam

ines

lite

rary

ele

men

tsin

clud

ing

char

acte

r, p

lot,

and

sym

bolis

m. 1

1992

1

Myt

holo

gyP

135,

Film

s In

c.Lt

d.

MP

T &

PB

S, A

/CP

B,

INT

ELE

CO

M IN

TE

LEC

OM

61:2

9C

ompa

res

Spa

nish

-Am

eric

an, A

fric

an-A

mer

ican

, and

Fre

nch

and

Eng

lish-

IUC

Can

adia

n fic

tion;

ana

lyze

s th

e in

terp

lay

betw

een

wor

ks o

f lite

ratu

re a

nd th

eso

ciet

ies

from

whi

ch th

ey e

mer

ge. 1

1987

1

V13

1:30

Pre

sent

s th

e ba

sic

elem

ents

of m

usic

incl

udin

g sc

ales

, int

erva

ls, c

hord

s,no

tatio

n, a

nd r

hyth

m; a

ssum

es s

ome

know

ledg

e of

pos

ition

ing

and

nam

ing

note

s. 1

1986

1

IUC

Hum

ber

Mag

ic L

ante

rnC

oll.

ofA

pplie

d A

rts

and

Tec

h.

Par

t of T

he A

nnen

berg

/CP

B C

olle

ctio

n(c

om`ii

nto/

1r.

1r.

Art

s an

d H

uman

ities

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Pho

togr

aphi

c V

isio

n: A

llV

Abo

ut P

hoto

grap

hy, T

he(p

hoto

grap

hy)

Ple

ase

Sta

nd B

y: A

AH

isto

ry o

f Rad

io(h

uman

ities

)

Rel

igio

us Q

uest

/The

VLo

ng S

earc

h, T

he(r

elig

ion)

Sci

ence

and

Cul

ture

inV

the

Wes

tern

Tra

ditio

n(h

uman

ities

)

Sha

kesp

eare

: Pow

er a

ndJu

stic

e(li

tera

ture

)

V A

Six

Cen

turie

s of

Ver

seV

(poe

try)

Ske

tchi

ng T

echn

ique

sV

(art

)

Tra

vele

rs A

cros

s T

ime:

VP

eopl

es a

nd C

ultu

res

ofth

e M

iddl

e E

ast

(rel

igio

n)

14 el,

20/:3

0

30/:3

0

10/:5

5

301:

30

51:5

06/

.22

16[2

6

3(1/

:30

14/3

0

* P

art o

f The

Ann

enbe

rg/C

PB

Col

lect

ion

Pre

sent

s te

chni

cal p

rinci

ples

, che

mic

al r

eact

ions

, cam

era

mec

hani

cs,

CC

CD

equi

pmen

t, an

d qu

ality

tech

niqu

es o

f pho

togr

aphy

; inc

lude

s th

e hi

stor

y an

dim

pact

of p

hoto

grap

hy. 1

1984

1

Stu

dies

the

hist

ory

of r

adio

bro

adca

stin

g in

Am

eric

a, it

s im

pact

, and

prog

ram

mat

ic d

iver

sity

; sur

veys

bus

ines

s, g

over

nmen

t, so

ciet

al, a

nd a

rtis

ticpr

eble

ms

in b

road

cast

ing.

119

861

Coa

st T

elec

ours

es

INT

ELE

CO

M IN

TE

LEC

OM

Intr

oduc

es w

orld

rel

igio

ns; e

mph

asiz

es s

peci

fic fo

rms

of r

elig

ious

exp

ress

ion

IUC

and

prac

tice

rath

er th

an m

ore

abst

ract

or

theo

logi

cal a

spec

ts; c

over

str

aditi

onal

rel

igio

ns a

nd a

ltern

ativ

es. 1

1983

1

Pre

sent

s th

e hi

stor

y of

the

Wes

tern

wor

ld fr

om a

ncie

nt G

reec

e to

the

pres

ent

CC

CD

in te

rms

of th

e in

terp

lay

betw

een

scie

ntifi

c di

scov

erie

s an

d cu

ltura

lde

velo

pmen

ts. 1

1987

1

Stu

dies

eig

ht o

f Sha

kesp

eare

's m

aste

rpie

ces;

sho

ws

how

the

play

s ar

e lin

ked

by c

omm

on th

emes

; inc

lude

s ba

ckgr

ound

on

com

edy,

trag

edy,

and

Eng

lish

dram

a be

fore

Sha

kesp

eare

. 119

901

Ope

nLe

arni

ngA

genc

y, B

.C.

Dem

onst

rate

s th

e va

riety

, ent

erta

inm

ent v

alue

, and

em

otio

nal i

mpa

ct o

fT

ham

espo

etry

from

the

14th

cen

tury

to p

rese

nt d

ay; i

nclu

des

Cha

ucer

, Sha

kesp

eare

,T

elev

isio

nM

ilton

, the

Rom

antic

s, a

nd th

e R

ealis

ts. 1

1984

1

Rev

iew

s th

e ba

sics

of s

ketc

hing

; foc

uses

on

inco

rpor

atin

g co

mpl

exity

, var

iety

, KO

CE

and

inte

rest

to th

e ar

t. (N

o F

G)

1198

41C

CC

D

Rec

ords

the

peop

les,

cul

ture

s, c

ivili

zatio

ns, k

ingd

oms

and

empi

res

that

hav

eU

. of S

outh

had

an im

pact

on

the

Mid

dle

Eas

t: in

clud

es s

ects

and

rel

igio

ns, s

oldi

ers

and

Flo

rida

philo

soph

ers,

kin

gs a

nd p

easa

nts.

(N

o R

D 1

1989

1

LUC

Coa

st T

elec

ours

es

!VC

Mag

ic L

ante

rn

Coa

st T

elec

ours

es

ITS

1t

( (0

111(

1111

O1

S)

Art

s an

d H

uman

ities

Cou

rse

Med

it/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Voi

ces

and

Vis

ions

V13

1:60

Sur

veys

mod

ern

Am

eric

an p

oetr

y; e

xplo

res

the

lives

and

wor

ks o

f 13

New

Yor

kP

BS

, A/C

PB

(poe

try)

Am

eric

an p

oets

from

Rob

ert F

rost

to S

ylvi

a ?l

ath;

doc

umen

ts c

aree

rs;

anal

yzes

key

wor

ks. 1

1987

1C

ente

r fo

rV

isua

lH

isto

ry

Wes

tern

Tra

ditio

n, T

he(h

uman

ities

)V

521:

30W

eave

s to

geth

er h

isto

ry, a

rt, l

itera

ture

, rel

igio

n, g

eogr

aphy

, gov

ernm

ent,

and

econ

omic

s fr

om p

re-W

este

rn c

ivili

zatio

n th

roug

h th

e R

enai

ssan

ce a

nd th

eW

GB

IP

BS

, A/C

PI3

War

s of

Rel

igio

n to

the

pres

ent.

1198

81

Whi

le S

oldi

ers

Foug

ht:

War

and

Am

eric

anSo

ciet

y(h

uman

ities

)

V16

/:28

Exp

lore

s ho

w a

nd w

hy A

mer

ica

has

gone

to w

ar; e

xam

ines

war

's im

pact

durin

g co

mba

t and

pea

cetim

e; s

tudi

es c

ultu

ral a

nd s

ocia

l con

text

of w

arth

roug

h hi

stor

y an

d lit

erat

ure.

119

861

IUC

IUC

150

151 (c

ntin

ued

is

Bus

ines

s an

d M

anag

emen

t

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Acc

ount

ing

Prin

cipl

esV

65/:1

5In

trod

ucto

ry a

ccou

ntin

g co

urse

. Tea

ches

bas

ic "

bow

s" a

nd "

why

s" o

fK

irkw

ood

Kir

kwoo

d C

omm

.(a

ccou

ntin

g)ac

coun

ting

prin

cipl

es. 1

1987

; Rev

. 199

11C

omm

. Col

l.C

oll.

Am

eric

an E

ntre

pren

eur

V14

1:30

Focu

ses

on th

e en

trep

rene

urth

e ne

w A

mer

ican

her

o. S

ix o

f th

e U

nite

dG

PNPB

S, G

PNT

oday

, The

Stat

es' m

ost s

ucce

ssfu

l ent

repr

eneu

rs d

iscu

ss th

e fa

ctor

s th

at le

d to

thei

r(b

usin

ess)

busi

ness

suc

cess

. 119

911

Bus

ines

s an

d th

e L

awV

301:

30In

trod

ucto

ry la

w c

ours

e. E

mph

asiz

es c

ontr

acts

and

the

lega

l sys

tem

; giv

esIN

TE

LE

CO

M P

BS,

IN

TE

LE

CO

M(l

aw)

com

preh

ensi

ve o

verv

iew

of

law

and

the

wor

ld o

f bu

sine

ss. 1

1989

1

Bus

ines

s Fi

le, T

heV

281:

30In

trod

ucto

ry b

usin

ess

cour

se. P

rovi

des

com

preh

ensi

ve v

iew

of

the

DC

CC

DPB

S, D

alla

s(b

usin

ess)

cont

empo

rary

bus

ines

s en

viro

nmen

t, fr

om in

tern

al f

unct

ions

to th

eT

elec

ours

esch

alle

nges

of

cond

uctin

g in

tern

atio

nal b

usin

ess.

119

851

Bus

ines

s L

ogis

tics

and

V30

1:30

Use

s an

inte

grat

ed s

yste

ms

appr

oach

to in

trod

uce

the

func

tion

and

PSU

ITS

N M

anag

emen

tm

anag

emen

t of

busi

ness

logi

stic

s in

com

pani

es. (

No

FG)

c (b

usin

ess)

1198

1; R

ev. 1

9871

Bus

ines

s of

V26

/:30

Intr

oduc

tory

cou

rse

on th

e co

ncep

t of

man

agem

ent a

nd b

usin

ess.

Des

crib

esIN

TE

LE

CO

M P

BS,

IN

TE

LE

CO

MM

anag

emen

t, T

hees

sent

ial m

anag

eria

l ski

lls a

nd h

ow to

app

ly th

em. 1

1983

; Rev

. 198

61(m

anag

emen

t)

By

the

Num

bers

V26

/:30

Subt

itled

"Pr

actic

al A

pplic

atio

ns o

f B

usin

ess

Mat

hem

atic

s."

Cov

ers

the

mat

hIN

TE

LE

CO

M P

BS,

IN

TE

LE

CO

M(b

usin

ess

mat

h)st

uden

ts w

ill e

ncou

nter

in th

eir

prof

essi

onal

and

per

sona

l liv

es. 1

1990

1

Eco

nom

ics

USA

*V

/A28

1:30

Com

preh

ensi

ve c

ours

e in

mac

ro-

and

mic

roec

onom

ics.

Est

ablis

hes

the

EFC

PBS,

A /C

PB(e

cono

mic

s)re

latio

nshi

p be

twee

n ab

stra

ct e

cono

mic

pri

ncip

les

and

conc

rete

hum

anex

peri

ence

thro

ugh

docu

men

tari

es. 1

1985

; Rev

. 198

9, 1

9921

Eth

ics

in B

usin

ess"

A12

1:30

An

audi

o-pr

int c

ours

e. U

ses

a ca

se s

tudy

app

roac

h to

exa

min

e th

e di

ffer

ence

Wis

c. P

ublic

The

Aud

io S

tore

(phi

loso

phy)

betw

een

lega

l and

mor

al is

sues

in b

usin

ess

from

a p

hilo

soph

ical

per

spec

tive.

Rad

io11

9881

Insi

de B

usin

ess

Tod

ayV

131:

30In

trod

ucto

ry c

ours

e th

at u

ses

case

stu

dies

to d

escr

ibe

the

func

tiona

l are

as in

Wilf

rid

Mag

ic L

ante

rn(b

usin

ms)

toda

y's

busi

ness

wor

ld; i

nclu

des

mar

ketin

g, R

&D

, pro

duct

ion,

fin

ance

, lab

orL

auri

er U

niv.

1r

rela

tions

, and

inte

rnat

iona

l bus

ines

s. 1

1983

1

1,I

* Pa

rt o

f T

he A

nnen

berg

/CPB

Col

lect

ion

(con

tinue

d 6)

Bus

ines

s an

d M

anag

emen

t

Cou

rse

Med

#/11

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Man

agin

g in

Org

aniz

atio

ns(m

anag

emen

t)

Mar

ketin

g(m

arke

ting)

Mar

ketin

g Pe

rspe

ctiv

es(m

arke

ting)

Mon

ey P

uzzl

e: T

heW

orld

of

Mac

roec

onom

ics,

The

(eco

nom

ics)

Mon

ey S

mar

t(f

inan

ce)

Peop

le a

ndO

rgan

izat

ions

(man

agem

ent)

Pers

onal

Fin

ance

and

Mon

ey M

anag

emen

t(f

inan

ce)

Plac

es T

hat B

ecko

n(t

ouri

sm)

8/A

ddre

sses

thre

e vi

ewpo

ints

: the

sys

tem

s ap

proa

ch, t

he b

ehav

iora

l app

roac

h,IU

C:2

0-25

and

the

man

agem

ent p

ract

ice

appr

oach

. [19

881

26/3

0Pr

esen

ts b

asic

pri

ncip

les

of m

arke

ting

as th

ey a

pply

to s

mal

l bus

ines

ses

and

larg

e co

rpor

atio

ns; u

ses

real

wor

ld c

ase

stud

ies.

[19

85; R

ev. F

all 1

9921

26/:3

0E

mph

asiz

es f

unda

men

tals

of

mar

ketin

g an

d pr

ofita

ble

oper

atio

n of

a bu

sine

ss e

nter

pris

e; p

rovi

des

basi

c ye

t tho

roug

h kn

owle

dge

of m

arke

ting.

1197

9; R

ev. 1

981

and

1985

1

CC

CD

MA

TC

IUC

Coa

st T

elec

ours

es

Wis

c. V

TA

E

30/:3

0Fo

llow

s a

wor

king

cou

ple

stru

gglin

g w

ith th

e co

ncep

ts o

f a

mac

roec

onom

icM

-DC

CM

-DC

Csy

stem

incl

udin

g in

flat

ion,

une

mpl

oym

ent,

grow

th, a

nd r

eces

sion

. 119

821

13/:2

5C

over

s th

e te

chni

cal,

fina

ncia

l, an

d ec

onom

ic c

once

pts

of p

erso

nal f

inan

ceSo

ma

Film

Mag

ic L

ante

rnan

d m

oney

man

agem

ent;

prov

ides

pra

ctic

al in

form

atio

n on

ski

lls n

eede

d fo

rPr

od.

pers

onal

fin

anci

al p

lann

ing.

[19

851

8/:2

9E

xam

ines

the

natu

re o

f bu

reau

crac

y; r

aise

s qu

estio

ns a

bout

the

legi

timac

y of

IUC

IUC

orga

niza

tiona

l pow

er; h

ighl

ight

s cl

assi

cal a

nd c

onte

mpo

rary

theo

ry a

ndm

etho

dolo

gy. [

1989

]

26/3

0T

each

es th

e ba

sics

of

budg

etin

g an

d bu

ying

, hom

e ow

ners

hip,

inco

me

tax

INT

EL

EC

OM

PB

S, I

NT

EL

EC

OM

and

inve

stm

ents

, and

insu

ranc

e, w

ills,

and

trus

ts.

1198

2; R

ev. 1

9871

V/ A

131:

30Il

lust

rate

s th

e co

mpo

nent

s of

the

tour

ism

fun

ctio

nal s

yste

m; e

xam

ines

tour

ism

's im

pact

on

plac

es a

nd h

ow it

use

s re

sour

ces.

1198

41

Prin

cipl

es o

f A

ccou

ntin

gV

(acc

ount

ing)

15C

Wilf

rid

Mag

ic L

ante

rnL

auri

er U

niv.

30/:3

0Pr

esen

ts th

e pr

oces

ses

of a

ccou

ntin

g, th

e th

eory

and

pri

ncip

les

of th

ePS

U R

rla

ngua

ge o

f bu

sine

ss, a

nd a

pplie

s ac

coun

ting

prac

tices

to e

very

day

busi

ness

DC

CC

Dac

tiviti

es. (

1984

1

Dal

las

Tel

ecou

rses

155

(con

fini

ted

S)

I

II

Bus

ines

s an

d M

anag

emen

t

Cou

rse

Med

# /R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Prin

cipl

es o

fM

acro

econ

omic

s(e

cono

mic

s)

Prin

cipl

es o

f M

arke

ting

Man

agem

ent

(man

agem

ent)

Sale

s C

onne

ctio

n, T

he(s

ales

)

241:

58In

trod

ucto

ry e

cono

mic

s co

urse

. Pre

sent

s a

desc

ript

ive

and

theo

retic

al m

odel

Gov

erno

rsG

over

nors

Sta

teof

the

U.S

. eco

nom

y; f

ocus

es o

n pr

inci

pal p

olic

ymak

ers

and

thei

rSt

ate

Uni

v.U

niv.

inte

rrel

atio

nshi

ps. (

No

PC)

1199

11

151:

30In

trod

ucto

ry m

arke

ting

man

agem

ent c

ours

e. T

each

es a

mar

ketin

g sy

stem

sIU

C &

PBS,

IU

C, C

oast

appr

oach

to m

arke

t ana

lysi

s fo

cusi

ng o

n se

gmen

tatio

n. C

over

s th

e fo

ur P

sC

CC

DT

elec

ours

espr

oduc

t, pr

ice,

pro

mot

ion,

and

pla

ce. [

1990

] [V

ideo

por

tion

prod

uced

198

5]

26/:3

0Sa

les

expe

rts

disc

uss

how

to id

entif

y sa

les

pros

pect

s an

d de

velo

p an

d1N

TE

LE

CO

M P

BS,

1N

TE

LE

CO

Mm

aint

ain

good

sal

es r

elat

ions

hips

; sho

ws

prof

essi

onal

s pu

tting

theo

ries

and

proc

esse

s to

pra

ctic

al u

se. 1

1992

1

261:

30Pr

esen

ts d

ocum

enta

ries

of

a va

riet

y of

sm

all b

usin

esse

s in

ope

ratio

n; s

how

s1N

TE

LE

CO

M P

BS,

IN

TE

LE

CO

Mfi

rsth

and

wha

t it i

s lik

e to

sta

rt a

nd o

pera

te a

sm

all b

usin

ess.

Exp

erts

ana

lyze

and

asse

ss th

e do

cum

enta

ry f

oota

ge. [

1991

1

Som

ethi

ng V

entu

red:

An

VE

ntre

pren

euri

alrs

aA

ppro

ach

to S

mal

lB

usin

ess

Man

agem

ent

(man

agem

ent)

Star

ting

A B

usin

ess

(bus

ines

s)

The

re's

Mor

e T

oB

usin

ess

(man

agem

ent)

1 5

ti

131:

30Pr

esen

ts th

e se

lf-a

naly

sis,

res

earc

h, f

inan

cial

, and

org

aniz

atio

nal r

equi

rem

ents

Som

a Fi

lmM

agic

Lan

tern

faci

ng th

ose

invo

lved

in b

usin

ess

star

t-up

; inc

lude

s in

terv

iew

s w

ithPr

od.

succ

essf

ul b

usin

ess

peop

le. (

No

TX

) 11

9831

131:

30Su

rvey

s m

anag

emen

t org

aniz

atio

n th

eory

; inc

lude

s th

e fo

ur s

choo

ls o

fW

ilfri

dM

agic

Lan

tern

man

agem

ent t

houg

ht; e

xam

ines

the

rela

tions

hip

betw

een

man

agem

ent a

ndL

auri

er U

niv.

func

tiona

l are

as o

f bu

sine

ss. [

1984

1

(cin

ifin

lied

a)

Car

eers

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Api

cultu

re(b

eeke

epin

g)

Art

of

Bed

side

Car

e: T

heA

BC

's o

f N

ursi

ng(n

ursi

ng)

Invi

tatio

n to

Fly

, An

(avi

atio

n)

Mak

ing

A L

ivin

g W

ork

(cou

nsel

ing)

Voy

age:

Cha

lleng

e an

dC

hang

e in

Car

eer/

Lif

ePl

anni

ng(c

ouns

elin

g)

9/In

trod

uces

bee

s an

d be

ekee

ping

; exa

min

es b

ees'

impo

rtan

ce to

hum

ans,

Sim

on F

rase

r M

agic

Lan

tern

:29-

36co

lony

str

uctu

re, a

nato

my,

man

agem

ent a

nd c

are,

and

pro

cess

ing

and

Uni

v.m

arke

ting

hone

y. (

No

FG, T

X)

1198

41

19/:4

0Pr

esen

ts th

e ra

nge

of g

ener

ally

acc

epte

d pr

actic

es a

nd p

roce

dure

s as

taug

htM

-DC

CM

-DC

CV

Din

nur

sing

pro

gram

s na

tionw

ide;

dem

onst

rate

s ba

sic

nurs

ing

proc

edur

es a

ndin

tera

ctio

ns. [

1992

]

30/:3

0H

elps

stu

dent

s ob

tain

the

know

ledg

e an

d sk

ills

need

ed to

pas

s th

e FA

Aw

ritte

n ex

am f

or a

Pri

vate

Pilo

t Cer

tific

ate,

air

plan

e ca

tego

ry. [

1988

; Rev

.19

921

Col

lege

of

San

Mat

eoSa

n M

ateo

Co.

Com

m. C

oll.

Dis

t.

8/:3

0Fe

atur

es a

dults

who

hav

e su

cces

sful

ly c

hang

ed th

eir

care

er o

r lif

e di

rect

ion;

Ohi

o U

niv.

Ohi

o U

niv.

incl

udes

inte

rvie

ws

with

exp

erts

in th

e fi

eld

on th

e na

ture

of

wor

k an

d th

ead

ult c

aree

r ch

ange

r. (

No

FG)

1198

21

30/:3

0Fo

cuse

s on

the

proc

ess

by w

hich

peo

ple

may

pla

n ef

fect

ive

and

satis

fyin

gre

latio

nshi

ps o

f w

ork

to li

fe; e

xplo

res

area

s of

inte

rest

con

cern

ing

a ch

ange

inca

reer

/life

pla

nnin

g. (

No

FG)

1198

01

Bay

Are

aC

omm

. Col

l.T

V Con

sort

ium

15E

Coa

st T

elec

ours

es

Com

mun

icat

ions

and

Com

posi

tion

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

App

lied

Com

mun

icat

ion

VSk

ills

(com

mun

icat

ion)

Eff

ectiv

e C

omm

unic

atio

n V

Skill

s(c

omm

unic

atio

n)

Intr

oduc

tion

to T

echn

ical

V&

Bus

ines

sC

omm

unic

atio

n(c

ompo

sitio

n)

Prin

cipl

es o

f H

uman

VC

omm

unic

atio

n(c

omm

unic

atio

n)

Rea

d, W

rite

, Res

earc

h:V

Wri

ting

the

Res

earc

hPa

per

(com

posi

tion)

Wri

te C

ours

e, T

heV

(com

posi

tion)

Wri

ter's

Wor

ksho

pV

(com

posi

tion)

1E0

26/:3

0C

over

s di

scus

sion

, per

suas

ion,

wri

ting,

med

ia, a

nd li

tera

ture

; stu

dies

adva

nced

ele

men

ts o

f th

e hu

man

com

mun

icat

ions

pro

cess

. (N

o FG

, TX

)[1

977;

Rev

. 198

61

28/:3

0E

xplo

res

the

trad

ition

al c

omm

unic

atio

n sk

ills

of w

ritin

g, s

peak

ing,

list

enin

g,an

d re

adin

g, a

s w

ell a

s se

lf-a

war

enes

s an

d no

nver

bal s

kills

; com

bine

s th

eory

and

appl

icat

ion.

(N

o FG

, TX

) [1

981;

Rev

. 198

61

101:

30C

over

s th

e w

ritin

g pr

oces

s fr

om in

form

atio

n ga

ther

ing

to p

olis

hing

; inc

lude

srh

etor

ical

str

ateg

ies,

met

hods

of

orga

nizi

ng te

chni

cal i

nfor

mat

ion,

and

pre

cise

use

of la

ngua

ge. (

No

FG)

[198

3]

10/:3

0St

udie

s th

e or

igin

s an

d na

ture

of

lang

uage

; exa

min

es th

e re

latio

nshi

pbe

twee

n cu

lture

and

the

mea

ning

of

wor

ds; i

nclu

des

nonv

erba

lco

mm

unic

atio

n an

d lis

teni

ng. (

No

PG)

[198

31

24/:3

0G

oes

beyo

nd in

trod

ucto

ry le

vel t

o in

clud

e es

say

wri

ting,

wri

ting

the

rese

arch

pape

r, w

ritin

g ac

ross

the

curr

icul

um, w

ritin

g fo

r bu

sine

ss, a

nd w

iltin

g ab

out

liter

atur

e. 1

1991

1

MA

TC

Wis

c. V

TA

E

MA

TC

Wis

c. V

TA

E

U. o

f M

inn.

GPN

U. o

f M

inn.

GPN

Fla.

Jun

ior

PBS

Col

l./Ja

ckso

nvill

e

30/:3

0T

each

es E

nglis

h co

mpo

sitio

n an

d rh

etor

ic f

rom

a p

roce

ss p

oint

of

view

;D

CC

CD

PBS,

A/C

PBem

phas

izes

aud

ienc

e aw

aren

ess

and

purp

ose

for

wri

ting;

pre

sent

s de

liber

ate

stra

tegi

es f

or p

rew

ritin

g an

d re

visi

on. [

1984

1

15/3

0Fo

cuse

s on

var

ious

dim

ensi

ons

of th

e w

ritin

g pr

oces

s as

vie

wed

by

15 o

fU

. of

So.

SCE

TV

cont

empo

rary

lite

ratu

re's

maj

or ta

lent

s; e

ach

disc

usse

s hi

s or

her

per

sona

lC

arol

ina

&w

ritin

g m

etho

ds. [

1982

1SC

ET

V

ILI

* P

art o

f The

Ann

enbe

rg/C

PB

Col

lect

ion

(rw

itim

ini

Com

pute

r Sc

ienc

e

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Com

pute

r W

orks

(com

pute

rs)

New

Lite

racy

, The

*(c

ompu

ters

)

1C4

V16

/:30

Surv

eys

and

anal

yzes

the

use

of m

icro

com

pute

rs in

the

busi

ness

envi

ronm

ent;

desc

ribe

s an

d sh

ows

the

capa

bilit

ies

of c

omm

only

ava

ilabl

em

icro

com

pute

r ap

plic

atio

ns a

nd p

rogr

ams.

[19

871

V26

/:30

Prov

ides

a c

ompr

ehen

sive

ove

rvie

w o

f th

e co

mpu

ter:

wha

t it c

an a

nd c

anno

tIN

TE

LE

CO

M P

BS,

A/C

PB,

do, h

ow it

ope

rate

s; in

trod

uces

term

inol

ogy

of d

ata

proc

essi

ng; e

xam

ines

INT

EL

EC

OM

com

pute

r ap

plic

atio

ns. 1

19£1

4; R

ev. 1

9881

INT

EL

EC

OM

PB

S, I

NT

EL

EC

OM

l'art

of

The

Ann

enbe

rg/C

PB C

olle

ctio

n(c

ontin

ued

)

rn

1111

11.1

11

Edu

catio

n

Cou

rse

Med

# /R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Ado

lesc

ent S

ubst

ance

Abu

ser,

The

(dru

g ab

use)

Beg

inni

ngs:

Han

dica

pped

Chi

ldre

nB

irth

to A

ge F

ive

(spe

cial

edu

catio

n)

Cal

ico

Pie

(met

hodo

logy

)

Dea

ling

with

Cla

ssro

omPr

oble

ms

(met

hodo

logy

)

Edu

catio

n of

the

Gif

ted

and

Tal

ente

d(s

peci

al e

duca

tion)

Eff

ectiv

e T

each

er, T

he(m

etho

dolo

gy)

I'm S

peci

al(s

peci

al e

duca

tion)

Inte

ract

ion

(ed.

psy

ch.)

Jum

p O

ver

the

Moo

n(c

hild

ren'

s lit

.)

22/:5

9E

xam

ines

ado

lesc

ent s

ubst

ance

abu

se a

nd th

e in

volv

emen

t of

scho

ols

and

fam

ilies

in p

reve

ntio

n, in

terv

entio

n, a

nd tr

eatm

ent.

(No

FG, T

X)

1199

11G

over

nors

Gov

erno

rs S

tate

Stat

e U

niv.

Uni

v.

127:

30T

rain

s te

ache

rs a

nd o

ther

pro

fess

iona

ls w

ho d

eal w

ith h

andi

capp

ed c

hild

ren

MD

-IT

VPB

Sth

roug

h ag

e fi

ve; p

rovi

des

theo

retic

al b

ackg

roun

d; d

emon

stra

tes

teac

hing

stra

tegi

es. 1

1984

1

167:

30C

once

rned

with

chi

ldre

n ag

es th

ree

to f

ive;

dis

cuss

es a

ctiv

ities

and

mat

eria

lsus

ed to

mak

eth

e in

form

atio

n ta

ught

to th

ese

youn

g ch

ildre

n m

ore

mea

ning

ful f

or th

em. [

1983

1

127:

29E

xam

ines

app

roac

hes

to im

prov

ing

clas

sroo

m a

tmos

pher

e; in

clud

es te

ache

r-st

uden

t and

stu

dent

-stu

dent

com

mun

icat

ion,

dis

cipl

ine,

adm

inis

trat

ion,

and

clas

sroo

m m

anag

emen

t sug

gest

ions

. (N

o FG

) 11

9821

107:

30E

xplo

res

the

orig

in,

deve

lopm

ent,

and

impl

icat

ions

for

educ

atio

nal p

ract

ice

of s

uch

term

s as

gift

edne

ss, c

reat

ivity

, gen

ius,

tale

nt, a

nd in

telli

genc

e; a

lso

expl

ores

cur

rent

issu

esan

d tr

ends

. (N

o PC

)11

986i

261:

30S

how

s ho

w to

use

cla

ssro

om ti

me

effic

ient

ly; e

xam

ines

pre

sent

mod

els

ofte

achi

ng b

ased

on

curr

ent r

esea

rch;

sug

gest

s pl

anni

ng, m

anag

emen

t, an

din

stru

ctio

nal p

roce

dure

s. 1

1987

1

87:3

0P

rovi

des

info

rmat

ion

onte

achi

ng p

hysi

cal e

duca

tion

to h

andi

capp

edel

emen

tary

chi

ldre

n; in

clud

es a

ttitu

des

tow

ard

hand

icap

ped

pers

ons

and

back

grou

nd o

n m

otor

dev

elop

men

t. (N

o FG

) 11

9851

307:

30In

crea

ses

unde

rsta

ndin

g of

and

res

pect

for

hum

an a

nd c

ultu

ral s

imila

ritie

san

d di

ffer

ence

s in

a p

lura

listic

soc

iety

; cov

ers

effe

ctiv

e in

terp

erso

nal a

ndin

terg

roup

rel

atio

nshi

ps. 1

1980

1

15/1

0C

over

s th

e hi

stor

y an

d di

vers

ity o

f ch

ildre

n's

liter

atur

e; f

eatu

res

a va

riet

y of

reco

mm

ende

d w

orks

; sug

gest

s cr

iteri

a fo

r se

lect

ing

and

eval

uatin

g ho

oks,

1198

21

SCE

TV

SCE

TV

BB

CFi

lms

Inc.

U. o

f M

inn.

CPN

U. S

o.SC

ET

V, P

BS

Car

olin

a &

SCE

TV

U. o

f So

uth

ITS

Flor

ida

MD

-IT

Vl'B

S, M

PT

U. o

f So

.SC

ET

VC

arol

ina

&SC

ET

V

frtin

tillff

i'd1.

09

N.)

Edu

catio

n

Cou

rse

Med

#/R

TD

escr

iptio

nP

rodu

cer

Dis

trib

utor

Lite

ratu

re fo

r C

hild

ren

Van

d A

dole

scen

ts(c

hild

ren'

s lit

.)

Nex

t Ste

ps w

ithC

ompu

ters

in th

eC

lass

room

(com

pute

r sc

ienc

e)

V

Nut

ritio

n in

Act

ion

V(n

utrit

ion)

Pro

gram

min

g fo

r th

eV

Gift

ed(s

peci

al e

duca

tion)

Sec

ond

Lang

uage

VP

rogr

ams

for

You

ngC

hild

ren:

Lik

e C

hild

'sP

lay

(met

hodo

logy

)

Tea

cher

s T

ackl

eV

Thi

nkin

g(m

etho

dolo

gy)

Tea

chin

g C

hild

ren

toV

Rea

d(r

eadi

ng)

Tea

chin

g S

tude

nts

with

Spe

cial

Nee

ds(s

peci

al e

duca

tion) 16

6

25/:5

9In

trod

ucto

ry c

ours

e on

chi

ldre

n's

and

adol

esce

nt li

tera

ture

. Exa

min

es s

uch

sele

ctio

n cr

iteria

as

read

ing

leve

ls, s

tude

nt in

tere

sts,

qua

lity,

and

psyc

holo

gica

l, cu

ltura

l, an

d so

cial

issu

es. (

No

FG

) [1

9881

127:

30E

xplo

res

how

to b

est u

se c

ompu

ters

in a

cla

ssro

om s

ettin

g; v

iew

s tr

end-

setti

ng a

pprc

iach

es; e

xam

ines

effe

cts

of n

ew te

chno

logi

es o

n te

achi

ng. 1

1984

1

Gov

erno

rsG

over

nors

Sta

teS

tate

Uni

v.U

niv.

WH

A &

PB

SU

WE

X

10[3

0P

rovi

des

basi

c in

stru

ctio

n on

nut

ritio

n; c

over

s m

etho

dolo

gy to

teac

h nu

triti

on P

SU

to e

lem

enta

ry s

tude

nts;

intr

oduc

es n

utrit

iona

l con

cept

s an

d vi

sits

a c

lass

room

in w

hich

they

are

taug

ht. (

No

TX

) [1

9871

12/:3

0C

onsi

ders

five

gen

eral

pro

gram

mod

els

for

educ

atin

g gi

fted,

tale

nted

, and

crea

tive

child

ren,

K-1

2; s

ugge

sts

a va

riety

of d

esig

ns fo

r m

eetin

g th

eir

need

s.It9

811

101:

30S

tres

ses

that

the

best

lang

uage

pro

gram

s fo

r yo

ung

child

ren

seem

to b

e th

ose

in w

hich

lang

uage

is le

arne

d as

a b

y-pr

oduc

t of s

uch

othe

r ac

tiviti

es a

s pl

ay.

(TX

, FG

- tb

a) 1

1991

1

ITS

, WC

UW

EX

PB

S

U. o

f Min

n.G

PN

121:

30C

over

s co

nten

t lea

rnin

g an

d th

inki

ng s

kills

and

acq

uisi

tion;

pro

vide

sU

WE

Xex

ampi

es o

f tea

chin

g fo

r th

inki

ng in

the

cont

ent a

rea

disc

usse

s po

int a

tw

hich

stu

dent

s le

arn

how

to th

ink.

119

88)

12/:2

9In

corp

orat

es a

bal

ance

of s

peci

fic te

chni

ques

, the

oret

ical

dis

cuss

ion,

pra

ctic

alB

BC

stra

tegi

es, a

nd in

nova

tive

idea

s fo

r pe

rson

aliz

ing

and

impr

ovin

g re

adin

gin

stru

ctio

n. (

No

EC

, SG

, TX

) 11

9821

151:

30A

ssis

ts in

iden

tifyi

ng a

nd a

sses

sing

the

need

s of

sec

onda

ry-le

vel s

tude

nts

who

hav

e le

arni

ng p

robl

ems;

pre

sent

s a

varie

ty o

f use

ful i

nstr

uctio

nal

tech

niqu

es a

nd s

trat

egie

s. 1

1981

1

MD

-IT

V

GP

N

Film

s In

c.

PB

S, M

PT 16

7(c

,,lim

ed

CO

Edu

catio

n

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Tea

chin

g W

ritin

g: A

V9/

:30

Pres

ents

a f

ive-

step

mod

el f

or te

achi

ng w

ritin

g ba

sed

on c

urre

nt k

now

ledg

eM

D-I

TV

PBS

Proc

ess

App

roac

hof

the

wri

ting

proc

ess;

incl

udes

dia

gnos

is, p

rew

ritin

g, w

ritin

g, r

ewri

ting,

and

(com

posi

tion)

eval

uatio

n. 1

1982

1

Usi

ng M

edia

for

V20

,1:3

0Pr

ovid

es tr

aini

ng in

the

sele

ctio

n an

d us

e of

med

ia f

or le

arni

ng; i

nclu

des

all

Vir

gini

aL

earn

ing

form

s of

cur

rent

ly a

vaila

ble

med

ia; s

how

s pr

oper

util

izat

ion

met

hods

for

Poly

tech

.IT

S

(met

hodo

logy

)ea

ch f

orm

. (N

o FG

) 11

9821

Inst

.

11.

(con

tinuo

/ l)

Eng

inee

ring

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Bas

ic A

C C

ircu

itsV

29/

Prov

ides

theo

ry a

nd p

robl

em-s

olvi

ng te

chni

ques

for

ana

lyzi

ngT

exas

Wis

c. V

TA

E(e

lect

roni

cs)

VD

:9-2

9an

d ap

plyi

ng a

ltern

atin

g cu

rren

t cir

cuits

; exp

lain

s fu

ndam

enta

l con

cept

s,In

stru

men

tsla

ws,

and

term

inol

ogy.

(N

o FG

) 11

9811

Inte

grat

ed O

ptic

sV

22/

Intr

oduc

es th

e ap

proa

ch to

sig

nal p

roce

ssin

g an

d tr

ansm

issi

onsi

gnal

s ar

eU

. of

Del

.U

. of

Del

.(e

lec.

eng

inee

ring

):1

1-1b

carr

ied

by b

eam

s of

ligh

t and

cir

cuits

are

con

nect

ed b

y op

tical

wav

egui

des.

1197

9; R

ev. 1

9851

N.)

I

Fore

ign

Lan

guag

esac

irC

ours

eM

edM

RT

Des

crip

tion

Prod

ucer

Dis

trib

utor

iCon

vers

erno

s! -

- L

et's

V30

1:30

Tea

ches

beg

inni

ng c

onve

rsat

iona

l Spa

nish

; pro

vide

s la

ngua

ge a

nd c

onte

xt.

Palo

mar

Coa

st T

elec

ours

esT

alk

Inst

ruct

ors

prov

ide

cont

inuo

us a

sses

smen

t and

rei

nfor

cem

ent.

1198

81C

oll.

(Spa

nish

)

Des

tinos

"V

/A52

1:30

Intr

oduc

es S

pani

sh la

ngua

ge to

giv

e st

uden

ts f

ull c

omm

unic

ativ

e pr

ofic

ienc

y.W

GB

EI

PBS,

A/C

PB(S

pani

sh)

Cov

ers

basi

c st

ruct

ures

, lan

guag

e fu

nctio

ns, a

nd v

ocab

ular

y gr

oups

; inc

lude

scu

ltura

l con

text

. 119

921

Deu

tsch

Dir

ekt!

(Ger

man

)V

20/:2

5C

onsi

sts

of d

ocum

enta

ry m

ater

ial f

or g

ener

al c

ompr

ehen

sion

sup

plem

ente

dw

ith e

lem

ents

of

the

lang

uage

to b

e le

arne

d. C

over

s st

anda

rd v

isito

ren

coun

ters

and

var

ious

acc

ents

. 119

851

BB

CFi

lms

Inc.

Fren

ch I

n A

ctio

n I

& I

I*(F

renc

h)V

/A52

/:30

Com

bine

s vi

deo,

aud

io, a

nd p

rint

to te

ach

Fren

ch in

the

cont

ext o

f Fr

ench

-sp

eaki

ng c

ultu

res.

Lea

rner

s se

e an

d he

ar n

ativ

e sp

eake

rs in

tera

ctin

g in

fam

iliar

situ

atio

ns. 1

1987

1

Yal

e U

niv.

PBS,

A/C

PB

In I

talia

no(I

talia

n)26

1:30

Com

bine

s so

lid la

ngua

ge in

stru

ctio

n w

ith a

n in

trod

uctio

n to

ltal

y's

peop

le,

plac

es, h

isto

ry, c

usto

ms,

and

cul

ture

. Eac

h pr

ogra

m f

ocus

es o

n a

part

icul

aras

pect

of

the

lang

uage

. (A

dapt

ed f

rom

Ita

lian

Rad

io &

TV

and

Ita

lian

CC

CD

Coa

st T

elec

ours

esPB

S

Uni

vers

ity f

or F

orei

gner

s.)

IFal

l 199

21

Surv

ival

Spa

nish

(Spa

nish

)V

/A36

/:30

Intr

oduc

es c

onve

rsat

iona

l Spa

nish

; use

s di

alog

ues

to p

rese

nt o

r re

info

rce

key

phra

ses

and

gram

mat

ical

con

cept

s re

leva

nt to

the

conv

ersa

tion.

119

841

M-D

CC

M-D

CC

1*

Part

of

The

Ann

enbe

rg/C

PB C

olle

ctio

n(c

ontin

ued

SP)

I

Gov

ernm

ent/P

oliti

cal S

cien

ce/A

rea

Stud

ies

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Am

eric

an N

atio

nal

Gov

ernm

ent*

(pol

itica

l sci

ence

)

Am

eric

as*

(pol

itica

l sci

ence

)

A V

Chi

nese

: Ada

ptin

g th

eV

Past

, Fac

ing

the

Futu

re,

The (pol

itica

l sci

ence

)

Con

stitu

tion:

Tha

tD

elic

ate

Bal

ance

, The

*(p

oliti

cal s

cien

ce)

V

Dile

mm

as o

f W

ar a

ndA

Peac

e*(p

oliti

cal s

cien

ce)

Gov

ernm

ent b

y C

onse

ntV

(gov

ernm

ent)

Mid

dle

Eas

t, T

heV

(pol

itica

l sci

ence

)

Paci

fic

Cen

tury

, The

*V

(pol

itica

l sci

ence

) 17 C

12/:3

0In

trod

ucto

ry a

udio

-pri

nt c

ours

e. C

over

s th

e st

ruct

ure

of U

nite

d St

ates

Wis

c. P

ublic

The

Aud

io S

tore

gove

rnm

ent

its p

rinc

iple

s, p

roce

sses

, rel

atio

nshi

ps, a

nd in

stitu

tions

;R

adio

pres

ents

vie

ws

on th

e ro

le o

f go

vern

men

t. 11

9881

101:

60A

mul

tidis

cipl

inar

y st

udy

of th

e 20

th-c

entu

ry p

oliti

cal,

econ

omic

, soc

ial,

and

WC

B1-

1PB

S, A

/CPB

cultu

ral h

isto

ry o

f L

atin

Am

eric

a an

d th

e C

arib

bean

. Foc

uses

on

key

issu

esan

d ev

ents

in th

eir

deve

lopm

ent.

[ava

ilabl

e 19

931

261:

30Sh

ows

the

Chi

nese

peo

ple,

thei

r hi

stor

y, a

nd th

e st

rugg

les

they

fac

eN

VC

and

polit

ical

ly, s

ocia

lly, e

cono

mic

ally

, and

cul

tura

lly a

s th

ey a

ppro

ach

a ne

wC

PNce

ntur

y. U

ses

rece

nt C

NN

file

foo

tage

. (19

911

131:

60In

trod

uces

con

stitu

tiona

l rig

hts

and

publ

ic p

olic

y; in

clud

es s

uch

cont

rove

rsia

lis

sues

as

capi

tal p

unis

hmen

t, ab

ortio

n, a

nd n

atio

nal s

ecur

ity v

s. f

reed

om o

fth

e pr

ess.

119

841

131:

30In

trod

ucto

ry a

udio

-pri

nt c

ours

e. S

urve

ys th

e hi

stor

y of

war

and

pea

ce;

anal

yzes

the

orig

ins

and

caus

es o

f w

ar; r

evie

ws

sugg

este

d so

lutio

ns to

war

.11

9921

Col

umbi

aU

niv.

Med

iaan

d So

ciet

ySe

min

ars

Wis

c. P

ublic

Rad

io

PBS,

GPN

I'BS,

A/C

PB

The

Aud

io S

tore

Surv

eys

Uni

ted

Stat

es g

over

nmen

t; fo

cuse

s on

teac

hing

stu

dent

s ho

w to

DC

CC

D26

1:30

PBS,

Dal

las

acce

ssth

eir

gove

rnm

ent.

Com

bine

s po

litic

al s

cien

ce w

ith e

xam

ples

of

how

Tel

ecou

rses

stud

ents

invo

lve

them

selv

es in

gov

ernm

ent.

1198

91

141:

30A

ddre

sses

suc

h is

sues

as

wha

t is

the

Mid

dle

Eas

t, w

hat a

re th

e or

igin

s of

the

IUC

1UC

curr

ent p

oliti

cal c

ondi

tions

, and

wha

t lin

ks it

s di

spar

ate

ethn

ic, r

elig

ious

, and

polit

ical

gro

ups.

119

901

101:

60In

trod

uces

the

mod

ern

hist

ory,

eco

nom

ics,

pol

itics

, and

cul

ture

s of

the

Paci

fic

Paci

fic

Bas

in1.

13S,

A/C

PBB

asin

reg

ion;

exp

lore

s its

evo

lutio

n in

to a

pri

ncip

al p

oliti

cal/e

cono

mic

cen

ter.

Inst

.11

9921

177

* Pa

rt o

f T

he A

nnen

berg

/CPU

Col

lect

ion

tem

:61m

M 1

.1

Gov

ernm

ent/P

oliti

cal S

cien

ce/A

rea

Stud

ies

Cou

rse

Med

NII

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Que

st f

or P

eace

V30

1:29

Exp

lain

s th

e te

chni

cal,

mili

tary

, pol

itica

l, an

d m

oral

dile

mm

as o

f ac

hiev

ing

CC

CD

Coa

st T

elec

ours

es(p

oliti

cal s

cien

ce)

peac

e in

a n

ucle

ar a

ge; i

nclu

des

the

scie

ntif

ic e

ffec

ts o

f nu

clea

r w

ar a

ndpe

ace

in te

rms

of h

isto

ry a

nd p

sych

olog

y. f

1984

1T

his

Con

stitu

tion:

AV

51:2

8E

xplo

res

the

basi

c pr

inci

ples

and

inst

itutio

ns o

f co

nstit

utio

nal g

over

nmen

t;[U

CIU

CH

isto

ryem

phas

izes

his

tori

cal e

vent

s an

d pr

oces

ses

that

infl

uenc

e co

ntem

pora

ry(p

oliti

cal s

cien

ce)

inte

rpre

tatio

n of

the

Con

stitu

tion.

119

871

War

V8/

:60

Use

s do

cum

enta

ry f

ilm to

foc

us o

n th

e na

ture

, con

sequ

ence

s, a

nd f

utur

e of

KC

TS

&Fi

lms

Inc.

(pol

itica

l sci

ence

)m

oder

n w

arfa

re; a

rgue

s th

at w

ar is

out

date

d as

a w

ay to

set

tle d

ispu

tes

Nat

'l Fi

lmbe

twee

n na

tions

. 119

851

Boa

rd o

fC

anad

a

War

and

Pea

ce in

the

V13

/:60

Doc

umen

ts k

ey c

hapt

ers

in th

e st

ory

of th

e nu

clea

r ag

e; e

xplo

res

the

even

tsW

GB

H &

PBS,

A/C

PBN

ucle

ar A

ge"

of th

e pe

riod

and

the

unde

rlyi

ng is

sues

of

nucl

ear

polic

y, s

trat

egy,

and

CIT

V,

r (p

oliti

cal s

cien

ce)

tech

nolo

gy. 1

1988

1E

ngla

ndni

t)"

Part

of

The

Ann

enbe

rg/0

'B C

olle

ctio

n

1' f hi

lted

S)

Hea

lth

Cou

rse

Med

0/11

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Her

e's

to Y

our

Hea

lthV

26/:3

0E

xam

ines

toda

y's

heal

th is

sues

and

pre

sent

s co

ntem

pora

ry a

ppro

ache

s to

KE

RA

&PB

S, D

alla

s(p

erso

nal h

ealth

)m

aint

aini

ng g

ood

heal

th; f

ocus

es o

n su

ch to

pics

as

stre

ss, n

utri

tion,

and

DC

CC

DT

elec

ours

esse

xual

ly tr

ansm

itted

dis

ease

s. 1

1985

; Rev

. 199

21

Nut

ritio

n T

oday

*A

121:

30Pr

esen

ts b

asic

nut

ritio

n co

ncep

ts; i

nclu

des

nutr

ition

al n

eeds

and

ass

essm

ent,

Wis

c. P

ublic

The

Aud

io S

tore

(nut

ritio

n)w

eigh

t con

trol

, the

eff

ects

of

vari

ous

food

com

pone

nts

on h

ealth

, and

life

-R

adio

stag

e nu

triti

onal

con

cern

s. 1

1990

1

Subs

tanc

e A

buse

V24

/:59

Intr

oduc

es th

e ph

ysio

logi

cal a

nd s

ocio

logi

cal a

spec

ts o

f ps

ycho

trop

ic d

rug

Gov

erno

rsG

over

nors

Sta

te(d

rug

abus

e)ab

use

in c

onte

mpo

rary

soc

iety

; inc

lude

s hi

stor

ical

and

con

tem

pora

ry p

atte

rns

Stat

e U

niv.

Uni

v.of

abu

se. (

No

FG)

1198

81

17rS

* Pa

rt o

f T

he A

nnen

berg

/CPI

3 C

olle

ctio

n(c

ontin

uo!

I)

His

tory

Cou

rse

Med

ft/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Am

eric

a in

Per

spec

tive:

U.S

. His

tory

Sin

ce 1

877

(U.S

. his

tory

)

V26

7:30

His

tori

ans

and

eyew

itnes

ses

use

an a

naly

tical

fra

me

of r

efer

ence

to ju

dge

past

and

pre

sent

eve

nts.

Exp

lain

s ho

w a

nd w

hy th

e U

.S. i

s w

hat i

t is

toda

y;co

nnec

ts h

isto

ry to

ord

inar

y pe

ople

. 119

921

DC

CC

DPB

S, D

alla

sT

elec

ours

es

Am

eric

an A

dven

ture

,T

heV

267:

30Il

lust

rate

s ho

w w

ars

and

trea

ties,

ele

ctio

ns a

nd le

gisl

atio

n ha

ve a

ffec

ted

the

peop

le o

f th

e U

.S. f

rom

Col

umbi

an c

onta

ct to

the

Civ

il W

ar a

ndD

CC

CD

PBS,

Dal

las

Tel

ecou

rses

(U.S

. his

tory

)R

econ

stru

ctio

n. 1

1987

1

Am

eric

an H

isto

ry, 1

492-

A13

7:30

Exa

min

es s

eque

ntia

lly th

e 3o

cial

, eco

nom

ic, a

nd p

oliti

cal d

evel

opm

ent o

f th

eW

isc.

Pub

licT

he A

udio

Sto

re18

651

The

Ori

gin

and

U.S

. fro

m th

e E

nglis

h se

ttlem

ent a

t Jam

esto

wn

to th

e C

ivil

War

. 119

841

Rad

ioG

row

th o

f th

e U

nite

dSt

ates

(U.S

. his

tory

)

Am

eric

an H

isto

ry, 1

865

to th

e Pr

esen

t: T

heA

157:

30T

race

s se

quen

tially

the

soci

al, e

cono

mic

, and

pol

itica

l dev

elop

men

t of

the

U.S

. fro

m R

econ

stru

ctio

n to

the

pres

ent.

[198

6]W

isc.

Pub

licR

adio

The

Aud

io S

tore

Ori

gin

and

Gro

wth

of

the

Uni

ted

Stat

es*

(U.S

. his

tory

)

Am

eric

an S

outh

Com

esof

Age

, The

(U.S

. his

tory

)

V14

7:30

Exa

min

es th

e ec

onom

ic, s

ocia

l, an

d po

litic

al tr

ansf

orm

atio

n of

the

Sout

h si

nce

Wor

ld W

ar 1

1 an

d pl

aces

thos

e ch

ange

s w

ithin

the

hist

ory

of th

e re

gion

and

the

natio

n. 1

1985

]

U. o

f So

.C

arol

ina

&SC

ET

V

SCE

TV

Civ

il W

ar, T

heV

97U

ses

arch

ival

pho

togr

aphs

to p

rese

nt th

e en

tire

swee

p of

the

Civ

il W

ar f

rom

Flor

entin

ePB

S(U

.S. h

isto

ry)

vari

esth

e ba

ttlef

ield

s to

the

hom

efro

nts

and

from

the

caus

es o

f th

e w

ar to

Lin

coln

'sas

sass

inat

ion.

119

901

Film

s &

WE

TA

Eye

s on

the

Priz

e I

& I

I(U

.S. h

isto

ry)

V14

/:60

Pres

ents

a c

ompr

ehen

sive

his

tory

of

the

peop

le, s

tori

es, e

vent

s, a

nd is

sues

of

the

civi

l rig

hts

stru

ggle

in A

mer

ica

from

Wor

ld W

ar I

I to

the

pres

ent.

1198

6B

lack

side

,ln

c.PB

S

& 1

9891

krt o

f T

he A

nnen

berg

/CPB

Col

lect

ion

1.44

.

(con

tinue

dS)

4.1

cn

His

tory

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Leg

acie

s: A

nIn

trod

uctio

n to

the

His

tory

of

Wom

en a

ndth

e Fa

mily

in A

mer

ica

1607

-187

0*(w

omen

's s

tudi

es)

Vie

tnam

: A T

elev

isio

nH

isto

ry(U

.S. h

isto

ry)

Wor

ld: A

Tel

evis

ion

His

tory

, The

(wor

ld h

isto

ry)

182

A18

/:30

Intr

oduc

tory

aud

io-p

rint

cou

rse.

Inc

lude

s ho

w th

e ex

peri

ence

of

slav

ery

was

Publ

ic M

edia

A/C

PBdi

ffer

ent f

or m

en a

nd w

omen

; the

rel

atio

nshi

p be

twee

n ch

ange

s in

mar

riag

eFo

und.

and

larg

er h

isto

rica

l dev

elop

men

ts. 1

1987

1

V V

13/:6

0E

xam

ines

the

hist

oric

al a

nd p

oliti

cal c

onte

xt o

f th

e V

ietn

am e

raits

cau

ses,

reco

rd, a

nd in

flue

nce;

pro

vide

s ba

ckgr

ound

on

Vie

tnam

and

its

peop

le f

rom

1945

to 1

975.

119

831

261:

30O

ffer

s a

glob

al a

nd g

eogr

aphi

cal v

iew

of

hum

an h

isto

ry; i

nclu

des

the

deve

lopm

ent o

f A

fric

a, th

e U

.S.,

and

Rus

sia,

and

the

impa

ct o

f th

e gr

eat

relig

ions

and

var

ious

em

pire

s. 1

1986

1

WG

BH

PBS,

Film

Inc

.

SCE

TV

Sr

SCE

TV

Gol

dcre

stFi

lms

Part

of

The

Ann

enbe

rg/C

PB C

olle

ctio

n(a

mtim

ieda

)

Mat

hem

atic

s

Cou

rse

Med

#IR

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Aga

inst

All

Odd

s: I

nsid

e V

Stat

istic

s(s

tatis

tics)

Col

lege

Alg

ebra

*(a

lgeb

ra)

Col

lege

Alg

ebra

: In

Sim

ples

t Ter

ms*

(alg

ebra

)

For

All

Prac

tical

Purp

oses

*(m

athe

mat

ics)

cr,

Prin

cipl

es o

f St

atis

tics*

(sta

tistic

s)

1E.;

26/:3

0In

trod

uces

sta

tistic

al p

roce

sses

; em

phas

izes

the

impo

rtan

ce o

f co

llect

ing

and

desc

ribi

ng d

ata

rath

er th

an u

sing

the

path

fro

m p

roba

bilit

y to

for

mal

infe

renc

e. 1

1989

1

A12

1:30

An

audi

o-pr

int c

ours

e; p

rovi

des

a lin

k be

twee

n m

any

mat

hem

atic

al p

robl

em-

solv

ing

tech

niqu

es a

nd th

e m

ore

abst

ract

con

cept

s re

quir

ed in

cal

culu

s. [

1987

;R

ev. 1

9901

V26

/:30

Intr

oduc

es th

e co

ncep

ts a

nd p

ract

ical

, rea

l-lif

e ap

plic

atio

ns o

f al

gebr

a; ta

kes

stud

ents

ste

p-by

-ste

p to

a th

orou

gh w

orki

ng k

now

ledg

e. [

1991

1

V26

1:30

Subt

itled

"In

trod

uctio

n to

Con

tem

pora

ry M

athe

mat

ics.

" E

xplo

res

mat

hem

atic

sap

plic

atio

ns in

dif

fere

nt f

ield

s; in

clud

es m

anag

emen

t sci

ence

, sta

tistic

s, s

ize

and

shap

e, a

nd c

ompu

ter

scie

nce.

[19

871

CO

MA

PPB

S, A

/CPB

Wis

c. P

ublic

The

Aud

io S

tore

Rad

io

CO

MA

PPB

S, A

/CPB

CO

MA

PPB

S, A

/CPB

A12

1:30

Intr

oduc

es k

ey c

once

pts

of e

xper

imen

tatio

n, in

fere

nce

from

dat

a se

ts, a

ndW

isc.

Pub

licT

he A

udio

Sto

rede

cisi

on m

akin

g; il

lust

rate

s m

ain

issu

es a

nd b

asic

tech

niqu

es o

f m

oder

nR

adio

stat

istic

s. 1

1991

1

* Pa

rt o

f T

he A

nnen

berg

/CPB

Col

lect

ion

C I

" U(c

ontin

ued

le)

Phys

ical

Sci

ence

s

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

er

Ear

th E

xplo

red,

The

(geo

logy

)

Ear

th R

evea

led:

Intr

oduc

tory

Geo

logy

*(g

eolo

gy)

Liv

ing

Plan

et, T

he(e

nvir

onm

enta

l sci

ence

)

Mec

hani

cal U

nive

rse,

The

*(p

hysi

cs)

Mec

hani

cal U

nive

rse

&B

eyon

d, T

he*

(phy

sics

)

Oce

anus

: The

Mar

ine

Env

iron

men

t(o

cean

ogra

phy)

Plan

et E

arth

*(E

arth

sci

ence

)

Prot

ect:

Uni

vers

e(a

stro

nom

y)

14/:3

0In

trod

uces

the

forc

es th

at s

hape

d an

d co

ntin

ue to

sha

pe th

e E

arth

fro

m th

eto

p of

the

Alp

s to

the

botto

m o

f D

eath

Val

ley;

pro

vide

s an

"in

tern

atio

nal

fiel

d tr

ip."

[19

84]

26/:3

0St

udie

s th

e E

arth

's p

hysi

cal p

roce

sses

and

pro

pert

ies;

em

phas

izes

the

scie

ntif

ic th

eori

es b

ehin

d ge

olog

ical

pri

ncip

les.

Pre

sent

sdr

amat

icfo

rces

as

wel

l as

mor

e su

btle

, eve

r-pr

esen

t one

s. 1

1992

]

121:

55T

race

s E

arth

's c

hang

ing

face

ove

r th

e m

illen

nia

in c

ycle

s of

cre

atio

n an

dde

stru

ctio

n; e

mph

asiz

es h

ow o

rgan

ism

s ad

apt t

o th

eir

phys

ical

sur

roun

ding

s.(N

o FO

119

841

26/:3

0in

trod

uces

phy

sics

; use

s co

mpu

ter

anim

atio

n, s

cien

tific

exp

erim

ents

, and

othe

r vi

sual

tech

niqu

es to

teac

h cl

assi

cal m

echa

nics

; inc

lude

s ne

cess

ary

calc

ulus

inst

ruct

ion.

[19

851

261:

30Fo

cuse

s on

ele

ctri

city

and

mag

netis

m, r

elat

ivity

, wav

es a

nd o

ptic

s, h

eat a

ndth

erm

odyn

amic

s, a

nd m

oder

n ph

ysic

s; in

clud

es h

isto

rica

l ree

nact

men

ts.

1198

61

30/:3

0In

trod

uces

the

know

ledg

e, th

eori

es, a

nd p

redi

ctio

ns o

f N

orth

Am

eric

a's

lead

ing

ocea

nogr

aphe

rs; f

ocus

es o

n th

e m

arin

e en

viro

nmen

t as

a un

ique

feat

ure

of th

e pl

anet

Ear

th. [

1980

]

71:6

0In

trod

uces

Ear

th's

inte

rior

, oce

ans,

con

tinen

ts, m

ount

ains

and

vol

cano

es,

oren

ergy

and

min

eral

res

ourc

es, c

limat

e, s

un, a

nd a

tmos

pher

e. E

xper

ts s

hare

141:

30th

eori

es, m

odel

s, a

nd o

pini

ons.

119

851

301:

30In

trod

uces

ast

rono

my.

Exa

min

es th

e or

igin

, cha

ract

eris

tics,

and

evo

lutio

n of

the

sola

r sy

stem

, the

sta

rs, t

he g

alax

ies,

and

the

univ

erse

; inc

lude

ssp

ecul

ativ

e th

eori

es. 1

1978

; Rev

. 198

31

10/:6

0D

escr

ibes

the

thre

ats

that

dif

fere

nt n

atur

al s

yste

ms

face

in th

e gl

obal

envi

ronm

ent;

expl

ains

the

scie

nces

invo

lved

; dis

sect

s th

e co

nnec

tions

that

bind

hum

ans

to th

e en

viro

nmen

t. 11

9901

26/:3

0St

ress

es a

hum

anis

tic a

ppro

ach

to c

hem

istr

y th

at d

e-em

phas

izes

mat

hem

atic

al p

robl

em s

olvi

ng; p

rese

nts

chem

ical

pri

ncip

les,

fac

ts, a

ndth

eori

es; i

nclu

des

chem

istr

y's

hist

oric

al f

ound

atio

ns. 1

1989

1

Rac

e to

Sav

e th

e Pl

anet

*V

(env

iron

men

tal s

cien

ce)

Wor

ld o

f C

hem

istr

y,T

he*

(che

mis

try)

BB

C &

KR

MA

Dis

trib

utor

PBS

INT

EL

EC

OM

PB

S, A

/CPB

,IN

TE

LE

CO

M

BB

C &

Tim

e-L

ife

Cal

. Tec

h &

INT

EL

EC

OM

Cal

. Tec

h &

INT

EL

EC

OM

INT

EL

EC

OM

WQ

ED

CC

CD

&IN

TE

LE

CO

M

WG

BH

U. o

f M

d.&

EFC

Am

bros

e V

ideo

PBS,

A/C

PB,

INT

EL

EC

OM

PBS,

A/C

PB,

INT

EL

EC

OM

INT

EL

EC

OM

PBS,

A/C

PB

Coa

st T

elec

ours

es

PBS,

AIC

PB

PBS,

A /C

PB

" Pa

rt o

f T

he A

nnen

berg

/CPB

Col

lect

ion

(con

tinue

d 10

)

18C

187

Soci

al S

cien

ces

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Adu

lt Y

ears

: Con

tinui

tyV

and

Cha

nge,

The

(psy

chol

ogy)

Beh

avio

ur. D

istu

rbin

gV

and

Dis

turb

ed(p

sych

olog

y)

Chi

ld A

buse

and

Neg

lect

V(s

ocio

logy

)

opLo

Dis

cove

ring

Psy

chol

ogy*

V(p

sych

olog

y)

Face

s of

Cul

ture

(cul

tura

l ant

hrop

olog

y)V

In th

e N

ame

of J

ustic

eV

(cri

min

olog

y)

Intr

oduc

tion

toPs

ycho

logy

*(p

sych

olog

y)

Intr

oduc

tion

toSo

ciol

ogy*

( so

ciol

ogy) 't

A

71:2

8In

trod

uces

the

adul

t yea

rs a

s a

com

plex

and

var

iabl

e pr

oces

sra

ther

than

an

orde

rly

sequ

ence

of

pred

icta

ble

stag

es; c

over

s th

e se

lf,

rela

tions

hips

, and

the

adul

t as

wor

ker

and

lear

ner.

119

85;

Rev

. 199

21

13/:6

0In

trod

uces

bas

ic p

sych

opat

holo

gy: i

ts c

ause

s an

d co

rrel

ates

, sig

ns a

ndsy

mpt

oms,

and

met

hods

of

trea

tmen

t; em

phas

izes

the

com

mun

ity a

spec

t of

abno

rmal

beh

avio

r. 1

1988

1

10/:3

0Su

rvey

s ba

sic

conc

epts

and

pre

sent

s hi

stor

ical

ove

rvie

w o

f th

e pr

oble

m o

fab

used

and

neg

lect

ed c

hild

ren;

cov

ers

the

need

s an

d ri

ghts

of

such

chi

ldre

nw

ithin

the

fam

ily. (

No

Ft)

1198

31

26/3

0In

trod

uces

the

fund

amen

tal p

rinc

iple

s an

d m

ajor

con

cept

s of

psy

chol

ogy;

incl

udes

bra

in a

nd b

ehav

ior,

life

-spa

n de

velo

pmen

t, ps

ycho

path

olog

y an

dth

erap

y, a

nd m

etho

dolo

gy. 1

1989

1

261:

30In

trod

uces

cul

tura

l ant

hrop

olog

y; h

ighl

ight

s m

ajor

life

styl

es f

rom

aro

und

the

wor

ld; i

llust

rate

s hu

man

ada

ptat

ion

to th

e en

viro

nmen

t fro

m th

e be

ginn

ings

of th

e hu

man

spe

cies

to th

e pr

esen

t. 11

9831

13/:6

0E

xplo

res

the

issu

es a

nd p

roce

sses

of

the

crim

inal

just

ice

syst

em; e

xam

ines

tech

niqu

es f

or p

reve

ntio

n an

d re

habi

litat

ion

and

the

bala

nce

betw

een

indi

vidu

al r

ight

s an

d pu

blic

saf

ety.

119

841

Ohi

o U

niv.

IUC

& I

UC

Wilf

rid

Mag

ic L

ante

rnL

auri

er U

niv.

U. o

f M

inn.

CPN

WG

131-

1PB

S, A

/CPB

CC

CD

PBS,

Coa

stT

elec

ours

es

Wilf

rid

Mag

ic L

ante

rnL

auri

er U

niv.

13/:3

0In

trod

ucto

ry a

udio

-pri

nt c

ours

e. P

rovi

des

a br

oad,

gen

eral

ove

rvie

w o

n th

eU

. of

Min

n.A

/CPB

com

plex

ity o

f hu

man

thou

ght a

nd b

ehav

ior;

em

phas

izes

bot

h th

eory

and

appl

icat

ion.

(N

o FC

) 11

9841

A13

1:30

Intr

oduc

tory

aud

io-p

rint

cou

rse.

Exa

min

es h

uman

soc

ial r

elat

ions

hips

and

Wis

c. P

ublic

The

Aud

io S

tore

soci

al s

truc

ture

s; e

mph

asiz

es b

asic

con

cept

s, p

rinc

iple

s, a

nd m

etho

ds. (

No

Rad

ioFG

) 11

9841

* Pa

rt o

f T

he A

nnen

berg

/CPB

Col

lect

ion

Mou

tiiiit

ed le

t

Soci

al S

cien

ces

Cou

rse

Med

NA

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Lan

d, L

ocat

ion,

and

VC

ultu

re: A

n In

trod

uctio

nto

Geo

grap

hy(g

eogr

aphy

)M

arri

age

and

the

AFa

mily

*(s

ocio

logy

)

Out

of

the

Past

: An

VIn

trod

uctio

n to

Arc

haeo

logy

*(a

rcha

eolo

gy/ a

n th

ro-

polo

gy)

Port

rait

of a

Fam

ilyV

(soc

iolo

gy)

Psyc

holo

gy: T

he S

tudy

V

of H

uman

Beh

avio

r(p

sych

olog

y)

Rur

al C

omm

uniti

es:

V

Leg

acy

and

Cha

nge

(soc

iolo

gy)

Seas

ons

of L

ife

V

(psy

chol

ogy)

A

Soci

al P

sych

olog

yV

(psy

chol

ogy)

12 /:

56E

xplo

res

the

fund

amen

tal p

ersp

ectiv

es o

f m

odem

geo

grap

hy; c

over

s su

chis

sues

as

the

inte

ract

ion

betw

een

peop

le a

nd th

e en

viro

nmen

t and

geog

raph

y's

effe

ct o

n hu

man

beh

avio

r. 1

1991

1

13/:3

0A

n au

dio-

prin

t cou

rse.

Cov

ers

defi

nitio

ns a

nd v

arie

ties

of U

.S. f

amili

es;

expl

ores

the

fam

ily li

fe c

ycle

fro

m m

ate

sele

ctio

n to

par

entin

g; d

iscu

sses

Rad

iopr

oble

m a

reas

in th

e U

.S. f

amily

. 119

871

Wilf

rid

TV

Ont

ario

, Mag

icL

auri

er U

niv.

Lan

tern

Wis

c. P

ublic

The

Aud

io S

tore

8/:6

0St

uden

ts e

xplo

re h

ow a

rcha

eolo

gist

s re

cons

truc

t anc

ient

soc

ietie

s an

d ex

plai

nPS

U &

how

and

why

they

evo

lved

. Use

s a

broa

dly

com

para

tive

pers

pect

ive

toW

QE

Dill

ustr

ate

how

arc

haeo

logy

and

ant

hrop

olog

y in

tera

ct. [

avai

labl

e 19

931

26/:3

0L

ooks

clo

sely

at m

arri

age,

fam

ily, a

nd a

ltern

ativ

e lif

esty

les

at th

e cl

ose

of th

e20

th c

entu

ry; b

alan

ces

rese

arch

and

theo

ry; e

xam

ines

per

sona

l cho

ice.

119

881

26/:3

[)In

trod

uces

bas

ic p

sych

olog

y: f

acts

, the

orie

s, p

ersp

ectiv

es, a

nd te

rmin

olog

y;ex

plor

es th

e ev

eryd

ay a

pplic

atio

ns a

nd im

plic

atio

ns o

f ps

ycho

logy

. 119

90]

13/:6

0A

ddre

sses

the

chal

leng

es f

acin

g ru

ral A

mer

ica

by tr

avel

ing

to 1

5 ru

ral

regi

ons

and

exam

inin

g va

riou

s fa

cets

of

com

mun

ity li

fe. E

xplo

res

deci

sion

son

how

muc

h ch

ange

is a

ccep

tabl

e an

d ne

cess

ary.

119

921

5/:6

0In

trod

uces

life

-spa

n ps

ycho

logy

. Exa

min

es s

igni

fica

nt e

vent

s fr

om in

fanc

y26

/:30

and

earl

y ch

ildho

od to

ado

lece

nce,

ear

ly a

nd m

iddl

e ad

ulth

ood,

and

late

adul

thoo

d. 1

1989

1

8/:3

0Su

rvey

s th

e fi

eld

of s

ocia

l psy

chol

ogy.

Exp

lore

s m

ajor

topi

cs in

clud

ing

com

mun

icat

ion,

fri

ends

hip,

pre

judi

ce, c

onfo

rmity

, lea

ders

hip,

rio

ts, a

ndhe

lpin

g ot

hers

. 119

891

PBS,

A/C

PB

INT

EL

EC

OM

PB

S, I

NT

EL

EC

OM

CC

CD

Coa

st T

elec

ours

es

Ohi

o U

niv.

PBS,

A/C

I'B

U. o

f M

ich.

PBS,

A/C

PB&

WQ

ED

IUC

IUC

Part

of

The

Ann

enbe

rg/C

PB C

olle

ctio

n(c

ontin

ued

1;:G

4 n

0

Soci

al S

cien

ces

Cou

rse

Med

#/R

TD

escr

iptio

nPr

oduc

erD

istr

ibut

or

Soci

olog

ical

Im

agin

atio

n, V

The (soc

iolo

gy)

Stor

y of

Dev

elop

men

t,V

The

(psy

chol

ogy)

Tim

e to

Gro

w(p

sych

olog

y)

Tow

ard

anU

nder

stan

ding

of

Chi

ldSe

xual

Abu

se(p

sych

olog

y)

V V

Wor

ld o

f A

bnor

mal

VPs

ycho

logy

, The

'(p

sych

olog

y)

Wor

lds

of C

hild

hood

V(p

sych

olog

y)

1E'

26/:3

0In

trod

uces

gro

ups,

com

mun

ities

, ins

titut

ions

, and

soc

ial s

ituat

ions

that

illus

trat

e m

ajor

soc

iolo

gica

l con

cept

s. D

ocum

enta

ry s

truc

ture

cov

ers

such

issu

es a

s so

cial

con

trol

and

edu

catio

n. 1

1991

1

121:

60E

xplo

res

child

and

ado

lesc

ent b

iolo

gica

l, co

gniti

ve, a

nd s

ocia

l dev

elop

men

t;pr

esen

ts th

e pr

oces

ses

that

sha

pe th

e jo

urne

y fr

om in

fanc

y to

ado

lesc

ence

;bl

ends

theo

ry a

nd il

lust

ratio

ns. 1

1988

1

Add

ress

es a

ll as

pect

s of

chi

ldre

n's

phys

ical

, cog

nitiv

e, a

nd p

sych

osoc

ial

deve

lopm

ent;

incl

udes

rec

ent t

heor

etic

al a

nd a

pplie

d pe

rspe

ctiv

es o

n ca

ring

for

and

wor

king

with

chi

ldre

n. [F

all 1

992]

26/3

0

10/:3

1)O

ffers

a c

ompr

ehen

sive

vie

w o

f chi

ld s

exua

l abu

se; t

race

s th

e hi

stor

y of

chi

ldse

xual

abu

se a

nd p

edop

hilia

; add

ress

es id

entif

icat

ion,

inte

rven

tion,

trea

tmen

t,an

d pr

even

tion.

119

911

131:

60E

xplo

res

the

com

plex

cau

ses,

man

ifest

atio

ns, a

nd tr

eatm

ent o

f com

mon

beha

vior

dis

orde

rs; s

how

s ab

norm

al b

ehav

iors

alo

ng a

con

tinuu

m fr

omfu

nctio

nal t

o dy

sfun

ctio

nal.

1199

21

24/:3

0E

xplo

res

the

lives

of c

hild

ren

grow

ing

up in

div

erse

soc

ial,

econ

omic

, and

cultu

ral c

ondi

tions

aro

und

the

wor

ld; e

mph

asiz

es h

ow c

hild

ren

activ

ely

shap

e th

eir

man

y so

cial

inte

ract

ions

. 119

921

DC

CC

DP

BS

, Dal

las

Tel

ecou

rses

Wilf

ridM

agic

Lan

tern

Laur

ier

Uni

v.

CC

CD

&C

oast

Tel

ecou

rses

INT

ELE

CO

M

U. o

f Min

n.G

PN

AH

P &

TLC

IP

BS

, A/C

PB

Geo

ffP

BS

, GP

NI i

aine

s-S

tiles

l'rod

. and

NV

CI

1.1

(con

tinue

d 11

)

Directory of Producers

(A1-11')Alvin H. Perlmutter, Inc.45 West 45th St.New York, NY 10036

Antenne 2 TV/France5, Avenue De VillarsParis, France 75007

Bay Area Comm. Coll. TVConsortium(No longer operating.)

Blackside, Inc.486 Shawmut Ave.Boston, MA 02118

(BBC)British Broadcasting Corp.EnterprisesWoodlands80 Wood Ln.London, England W12 On

California Institute ofTechnologyMechanical Universe Project305 South Hill Ave.Pasadena, CA 91104.

(CITY)Central Independent TV, England35-38 Portman SquareLondon, England WIA 2112

(CCCD)Coast Community College District11460 Warner Ave.Fountain Valley, CA92708-2597

College of San Mateo1700 West Hillsdale Blvd.San Mateo, CA 94402

Columbia University-GraduateSchool of JournalismMedia and Society Sem Jars475 Riverside Dr., Suite 248New York, NY 10115

(COMAP)Consortium for Mathematics andIts Application, Inc.57 Bedford, Suite 210Lexington, MA 02173

iDCCCD)Dallas County Community CollegeDistrict9596 Walnut St.Dallas, TX 75243-2112

(EFC)Educational Film Center5101-F Back lick Rd.Annandale, VA 22003

Florentine FilmsMaple Grove Rd.PO Box 613Walpole, NH 03608

Florida Junior College/JacksonvilleJacksonville, FL 32202

Geoff Haines-Stiles Productions41 Rowan Rd.Summit, NJ 07901

Goldcrest Films444 Madison Ave.New York, NY 10022

Governors State UniversityCommunications ServicesUniversity Park, IL 60466

(GPN)Great Plains NationalP.O. Box 80669Lincoln, NE 68501-0669

Humber College of Applied Arts& Technology205 Humber College Blvd.Rexdale, Ontario M9W 5L9

(INTELECOM)Southern California Consortiumfor Community College Television150 E. Colorado Blvd., Suite 300Pasadena, CA 91105

(IVOInternational UniversityConsortiumThe University of MarylandUniversity CollegeUniversity Blvd. at Ade 1phi Rd.College Park, MD 20742-1612

KCTS401 Mercer St.Seattle, WA 98109

KERA3000 Harry Hines Blvd.Dallas, TX 75201

Kirkwood Community CollegeP.O. Box 2068Cedar Rapids, [A 52406

KOCE15751 Cothard St.Huntington Beach, CA 92647

KRMA1261 Glenarm Pl.Denver, CO 80204-9972

MacNeil-Lehrer Productions356 West 58th St.New York, NY W019

(MD-ITV)Maryland Instructional Television11767 Owings Mills Blvd.Owings Mills, MD21117-1499

(M-DCC)Miami-Dade Community CollegeProduct Development andDistribution11011 SW 104th St., Rm. 1009Miami, FL 33176-3393

(MATC)Milwaukee Area Technical CollegeCollege of the Air700 West State St.Milwaukee, WI 53233

Mythology Ltd.110 Sunnyside Ave.Piedmont, CA 94611

National Film Poard of Canada16th Floor1251 Avenue of the AmericasNew York, NY 10020

(NVC1)National Video Con munications,Inc.P.O. Box 254Charlevoix, MI 4972(1

141

194

-ur

The New York Center for VisualHistory625 Broadway, 12th FloorNew York, NY 10012

Ohio UniversityTelecommunications Center9 S. College St.Athens, OH 45701

Open Learning Agency, B.C.7671 Alder Bridge WayRichmond, British ColumbiaV6X 129

The Pacific Basin Institute7 East Mission St., Suite CSanta Barbara, CA 93101

Palomar Coltege1140 West Mission Rd.San Marcos, CA 92069-1487

WSWThe Pennsylvania State UniversityWagner AnnexUniversity Park, PA 16802

Public Media Foundation74 Joy St.Boston, MA 02114

Simon Fraser UniversityContinuing StudiesBurnaby, BC V5i 1S6

Soma Film Productions343 Car law Ave., Suite 200Toronto, Ontario M4M 2T1

(SCETV)South Carolina ETVMarketingPO. Drawer LColumbia, SC 29205

Texas InstrumentsPO Box 655474Mail Station 439Dallas, TX 75265

Thames Television International149 Tottenham Court Rd.London, England W1P 911

Time-LifeDept. TV1450 East Parham Rd.Richmond, VA 23280

(TLC)Toby LevineCommunications, Inc.Suite 13047910 Woodmont Ave.Bethesda, MD 20814

TVOntarioSuite 3081140 Kildare Farm Rd.Cary, NC 27511

University of DelawareDivision of Continuing EducationJohn M. Clayton HallNewark, DE 19716-7410

University of Maryland-CollegeParkDepartment of ChemistryCollege Park, MD 20742

The University of Michigan -DearbornCollege of Arts, Sciences,and LettersDept. of Behavioral SciencesDearborn, MI 48128

University of MinnesotaDept. of Independent Study45 Weshrook Hall77 Pleasant St., S.E.Minneapolis, MN 55435

University of South CarolinaDistance Education915 Gregg St.Columbia, SC 29208

University of South FloridaTampa, FL 33620

(UWEX)University of Wisconsin -Extension821 University Ave.Madison, WI 53706

Virginia Polytechnic InstituteLearning Resource CenterBlacksburg, VA 24061

WETA3700 South Four MileRun Dr,Arlington, VA 22206

WGBli125 Western Ave.Boston, MA 02134

WHA-TV821 University Ave.Madison, WI 53706

Wilfrid Laurier UniversityTelecollege Productions75 University Ave.Waterloo, Ontario M2L 3C6

Wisconsin Public Radio821 University Ave.Madison, WI 53706

V/NETEducational Division356 West 58th St.New York, NY 10019

WQED4802 Fifth Ave.Pittsburgh, PA 15213

WTTIN5400 North St. Louis Ave.Chicago, IL 60625

Yale UniversityYale Language Laboratory111 Grove St.New Haven, CT 06511

142

195

Directory of Distributors

Ambrose Video Publishing, Inc.1290 Avenue of the Americas,Suite 2245New York, NY 101041 (800) 843-0048

(A/CPB)The Annenberg/CPB CollectionPO Box 2345S. Burlington, VT 05407-23451 (800) LEARNER

The Audio Store975 Observatory Dr.Madison, WI 53706I (800) 97 -AUDIO

Coast Telecourses11460 Warner Ave.Fountain Valley, CA 92708-2597(714) 241-6109

Dallas Telecourses9596 Walnut St.Dallas, TX 75243-2112(214) 952-0333

Films Incorporated5547 N. Ravenswood Ave.Chicago, IL 60640-11991 0300) 323-4222

Governors State UniversityCommunications ServicesUniversity Park, EL 60466(708) 534-4096

(GI'N)Great Plains NationalP.O. Box 80669Lincoln, NE 68501-06691 (800) 225-4630

(INTELECOM)Southern California Consortiumfor Community College Television150 East Colorado Blvd., Ste. 300Pasadena, CA 91105(816) 796-730(1

(ITS)International TelecommunicationServices Inc2492 Freetown Dr.Reston, VA 22091(703) 476-4468

(IUC)International UniversityConsortiumThe University of MarylandUniversity CollegeUniversity Blvd. at Adeiphi Rd.College Park, MD 20742-1612(410) 581-4025

Kirkwood Community CollegeP.O. Box 2068Cedar Rapids, IA 52406(319) 398-5481

Magic Lantern CommunicationsLtd.#38-775 Pacific Rd.Oakville, Ontario L6L 6M4(416) 827-1155

(MPT)Maryland Public Television11767 Owings Mills Blvd.Owings. Mills, MD 21117-1499(301) 356-5600

(M-DCC)Miami-Dade Community CollegeProduct Development andDistribution11011 SW 104th St., Rm. 1009Miami, FL 33176-3393(305) 237-2158

Ohio UniversityTelecommunications Center9 S. College St.Athens, OH 45701(614) 593-1771

(PBS)Public Broadcasting ServiceAdult Learning Service1320 Braddock Pl.Alexandria, VA 22314-1698(703) 739-5361

San Mateo County CommunityCollege District1700 West Hillsdale Blvd.San Mateo, CA 94402(415) 574-6600

(SCETV)South Carolina ETV MarketingPD. Drawer LColumbia, SC 29205(803) 737-3200

TVOntarioSuite 3081140 Kildare Farm Rd.Cary; NC 27511(919) 380-0747

University of DelawareDivision of Continuing EducationJohn M. Clayton HallNewark, DE 19716-7410(302) 831-1114

University of MinnesotaDept. of Independent Study45 Wesbrook Hall77 Pleasant Street S.E.Minneapolis, MN 55455(612) 624-1669

(VTAE)The Wisconsin Foundation forVocational, Technical & AdultEducation, Inc.2564 Branch St.Middleton, WI 53562(608) 831-6313

143196

Appendix 1. Resources

The following list of resources is intended to provide a start on finding documents andhandbooks that may be helpful in planning your distance degree programs. Many ofthese documents themselves have wonderful reference and resource sections includedin them. We see this as only a snapshot of what is available at this time and whatwe have learned about to date. You should regularly update the list for your own use,and we hope you'll keep us informed about new resources that you've found useful.

AUTHOR: Albright, MichaelTITLE: It's Time to Rethink Instructional Technology Service in Higher Education.DATE: 1989SOURCE: TechT rends, vol.34, no.5 (Oct.), pp.40-45.

This discussion of the role of instructional technology in higher educationhighlights a model for Integrated Instructional Technology Service (IITS).Topics include instructional development, faculty development, learningresources, media development, instructional telecommunications, instructionalcomputing, research and evaluation, and the relationship of the library andcomputer center to the IITS model.

AUTHOR: American Council on Education Center for Adult Learning and EducationalCredentials and The Alliance: An Association for Alternative DegreePrograms for Adults

TITLE: Principles of Good Practice for Alternative and External Degree Programs forAdults.

DATE: 1990SOURCE: Washington, DC: American Council on Education

An overview and expanded discussion of the principles of good practice withsections on mission statement, personnel, learning outcomes, learningexperiences, assessment, student services, program administration, andprogram evaluation.

AUTHOR: Anadam, Kama laTITLE: instructional Technology 15 Years Later: What Has Happened, What Has

Not?DATE: 1989SOURCE: Community, Technical, and Junior College Journal, vol.60, no.2 (Oct.-Nov.), pp.28-

35.

Draws from site visits to 50 two-year colleges to identify computerapplications in instruction, services to disabled students, and testing anddistance education. Discusses areas in which computer technology has notbeen used to its full potential.

(

AUTHOR: Aslanian, Carol B.; Brickell, Henry M.TITLE: Americans in Transition: Life Changes as Reasons for Adult Learning.DATE: 1980SOURCE: New York: College Entrance Examination Board

Reports the findings of a two-year national College Board survey of 2,000Americans 25 years of age and older designed to determine why, when, andwhat they learn.

AUTHOR: Association of College and Research Libraries Task Force to Review theGuidelines for Extended Campus Library Services

TITLE: ACRL Guidelines for Extended Campus Library Services.DATE: 1990SOURCE: College and Research Library News, April.

A revision of a previous publication; approved by the ALA StandardsCommittee at the 1990 Annual Conference.

AUTHOR: Bates, A.W.TITLE: Application of New Technologies (Including Computers) in Distance Education:

Implications for the Training of Distance Educators.DATE: 1990SOURCE: Report available from ERIC - document #ED333893

This paper, from the Open Learning Agency, Vancouver, British Columbia,analyzes the impact of technology change on distance education and theimplications for training and distance education staff development.

AUTHOR: Bates, A.W.TITLE: Interactivity as a Criterion for Media Selection in Distance Education.DATE: 1990SOURCE: Report available from ERIC - document #ED329245

This paper discusses the different levels of decision-making regarding mediaselection and technology use in distance education and suggests a set ofcriteria and procedures that are practical yet rigorous. Interactivity is oneof the main criteria proposed, and the value and meaning of interaction andinteractivity in a distance education context are discussed.

146

1 PP

AUTHOR: Bates, A.W.TITLE: The Challenge of Technology for European Distance Education: IET Papers in

Broadcasting No. 288.DATE: 1989SOURCE: Report available from ERIC - document #ED318424

Internal challenges are identified as: the need for clearly defined policiesregarding transporter activities; low use of technology in member institutions;communications among member institutions (postal services, courier services,telephone, telefacsimile, face-to-face meetings, and audioconferencing); jointcourse production; transborder delivery of courses; and course design anddelivery in Europe.

AUTHOR: Beaudoin, MichaelTITLE: The Instructor's Changing Role in Distance Education.DATE: 1990SOURCE: The American Journal of Distance Education, vol.4, no.2, pp.21-29.

Discusses the role of the instructor in distance education programs and howthat role differs from faculty in traditional educational settings. The impactof instructional technology is considered; methods of improving facultyattitudes toward distance education are described; and duties of faculty indistance education are discussed.

AUTHOR: Bedard, Rene, editorTITLE: Proceedings of the Annual Conference of the Canadian Association for the Study

of Adult Education.DATE: 1989SOURCE: Report available from ERIC document #ED311202

Contains 45 papers in English including: "Teaching by Teleconference";"Computer-Mediated Communication in Distance Education";"Telecommunications and the Adult Learner"; and "Ethical Considerations inLearning at a Distance." Also includes 23 papers in French.

AUTHOR: Berenson, Sarah B.; Stiff, Lee V.TITLE: Uses of Instructional Technologies: First-Year Report on Change at a

University.DATE: 1991SOURCE: Journal of Coinputers in Mathematics and Science Teaching, vol.10, no.2 (Winter),

pp.11-19.

Describes significant changes in a university faculty's practices and attitudestoward uses of instructional technologies and active learning strategies forundergraduate mathematics and science instruction.

147189

AUTHOR: Brey, RonaldTITLE: Telecourse Utilization Survey Project Third-Year Report: Fall 1986 - Summer

1989.DATE: 1990SOURCE: Austin: Austin Community College

Assesses the growing use of television courses among members of theInstructional Telecommunications Consortium of the American Associationof Community and Junior Colleges.

AUTHOR: Brey, RonTITLE: U.S. Postsecondary Distance Learning Programs in the 1990s: A Decade of Growth.DATE: 1991SOURCE: Washington, DC: The Instructional Telecommunications Consortium/

American Association of Community and Junior Colleges

This research report examines the telecommunications and electronictechnologies that postsecondary institutions will use for their distancelearning programs during the 1990s and the academic levels at which theseprograms will be offered.

AUTHOR: Brock, DeeTITLE: Symposium on Telecommunications and the Adult Learner.DATE: 1991SOURCE: Washington, DC: The Instructional Telecommunications Consortium/

American Association of Community and Junior Colleges

Summarizes presentations and group discussions of the Symposium, whichwas convened to address such issues as depleting funding sources fortelevision course production and the underrating of television courses withinhigher education. Considers how new applications of educational televisioncould alleviate the pressing national needs for equity and access in highereducation and Americans' needs for training and retraining.

AUTHOR: Cates, JeanetteTITLE: Faculty Training Gains Support for Technology.DATE: 1987SOURCE: Technological Horizons in Education, vol.14, no.10 (June), pp.67-69.

Describes a series of training workshops and activities in computer-basedinstruction for the faculty of Austin Community College. Reviews the topicsaddressed in the various programs and specifies the services that areavailable for the participants. Outlines future plans.

148 200

INEM!MiIMIP

AUTHOR: Coombs, NormanTITLE: Teaching in the Information Age.DATE: 1992SOURCE: EDUCOM, March/April, pp.28-31.

Describes the use of computer conferencing at the Rochester Institute ofTechnology not only as a framework for questions and answers, but as aplatform for sharing opinions and differing perceptions about course content.

AUTHOR: Council on Postsecondary Accreditation (COPA); Marjorie Peace Lenn, editorTITLE: Distance Learning and Accreditation: Professional Development Series.DATE: 1991SOURCE: Washington, DC: Council on Postsecondary Accreditation

A series of papers by Michael B. Goldstein, Paula Hooper Mayhew, KateGulliver, June Lester, Timothy M. Grieder, Steven Crow, and Allan 0.Pfnister delivered at COPA's April 1991 Professional Development Session.

AUTHOR: Crane, ValerieTITLE: Academic Evaluation of the Annenberg /CPB Telecourses.DATE: 1988SOURCE: Washington, DC: The Annenberg/CPB Project

AUTHOR: De Landsheere, GilbertTITLE: The Information Society and Education: Synthesis of the National Reports.DATE: 1989SOURCE: Report available from ERIC document #ED327209

Two major areas of focus emerge: the question of how to teach studentscritical and autonomous judgment with regard to the mass media, and howbest to use new information and communication technology and the mediafor educational purposes.

AUTHOR: De Loughry, Thomas J.TITLE: Remote Instruction Using Computers Found as Effective as Classroom

Sessions.DATE: 1988SOURCE: Chronicle of Higher Education, vol.34, no.32, pp.A15, A21.

Reports on the use of on-line instruction at the New Jersey Institute ofTechnology and Upsala College as part of the Virtual Classroom Project.

149

201

AUTHOR: Dennis, Nancy; Harrington, Nancy-DoddTITLE: Librarian and Faculty Member Differences in Using Information Technologies.DATE: 1990SOURCE: Reference Services Review, vol.18, no.3, pp.47-52.

Examines library programs that teach information technologies and arguesthat many fulfill the wishes of librarians, not faculty and students. Facultyvisions for the use of technology in teaching, research, and publishing arediscussed. It concludes that librarians must look at technology from thefaculty viewpoint in order to develop effective bibliographic instruction.

AUTHOR: Dennis, Nancy; Stadthaus, AliceTITLE: Teaching Information Technologies in a Classroom Setting.DATE: 1991SOURCE: Computers in Libraries, vol.11, no.1, pp.17-19.

Describes an undergraduate course that was developed at Salem State Collegeto provide students with an overview of information technologies, includingon-line databases, on-line catalogs, CD-ROM, hypertext, interactive video,electronic bulletin boards, and computer networks. Student reactionsincluding changed perceptions are discussed, and further research issuggested.

AUTHOR: Dillon, Connie; Blanchard, Dana; Price, Mike (Oklahoma Research Center forContinuing Professional and Higher Education)

TITLE: Improving Teaching at a Distance: A Guide to Resources.DATE: 1990SOURCE: For copies, call the University of Oklahoma, (405) 325-6882

AUTHOR: Dirr, Peter J.TITLE: Building a Program for Distant Learners.DATE: 1988SOURCE: The Distant Learner in the Human Service Professions: .A Reader, edited by E.

Waddell and A.S. Willis. Columbia: The University of South Carolina

AUTHOR: Dirr, Peter J.TITLE: Understanding Television-Based Distance Education: Identifying Barriers to

University Aitendance.DATE: 1991SOURCE: Research in Distance Education, vol.3, no.1 (Jan.), pp.2-4.

150 202

L

AUTHOR: Dive ly, Dwight; McGill, Mollie (Western Cooperative for EducationalTelecommunications)

TITLE: State Planning and Implementation of Educational Telecommunications Systems inthe West.

DATE: 1991SOURCE: For copies, call the Western Interstate Commission for Higher Education

(W1CHE), (303) 541-0290

This report summarizes the status of major educational telecommunicationssystems and plans in 16 western states as of early 1991. Fifth in a seriesof state telecommunications activities. Useful for compiling planningapproaches, taking inventory of existing resources and expertise, andidentifying possibilities for cooperation.

AUTHOR: Ehrmann, Stephen C.TITLE: Reaching Students, Reaching Resources: Using Technologies to Open the

College.DATE: 1990SOURCE: Academic Computing, vol.1V, no.7 (April).

AUTHOR: Eisner, John; Carter, ThomasTITLE: University Faculty Teaching Activities in an Electronic Curriculum.DATE: 1989SOURCE: Educational Technology, vol.29, no.4, pp.17-22.

Discusses changes in the instructional activities of university faculty membersas a result of new computer-related educational technologies. Topics includecomputer-assisted instruction, computer-managed instruction, optical discs,microcomputers, lecturing versus computer-based tutorials, videodiscs,computerized evaluative feedback, cross-disciplinary collaboration,instructional design changes, and authoring systems.

AUTHOR: Elmore, Garland C.TITLE: Integrated Technologies: An Approach to Establishing Multimedia

Applications for Learning.DATE: 1991SOURCE: EDUCOM, Jan./Feb., pp.20-26.

This paper reports on the results of a two-year planning process that resultedin the integration of all voice, data, and video technologies and developeda long-term plan for a high-technology library system.

151

2115:

AUTHOR: Emery, MaryTITLE: Some Potentials and Limitations of Technology in Serving Rural Postsecondary

Learners,DATE: 1986SOURCE: Report available from ERIC - document #E0296854

This paper examines the potential impact of technology on postsecondaryrural education, based on the experiences of people currently usingtechnological delivery systems.

AUTHOR: Feasley, Charles E.; Krieger, Ellen; Markowitz, Harold Jr.; Rose, SylviaTITLE: Independent Study Program Profiles, 1986-1987.DATE: 1988SOURCE: Washington, DC: National University Continuing Education Association

(NUCEA)

AUTHOR: Feenberg, AndrewTITLE: Network Design: An Operating Manual for Computer Conferencing.DATE: 1986SOURCE: IEEE Transactions on Professional Communications, vol.PC29, no.1 (March)

AUTHOR: Foa, Lin (The Annenberg/CPB Project)TITLE: Pathways to Success: Using Technologies to Reach Distant Learners.DATE: 1991SOURCE: Washington, DC: Corporation for Public Broadcasting

Projects that applied to the Annenberg/CPB Project's New Pathways to aDegree initiative share their innovative ideas about how to use technologiesto improve both the accessibility and quality of higher education. Contactnames and numbers provided.

AUTHOR: Garrison, Randy D.TITLE: Distance Education.DATE: 1989SOURCE: Handbook of Adult and Continuing Education, edited by Sharan B. Merriam and

Phyllis M. Cunningham. San Francisco: Jossey-Bass

AUTHOR: Gellman-Buzin, B.TITLE: Telecommunications as an Element of Competitive Strategy.DATE: 1987SOURCE: Competitive Strategies for Continuing Education. San Francisco: Jossey-Bass.

152204

AUTHOR: Gilcher, Kay W.; Johnstone, Sally M.TITLE: A Critical Review of the Use of Audiographic Conferencing Systems by Selected

Educational Institutions.DATE: 1989SOURCE: For copies, call The International University Consortium, (301) 985-7811

AUTHOR: Cooler, D.TITLE: Evaluating Distance Education Programmes.DATE: 1979SOURCE: Canadian Journal of University Continuing Education, vol.6, no.1, pp.43-55.

AUTHOR: Granger, DanielTITLE: Open Universities: Closing the Distances to Learning.DATE: 1990SOURCE: Change, vol.22, no.4, pp.44-50.

The development of distance learning seems assured by students' needs,faculty recognition of its effectiveness, and institutional efficiencies. Whilethe United States is not likely to have a British-style Open University, it hasmany institutions developing new ways to serve students by combining newtechnologies with new ways of teaching and learning.

AUTHOR: Habour, J., et al. (Idaho National Engineering Laboratory and Boise StateUniversity)

TITLE: Distributed Training for the Reserve Component: Instructor Handbook for ComputerConferencing.

DATE: 1990SOURCE: For copies, call Ruth H. Phelps, U.S. Army Research Institute for the

Behavioral and Social Sciences, (208) 334-9390

AUTHOR: Hahn, Heidi A., et al. (Idaho National Engineering Laboratory and BoiseState University)

TITLE: Distributed Training for the Reserve Component: Course Conversion andImplementation Guidelines for Computer Conferencing.

DATE: 1990SOURCE: For copies, call Ruth H. Phelps, U.S. Army Research Institute for the

Behavioral and Social Sciences, (208) 334-9390

AUTHOR: Harasim, Linda M.TITLE: Online Education: Perspectives on a New Environment.DATE: 1990SOURCE: New York: Praeger

1532 5

L-LrUni/

AUTHOR: Harker, VictoriaTITLE: Long-distance Learning: Busy Mom Earns Degree While Staying at Home.DATE: 1992SOURCE: Arizona Republic, May 16, 1992.

AUTHOR: Hedberg, John G., editorTITLE: Converging Technologies. Selected Papers from the EdTech'90 Conference of

the Australian Society for Educational Technology (Sydney, Australia, July1990).

DATE: 1990SOURCE: Report available from ERIC - document #ED323968

This collection contains 30 selected papers and abstracts of six additionalpapers. The papers include "Computerized Out-of-Class Exercises," "InteractiveVideotape and Videodisc Language Packages," "The Use of Interactive VideoConferencing in Education and Training," and "Developing an IntelligentTutoring System," among others.

AUTHOR: Helal, Hamed H.; Weiss, Joachim W., editorsTITLE: Information Technology and Library Management.DATE: 1990SOURCE: Report available from ERIC - document #ED335041

The 16 papers in this collection focus on the impact of new technologies onlibraries and library managers.

AUTHOR: Hezel, RichardTITLE: Enrolling in On-Campus Courses: Telecourse Students' Constraints.DATE: 1990SOURCE: Washington, DC: The Annenberg/CPB Project

AUTHOR: Hezel, RichardTITLE: Planning for Educational Telecommunications: A State by State Analysis 1992.DATE: 1992SOURCE: Syracuse, NY: Hezel Associates

The third, most comprehensive edition of reports on statewide planning foreducational telecommunications in the United States. This follows andupdates reports from 1990 and 1987.

154

206

-ur

AUTHOR: Hezel, RichardTITLE: Policies for Educational Technology: A National, State, and Local Agenda.DATE: 1990SOURCE: Report available from ERIC - document #ED327174

Since 1987, Hezel Associates has studied how each of the 50 statescoordinates the planning of technology, especially the use oftelecommunication" for education and related activities.

AUTHOR: Hezel, RichardTITLE: Telecourse Inventory.DATE: 1988SOURCE: Washington, DC: The Annenberg/CPB Project

AUTHOR: Hiltz, Starr RoxanneTITLE: Teaching in a Virtual Classroom (Final Evaluation Report of a Virtual

Classroom on Electronic Information Exchange Systems [EIES]).DATE: 1988SOURCE For copies, call New Jersey Institute of Technology, (201) 596 -EIES

AUTHOR: Johnston, JeromeTITLE: Electronic Learning: From Audiotape to Videodisc.DATE: 1987SOURCE: Englewood Cliffs, NJ: Lawrence Erlbaum Associates

An excellent historical review and evaluation of the use of technologies ineducation.

AUTHOR: King, Kenneth M.TITLE: Information Technologies in Support of Teaching and Learning.DATE: 1990SOURCE: Higher Education Management, vol.2, no.3, pp.294-298.

This analysis of information technology's role in higher education looks atthe pressure to use technology, the slow pace of adoption, current directionsin technological advancement, and its impact on institutional policy andresources requirements.

155

207

AUTHOR: Krause, JulieTITLE: Telecommunications in Foreign Language Education: A Resource List. ERIC Digest.DATE: 1989SOURCE: Report available from ERIC - document #ED317039

This ERIC digest examines many of the resources available to foreignlanguage educators including De Orilla A Orilla, The Computer WritingNetwork, CompuServe, Minitel, The Global TELEclass Project(Telecommunication Enriches Language Experience), and SatelliteCommunications for Learning (SCOLA). Highlights the advantages of usingtelecommunications in the foreign language classroom.

AUTHOR: Krebs, ArleneTITLE: The LISDLA Funding Sourcebook for Distance Learning and Educational Technology.DATE: 1991SOURCE: New York: New Orbit Communications

Covers requirements and grant priorities from foundations, corporations, andthe federal government in support of telecommunications and "new media."Includes a reference section to assist in funding and research of distancelearning and educational technology.

AUTHOR: Kromholz, Susan; Johnstone, SallyTITLE: A Practical Application to Training Instructional Television Faculty and

Students.DATE: 1988SOURCE: Lifelong Learning, vol.11, no.8, pp.15-16.

AUTHOR: Lacina, Lorna J.; Book, Connie LedouxTITLE: Creative Teaching on Television.DATE: 1989SOURCE: Report available from ERIC - document #ED325069

Reports on two lessons from a graduate general education course that werepresented in a live-television format. One group of students was placed inthe studio with the instructor and another group in a classroom away fromthe studio.

AUTHOR: Lacy, Helen; Wolcott, LindaTITLE: Effective Telecommunications Presentations: A Handbook for Distance Education

Professionals.DATE: 1988SOURCE: For copies, call Helen Lacy at Utah Educational Network, (801) 581-4194

156 .21_ s

,

AUTHOR: Latham, Sheila; Slade, Alexander L.; Budnick, CarolTITLE: Library Services for Off -Campus and Distance Education: An Annotated BibliographyDATE: 1991SOURCE: Ottawa, Ontario: Canadian Library Association

AUTHOR: Lavin, TomTITLE: Best's External Degree Directory.DATE: 1990SOURCE: Northridge, CA: Academic Research Institute

AUTHOR: Lessin, Barton M., editorTITLE: Off -campus Library Services: Selected Readings from Central Michigan University's

Off -campus Library Services ConferencesDATE: 1991SOURCE: Metuchen, NJ: The Scarecrow Press, Inc.

AUTHOR: Levine, Toby KlebanTITLE: Teaching Telecourses: Opportunities and Options.DATE: 1990SOURCE: Washington, DC: The Annenberg/CPB Project and PBS Adult Learning

Service

Assists faculty in assessing the value of television courses for students andin utilizing the materials most effectively. Examines how television coursesare developed a id how they compare co other forms of instruction, whatis involved in teaching television courses, and how they are adopted andused by colleges and universities.

AUTHOR: Malinconico, S. MichaelTITLE: Technology and the Academic Workplace.DATE: 1991SOURCE: Library Administration & Management, vol.5, no.1 (Winter), pp.25-28.

Discusses the influence electronic technologies are having on academiclibraries. Highlights include the combination of computer technology andtelecommunications; the impact of integrated systems; adding value toinformation through the use of workstations and on-line databases; teachingand learning roles of librarians; library user fees; and the importance ofplanning.

157 2 0

AUTHOR: Markowitz, Harold, Jr.TITLE: The Next Twenty Years in American Independent Study.DATE: 1988SOURCE: The American Journal of Distance Education, vol.2, no.2, pp.89-94.

AUTHOR: Markwood, Richard A.; Johnstone, Sally M. (Western Cooperative forEducational Telecommunications), editors

TITLE: The New Pathways to a Degree Project Evaluation. First Year Report to theAnnenbergICPB Project.

DATE: 1992SOURCE: For copies, call the Western Interstate Commission for Higher Education

(W1CHE), (303) 541-0290

First-year observations by a team of evaluators working with each of theseven A/CPB New Pathways to a Degree initiative are reported. The sevenschools participating are Oregon State System of Higher Education, Collegeof St. Catherine, Community College of Maine, Indiana University-PurdueUniversity at Indianapolis, Northern Virginia Community College, WestVirginia Higher Education Sys:em, and Rochester Institute of Technology.

AUTHOR: Mason, Robin; Kaye, AnthonyTITLE: Mindweave: Communication, Computers, and Distance Education.DATE: 1989SOURCE: New York: Pergamon Press

AUTHOR: McAnge, Thomas R., Jr.TITLE: A Survey of Educational Computer Networks.DATE: 1990SOURCE: For copies, call the Virginia Cooperative Extension, (703) 231-6910

AUTHOR: Miller, Gary E.TITLE: Distance Education in the United States: Collaboration Amid Diversity.DATE: 1989SOURCE: Open Learning, November, pp.23-27.

158

91i)

AUTHOR: Moore, Michael G., editorTITLE: Contemporary Issues in American Distance Education.DATE: 1990SOURCE: New York: Pergamon Press

Chapters include: "Bridging distances to the individual learner" (Granger);"Research needs for adult learners via television" (Brock); "Distance educationand the curriculum: Dredging a new mainstream" (Miller); "Delivery systemsfor distance education: Focus on computer conferencing" (Florini); and"Instructional design and development: Contingency management for distanceeducation" (Wagner).

AUTHOR: National Universities Degree Consortium (NUDC)TITLE: Student Handbook.DATE: 1991SOURCE: Englewood, CO: NUDC.

Explains how the degree program works and includes some interestingmaterial on the evaluation of transfer credit and the completion of a self-advising worksheet.

AUTHOR: National University Continuing Education Association (NUCEA)TITLE: Lifelong Learning TrendsDATE: 1992SOURCE: Washington, DC: NUCEA

AUTHOR: National University Continuing Education Association (NUCEA)TITLE: Standards of the Division of Independent Study.DATE: 1978; Rev. 1989SOURCE: Washington, DC: NUCEA

Guidelines for conducting and improving the quality of independent studyprograms and to assist in the internal and external evaluation of theseprograms. Includes sections on philosophy, mission, administration, staff,faculty, instruction, services, and research and evaluation.

1592 1 1

AUTHOR: Olcott, Donald J., Jr.TITLE: Policy Issues in Statewide Delivery of University Programs by

Telecommunications.DATE: 1992SOURCE: The American Journal of Distance Education, vol.6, no.1, pp.14-25.

This article discusses such policy issues as program prioritization, reviewprocedures, academic residency, fee structures, and accreditation. Asserts thatprogram approval, academic policy revision, and accreditation review arenecessary prerequisites for successfully extending academic degree programsand enhancing student access.

AUTHOR: Oregon Community College Telecommunications ConsortiumTITLE: "Ed-Net Update" and 'Two Year AA Transfer Degree Integrates Telecourses

and Ed-Net".DATE: 1992SOURCE: OCCTC Newsletter, Spring.

Reports that Oregon Ed-Net's Network I, H, and III are partially completedand already in use. Also announces that the OCCTC may be the firstconsortium nationwide to offer a complete two-year AA transfer degreethrough integrated distance learning methods.

AUTHOR: Pau let, R.TITLE: Counseling Distance Learners.DATE: 1987SOURCE: Tech Trends, vol.32, no.4 (Sept.), pp.26-28.

AUTHOR: PBS Adult Learning ServiceTITLE: Guide to PBS Adult Learning Service Television Courses.DATE: 1992SOURCE: Alexandria, VA: Public Broadcasting Service

AUTHOR: Phelps, RuthTITLE: Distributed Training for the Reserve Component: Remote Delivery Using

Asynchronous Computer Conferencing.DATE: 1990SOURCE: For copies, call Ruth Phelps, U.S. Army Research Institute for the Behavioral

and Social Sciences, (208) 334-9390

160 214

-c

AUTHOR: Rapaport, M.TITLE: Computer Mediated Communications.DATE: 1991SOURCE: New York: John Wiley & Sons

AUTHOR: Ready, Barbara C.; Sacchetti, Raymond D., editorsTITLE: The Independent Study Catalog: NUCEA's Guide to Independent Study Through

Correspondence Instruction, 1986-1988.DATE: 1986; Rev. 1992SOURCE: Princeton: National University Continuing Education Association (NUCEA)

and Peterson's Guides

AUTHOR: Roberts, Linda. (U.S. Congress, Office of Technology Assessment)TITLE: Linking For Learning: A New Course for Education.DATE: 1989SOURCE: Washington, DC: U.S. Government Printing Office

Analyzes the various technological options, examines current development,and identifies how federal, state, and local policies could encourage moreefficient and effective use of telecommunications technologies in distancelearning.

AUTHOR: Sachs, Steven G.TITLE: Teaching Thinking Skills to Distant Learners.DATE: 1991SOURCE: Tech Trends, vol.36, no.1 (Jan./Feb.), pp.28-32.

Recommends strategies for working with distance learners that require thosestudents to have a model of set procedures to follow, so that they produceresults that show their thought processes. Part of a special project onthinking skills by three Virginia community colleges.

AUTHOR: Schaffer, James M.TITLE: Preparing Faculty and Designing Courses for Delivery Via Audio

Teleconferencing.DATE: 1990SOURCE: Journal of Adult Education, vol.18, no.2 (Spring), pp.11-18.

The University of Wyoming uses two-way audio teleconferencing to deliverinstruction to distance learners. The design of telecourses follows five stages:faculty recruitment, precourse discussions with the course coordinator, facultyworkshop, small-group instructional diagnosis for midcourse feedback, andfinal course evaluation.

161

213

-ur

LI L/

AUTHOR: Shapiro, Jeremy J.; Hughes, Shelley K.TITLE: Networked Information Resources in Distance Education for Adults.DATE: 1992SOURCE: Technological Horizons in Education, vol.19, no.11 (June), pp.66-69.

Discusses The Fielding Institute in Santa Barbara, California, where graduateeducation is offered to adult students located all over the world. On-lineinformation is key to its curriculum; on-line searching and the many usesto which students apply the acquired information is examined.

AUTHOR: Staman, E. MichaelTITLE: An Action Plan for Infusing Technology into the Teaching Learning Process.DATE: 1990SOURCE: Cause /Effect, vol.13, no. 2 (Summer), pp.34-40.

This article proposes a model for a supported, managed effort to create anenvironment in which faculty can successfully integrate technology into theinching process. The model is based on needs identified by the informationservices organization at West Chester University. An alternative financialmodel is offered.

AUTHOR: Strain, JohnTITLE: Policies in American External Study: Credit for Extra-Institutional Learning.DATE: 1989SOURCE: Distance Education, vol :0, no.2, pp.230-241.

AUTHOR: Thorson, Marcie KisnerTITLE: Campus-Free College Degrees, Fourth Edition.DATE: 1989SOURCE: Tulsa: Thorson Guides

AUTHOR: U.S. Department of the Navy.TITLE: DANTES Catalog of External Degree Programs.DATE: 1988 (Dec.)SOURCE: Pensacola: U.S. Department of the Navy

16221e;

AUTHOR: University of Maine at Augusta Office of Distance EducationTITLE: The Community College of Maine Annual Report, Year Two, 1990-1991.DATE: 1991SOURCE: For copies, call the University of Maine at Augusta, (207) 621-3403

The Community College of Maine was created to provide greatly increasedaccess to educational opportunity for Maine citizens; 1990-91 marked thesecond full year in operation. This report provides a detailed accounting ofthe activities and events of that year.

AUTHOR: University of Maryland University CollegeTITLE: External Baccalaureate Degree Programs in the United States.DATE: 1990SOURCE: Washington, DC: The Annenberg/CPB Project

The University of Maryland University College identified and examined 15external baccalaureate degree programs nationally to elicit specific informationon administrative policies, admission and graduation requirements, supportservices, distance education course design, and pedagogical strategies.

AUTHOR: Utah Education Network, TheTITLE: Network Offers Final Faculty Training Gass for 1991-1992.DATE: 1992SOURCE: Electronic Distance Education in Utah Update, April, p.5.

Faculty and Staff Development Workshops are required of all personsscheduled to use any of the Utah Education Network's telecommunicationssystems, and faculty representing public education and Utah's colleges anduniversity are expected to attend. One of only a handful of in-depth trainingprograms for distance education faculty offered around the country.

AUTHOR: Verduin, John It, Jr.; Clark, Thomas A.TITLE: Distance Education: The Foundations of Effective Practice.DATE: 1991SOURCE: San Francisco: Jossey-Bass

Gives adult educators in a range of fields a comprehensive reference fordeveloping educationally sound, creative, nontraditional approaches tolearning that use a variety of media in a wide range of settings. Presentsand gives applications for an innovative approach to distance instructionbased on adult learning theory.

163

215

c

AUTHOR: Wagner, Ellen D.TITLE: Teaching on Tele-Systems: A Faculty Development Handbook.DATE: 1991SOURCE: The University of Northern Colorado. For copies, call the Western

Cooperative for Educational Television, (303) 541-0231

AUTHOR: Watkins, Barbara L., and Wright, Stephen J., editorsTITLE: The Foundations of American Distance Education: A Century of Collegiate

Correspondence Study.DATE: 1991SOURCE: Continuing Education Bookstore, Texas Tech University, (806) 742-2352

Describes the history of collegiate correspondence study, discusses its currentstate of practice, and speculates on its prospects for the future. Nineteenindividuals several of whom are recognized as leaders in the field ofdistance education contributed to this volume.

AUTHOR: Wells, Rosalie A. (Boise State University)TITLE: Computer-Mediated Communications for Distance Education and Training: Literature

Review and International Resources.DATE: 1990SOURCE: For copies, call Ruth H. Phelps, U.S. Army Research Institute for the

Behavioral and Social Sciences, (208) 334-9390

AUTHOR: Western Cooperative for Educational Telecommunications FacultyDevelopment Subcommittee

TITLE: Faculty Resource Guide to Distance Education.DATE: 1990SOURCE: For copies, call the Western Interstate Commission for Higher Education

(WICHE), (303) 541-0290

AUTHOR: Western Cooperative for Educational Telecommunications (WICHE)TITLE: Reports from Western States. Educational Tel Plans, Policies,

Programs,DATE: 1991SOURCE: For copies, call the Western Interstate Commission for Higher Education

(WICHE), (303) 541-0290

Contains reports from Alaska, Arizona, California, Colorado, Hawaii, Idaho,Minnesota, Montana, Nevada, New Mexico, North Dakota, Oregon, SouthDakota, Utah, Washington, and Wyoming.

164216

AUTHOR: Wisconsin Public Telecommunications for EducationTITLE: MATC to Offer Video-based Degree.DATE: 1992SOURCE: Tele link, vol.5, no.5 (May/June), p.1.

Reports that Milwaukee Area Technical College has become the first schoolin Wisconsin to offer a degree that could be earned primarily via distanceeducation, the 64-credit Associate of Arts in Liberal Arts and Sciences degree.

AUTHOR: Zigerell, JamesTITLE: The Uses of Television in American Higher Education.DATE: 1991SOURCE: New York: Praeger

Describes instructional television audiences and the attitudes and concernsof faculties. Also discusses instructional TV design and production.Succeeding chapters review efforts made to evaluate the effectiveness oftelevision instruction and the characteristics of television learners. Focuseson how technologies help educators serve people in new ways, not on thetechnologies themselves.

TITLE: Helping Learners at a Distance. Proceedings from the Annual Conference onTeaching at a Distance (Madison, Wisconsin).

DATE: 1989SOURCE: Report available from ERIC document #ED315551

This document contains 35 papers including: "Distance Education with aHuman Face" (Holmberg); "Time Is Money and Vice Versa: Reflections onUsing Satellite Delivery to Improve Cycle Time and Quality" (Robinson);"Hypertext" (Kearsley); ''Site Coordination and Support Services" (Roberts,Harvey-Foulds); "Coordinating the Use of Cable Technology in OaklandCounty, Michigan" (O'Donnell, Gholz); "Telecommunications InstructionalConsortium" (Blakesley, Regnier). Proceedings also are available from 1990and 1991.

165

217

Appendix 2. Glossary of Technology Terms

Audioconference: A telephone call involving more than two people.

Audiobridge: A device that allows high-fidelity conference calls involving many parties.

Audiographic: Combines an audioconference with some means of graphic support that enables peopleat various locations to talk, look at visual images, and draw visual images.

Audiotape or audiocassette: The electromagnetic storage of sound.

Broadcast television: An electronic system of transmitting full motion video and synchronized soundthrough space by electrical waves.

Cable television: A communication system that distributes audiovisual material on a coaxial cable.

CDROM (Compact DiscRead Only Memory): A laser disc exactly like an audio CD, except that itcan store text, graphics, and full-motion video in addition to sound.

Closed circuit television: A system for transmitting audiovisual signals with receiving and originatingequipment linked directly by cable, microwave, or telephone lines. Generally, circuits are limited toa single building on a campus or to a few specific off-campus sites.

Compressed video: A transmission system in which special equipment is used to "compress" the videosignal before sending it, a technique that gets rid of redundant information. A similar piece ofequipment is used at the receiving end to "decompress" the video so that it can once again be put ona screen. Compressed video signals typically are transmitted by satellite or fiber-optic cable directlyto the viewing site where they are captured by a satellite antenna or receiver. New ultra-compressiontechniques may eventually allow video to be transmitted over regular telephone lines.

Computer conferencing: Similar to electronic mail but with many more features. In addition to regularmail, comments can he organized and stored by topic. In an E-mail system, the student reads allmessages in the order they were received. In a computer conferencing system, the student might firstread current (or past) contributions to a conference on this week's material, then turn to anotherconference storing the growing transcript about a project he or she is doing with other students, andthen pause to read the "hallway conversation. Conferencing systems often offer additional featuresas well to make team work easier.

Direct Broadcast Satellite (DRS): Television programming that is transmitted via satellite directly tothe user who receives visual and aural information using a satellite antenna or receiver.

Electronic mail: Allows people to send each other text messages and, in some systems, other typesof computer-based information as well. A computer and modem ordinarily are used to transmit E-mail through telephone lines.

Fax: A system that transmits a facsimile of print material over telephone lines.

Fiber-optic cable: Uses laser light instead of electricity to carry a signal. Has the capacity to carry farmore information at less cost than copper wire or coaxial cable. Permits two-way audio, data, andvideo transmission, has a high capacity and speed, easily expandable channel capacity, and a high-quality signal.

Hypertext and Hypermedia: Hypertext takes advantage of the random access storage of a computerto organize its text in a nonlinear way; each piece of text can be linked to one or more other piecesin no preferred linear order. Hypermedia sometimes is used to denote hypertexts that include graphicsand even sound and video.

167 218

_±

Instructional Television Fixed Service (ITFS): A form of closed circuit television that uses microwavesto transmit video and audio. Permits one-way broadcast or point-to-point audio, data, and videocommunication. Low-cost delivery but crowded frequencies, especially in cities; FCC licensing required;limited transmission range; line of sight required. Wider coverage area can be achieved using repeaters;is sometimes used to rebroadcast satellite-delivered programming.

Integrated Services Digital Network: ISDN equipment can transmit voice, data, and compressed videoover a single, copper telephone line. Because of the way ISDN transmits information, computers donot need modems if ISDN is available.

Internet: A growing network of computer networks extending worldwide with a common addressstructure so that electronic mail or other files originating at one computer on one network can be sentto other computers on other networks. Among the many networks that are part of this burgeoningstructure are Internet, Bimet, CompuServe, MCI Mail, and Applelink.

Modem: A device that translates computer information so that it can be sent over an ordinarytelephone line.

One-way video: Any system that only sends audiovideo signals from one site to another, but not thereverse. This may be accomplished via broadcast transmission over standard UHF and VHF televisionchannels or via such other transmission technologies as ITFS, microwave, closed circuit, or cable.

Optical disc (also called laser disc): Any disc on which data is stored and read with a laser beam.An audio disc (CD) is an example of an optical disc. Other examples include videodisc and CDROMs.

Picture phone: An inexpensive audiographic device that has a camera and a very small video screen,and attaches to an ordinary telephone. It allows participants to share still images.

Satellite, communications: A man-made vehicle that orbits the Earth. Communications satellites receiveelectronic signals from Earth and beam them back to Earth at different locations.

Videodisc: An optical disc about the size of a record that can store full motion video, stillphotographs, and text.

Videotape or videocassette: Electromechanical storage of audio and video information.

Voice mail: A technology similar to an answering machine.

VSAT (Very Small Aperture Terminal): Very small satellite dishes are used to send and receive digitalinformation via satellite. VSATs provide the same function as a modem but can be accessed througha local phone call, transmit information more rapidly than most modems, and can transmit voice, text,data, and (in somewhat rough form) full motion video. Numerous VSAT messages can travel overphone lines simultaneously.

168 2 1 s

_

Appendix 3. PBS Adult Learning Liaisons(Accurate as of July 1992)

ALABAMA

HENRY BONNERALABAMA PUBLICTELEVISION2101 MAGNOLIA AVENUEBIRMINGHAM, AL 35205-2827(205) 328-8756

ALASKA

DICK ENDERSKAKM/CHANNEL 72677 PROVIDENCE DRIVEANCHORAGE, AK 99508 -4612(907) 563-7070

ALLEN AUXIERKYUK/CHANNEL 4RADIO STREETBETHEL, AK 99559(907) 543-3131

GREG RUFFKUAC/CHANNEL 9U. OF ALASKA312 TANANA DRIVEFAIRBANKS, AK 99701(907) 474-7491

BETSY BRENNEMANKTOO/CHANNEL 3224 FOURTH STREETJUNEAU, AK 99801-1144(907) 586-9981

AMERICAN SAMOA

NANCY SATELEKVZK/CHANNEL 2GOVT. OF AMERICAN SAMOAPAGO PAGO, AS 96799(684) 633-4191

ARIZONA

MICHAEL A. THOMSENKAET/CHANNEL 8ARIZONA STATE UNIVERSITYSTAUFFER B249TEMPE, AZ 85287-1405(602) 965-2316

OLIVIA SMITHKUAT/CHANNEL 6UNIVERSITY OF ARIZONATUCSON, AZ 85721-0001(602) 621-7465

ARKANSAS

JOHN CHEEKARKANSAS PTV NETWORK350 SOUTH DONAGHEYCONWAY, AR 72032-6828(501) 682-2386

CALIFORNIA

ST. CL AIR ADAMSKEET/CHANNEL 13P.O. BOX 13EUREKA, CA 95502-0013(707) 445-0813

JOHN C. WHITEKVPT/CHANNEL 181544 VAN NESS AVENUEFRESNO, CA 93721-1213(209) 266-1800

PAT PETRICKOCE/CHANNEL 5015751 GOTHARD STREETHUNTINGTON BEACH, CA92647(714) 895-5623

DAVID CRIPPENSKCET/CHANNEL 284401 SUNSET BOULEVARDLOS ANGELES, CA 90027-6017(213) 666-6500

PATRICIA MARSHALLKLCS/CHANNEL 581061 WEST TEMPLE STREETLOS ANGELES, CA 90012-1590(213) 625-6958

MYRON TISDELKIXE/CHANNEL 9P.O. BOX 9REDDING, CA 96099-0009(916) 243-5493

KAY MCCABEKRCB/CHANNEL 225850 LABATH AVENUEROHNERT PARK, CA 94928-2041(707) 585-8522

SUSAN PRINCEKVIE-TVCORPORATE SUPPORTP.O. BOX 6SACRAMENTO, CA 95812-0005(916) 929-5843

LARRY BERTRANDKVCR/CHANNEL 24701 S. MT. VERNON AVENUESAN BERNARDINO, CA92410-2748(714) 888-6511

VANESSA GEORGEKPBS/CHANNEL 15SAN DIEGO STATEUNIVERSITYSAN DIEGO, CA 92182-0002(619) 594-5714

KATHYRN DREWKQED/CHANNEL 92601 MARIPOSA STREETSAN FRANCISCO, CA94110-1400(415) 553-2280

KAREN ROBERTSKTEH/CHANNEL 54100 SKYPORT DRIVESAN JOSE, CA 95115(408) 437-5454

RICHARD ZANARDIKCSM/CHANNEL 601700 WEST HILLSDALEBOULEVARDSAN MATEO, CA 94402-3757(415) 574-6586

COLORADO

KIRBY MCCLUREKBDI/CHANNEL 122246 FEDERAL BLVD.DENVER, CO 80211-4642(303) 458-1200

JOSEFINA TUASONKRMA/CHANNEL 61261 GLENARM PLACEDENVER, CO 80204-2112(303) 892-6666

GREG SINNKTSC - TV2200 BONFORTE BLVD.PUEBLO, CO 81001-4901<719) 543-8800

CONNECTICUT

LARRY RIFKINCONNECTICUT ETV240 NEW BRITAIN AVENUEP.O. BOX 260240HARTFORD, CT 06126-0240(203) 278-5310

169

220

ADULT LEARNING LIAISONWEDW/CHANNEL 49307 ATLANTIC STREETSTAMFORD, CT 06901(203) 965-0440

DISTRICT OF COLUMBIA

KAREN ZILLWETA/CHANNEL 26P.O. BOX 2626WASHINGTON, DC 20827-2626(703) 998-2716

MONICA RILEYWHMM/CHANNEL 322222 FOURTH STREET, N.W.WASHINGTON, DC 20001-2312(202) 806-3200

FLORIDA

KIRK LEHTOMAAWSFP/CHANNEL 30CHANNEL 30 DRIVEBONITA SPRINGS, FL 33923(813) 598-9737

BILL REIDWRES - TV1519 CLEAR LAKECOCOA, FL 32922-6419(407) 632-1111

RUSS ADKINSWCEU/CHANNELP.O. BOX 2811DAYTONA BEACH, FL32120-2811(904) 255-8131

LYN GANZWUFT/C HAN NEL 5UNIV. OF FLORIDA1200 WEIMER HALLGAINESVILLE, FL 32611-2003(904) 392-5551

RICHARD V. BROWNWJCT/CHANNEL 7100 FESTIVAL PARK AVENUEJACKSONVILLE, FL 32202-1397(904) 353-7770

RAY CRUZWLRN/CHANNEL 17172 N.E. 15TH STREETMIAMI, FL 33132-1348(305) 995-2245

JOHN FELTONWPBT/CHANNEL 214901 N.E. 20TH AVENUEMIAMI, FL 33181-1121(305) 949-8321

MALCOLM WALLWMFE/CHANNEL 2411510 EAST COLONIAL DRIVEORLANDO, FL 32817-4605(305) 273-2300

ALLAN PIZZATOWSRE/CHANNEL 231000 COLLEGE BLVDPENSACOLA, FL 32504-8910(904) 484-1200

DENISE HALLWFSU /CHANNEL 112565 POTTSDAMER STREETTALLAHASSEE, FL 32310-6046(904) 487-3170

STEVE STROUFWEDU/CHANNEL 31300 NORTH BOULEVARDTAMPA, FL 33607-5645(813) 254-9338

THOMAS WILSONWUSF/CHANNEL 16SVC BUILDING 116TAMPA, FL 33620(813) 974-4000

JIM MORANWXEL/CHANNEL 42P.O. BOX 6607WEST PALM BEACH, FL33405-0607(407) 737-8000

GEORGIA

BILL SCOTTGEORGIA PUBLIC TELEVISION1540 STEWART AVE., S.W.ATLANTA, GA 30310-4446(404) 756-4700

DR. MARY ARMSTRONGWPBA/CHANNEL 30740 BISMARK ROAD, N.E.ATLANTA, GA 311324-4102(404) 827-8900

GUAM

ARLENE QUICHOCHOKGTF/CHANNEL 12P.O. BOX 21449, GMFAGANA, GU 96921(617) 734-2207

HAWAII

CARLOS MOLINAKHET/CHANNEL 112350 DOLE STREETHONOLULU, HI 96822-2410(808) 955-7878

IDAHO

RON PISANESCHIKAID /IDAHO NETWORK1910 UNIVERSITY DRIVEBOISE, ID 83725-0001(208) 385-3344

ILLINOIS

CAND1S ISBERNERWSIU/CHANNEL 81048 COMMUNICATIONSSOUTHERN ILLINOISUNIVERSITYCARBONDALE, IL 62901(618) 453-4343

KEN BENOWEN /CHANNEL 51EASTERN ILLINOISUNIVERSITYBUZZARD 139CHARLESTON, IL 61920(217) 581-5956

JENNIFER BENSONW77W/CHANNEL 115400 NORTH ST. LOUIS AVE.CHICAGO, IL 60625-4623(312) 509-5523

JOAN BRANTWYCC/CHANNEL 207500 SOUTH PULASKI RD.CHICAGO, IL 60652-1242(312) 838-4854

LAURAN HALDEMANWQPT/CHANNEL 24600 34TH AVENUEMOLINE, IL 61265-5870(309) 796-1311

KENNETH J. GARRYWUSI/CHANNEL 16PO. BOX 430OLNEY, IL 62450-0430(618) 395-3422

SHIRLEY ROCHMANWTVP/CHANNEL 471501 WEST BRADLEY AVE.PEORIA, IL 61625-0001(309) 676-4747

170

221

SCOTT MULFORDWMEC/CHANNEL 22P.O. BOX 6248SPRINGFIELD, IL 62708-6248(217) 786-6647

ELAINE HARBISONWILL/CHANNEL 121110 WEST MAIN STREETURBANA, IL 61801-2413(217) 333-1070

INDIANA

GINO BRANCOLINIWTIU/CHANNEL 30INDIANA UNIVERSITYRADIO & TV BLDG. #215BLOOMINGTON, IN 47405(812) 885-5900

KEN LAWRENCEWNIT/CHANNEL 34P.O. BOX 3434ELKHART, IN 46515-3434(219) 674-5961

BONNIE RHEINHARDTWNIN/CHANNEL 9405 CARPENTER STREETEVANSVILLE, IN 47708-1027(812) 423-2973

KRISTEN RAJCHELWFWA/FORT WAYNE PTVP.O. BOX 39FORT WAYNE, IN 46801-0039(219) 484-8839

ALAN CLOEWFYI/CHANNEL 201401 N. MERIDIAN STREETINDIANAPOLIS, IN 46202-2304(317) 636-2020

ICHARD PARKERWYIN/CHANNEL 568625 INDIANA PLACEMERRILLVILLE, IN 46410-6369(219) 736-5656

BOB SMITHWIPB/CHANNEL 49P.O. BOX 1708MUNCIE, IN 47308-1708(317) 285-1249

KAREN SUTTONWVUT/CHANNEL 221200 NORTH 2ND STREETVINCENNES, IN 47591-2325(812) 885-4120

IOWA

LINDA SCHATZIOWA PUBLIC TELEVISION6450 CORPORATE DRIVEP.O. BOX 6450JOHNSTON, IA 50131-1636(515) 281-4500

KANSAS

BARBARA BALDWINKOOD/CHANNEL 96TH & ELM STREETSBUNKER HILL KS 67626(913) 483-6990

DALE N. ANDERSONKTWU/CHANNEL 11301 NORTH WANAMAKER RD.TOPEKA, KS 66606-9601(913) 272-8181

CARL CHANCEKPTS/CHANNEL 8P.O. BOX 288WICHITA, KS 67201-0288(316) 838-3090

KENTUCKY

CHARLES M. ANDERSONWKYU/CHANNEL 24153 ACADEMIC COMPLEXBOWLING GREEN, KY 42101(502) 745-2153

MARY L. OLSONKETV/KENTUCKY ETV600 COOPER DRIVELEXINGTON, KY 40502-2248(606) 233-3000

HELEN STRONGWKPC/CHANNEL 154309 BISHOP LANELOUISVILLE, KY 40218-4517(502) 459-9572

LOUISIANA

BARBARA WEBERLOUISIANA PUBLICBROADCASTING7860 ANSELMO LANEBATON ROUGE, LA 70810-1101(504) 767-5660

SISTER ROSE MARY WESSELWLAE-TVINSTRUCTIONAL SERVICES2929 S. CARROLTON AVE.NEW ORLEANS, LA 70118-4301(504) 866-7411

BETH SCHWARTZWYES/CHANNEL 12P.O. BOX 24026NEW ORLEANS, LA 70184-4026(504) 486-5511

MAINE

CHUCK HALSTEDMPBN/MAINE NETWORK65 TEXAS AVENUEBANGOR, ME 04401-4324(207) 941-1010

HARRY J. WEIST, JR.WCBB/CHANNEL 101450 LISBON STREETLEWISTON, ME 04240-3514(207) 783-9101

MARYLAND

MARY ANN SPANGLERMARYLAND PUBLICTELEVISION11767 OWINGS MILL BLVD.OWINGS MILLS, MD 21117-1499(301) 356-5600

MASSACHUSETTS

MARGIE YAMAMOTOWGBH/CHANNEL 2125 WESTERN AVENUEBOSTON, MA 02134-1098(617) 492-2777

CAROL PAQUETTEWGBY/CHANNEL 5744 HAMPDEN STREETSPRINGFIELD, MA 01103-1286(413) 781-2801

MICHIGAN

DOUG HALLADAYWTVS/CHANNEL 567441 2ND BOULEVARDDETROIT, MI 48202-2701(313) 873-7200

ROBERT MULBACHWKAR/CHANNEL 23212 COMMERCIAL ARTS BLDG.MICHIGAN STATE UNIVERSITYEAST LANSING, MI 48824(517) 356-2300

PAMELA POLLARDWFUM/CHANNEL 28UNIV. OF MICHIGAN/FLINTFLINT, MI 48503-6207(313) 762-3028

171222

BARBARA FOURNIERWGVU /WGVK-TV301 WEST FULTON STREETGRAND RAPIDS, MI 49504-6492(616) 895-3386

JAN MCKINNONWGVU/WGVK-TV301 WEST FULTON STREETGRAND RAPIDS, MI 49504-6492(616) 771-6666

IRENE ILMONENWNMU/CHANNEL 13LRC, NORTHERN MICHIGANUNIV.MARQUETTE, MI 49855(906) 227-1300

LINDA HYDEWCMU/CHANNEL 14CENTRAL MICHIGAN UNIV.MT. PLEASANT, MI 48859-0001(517) 774-3105

RUBY T. IWAMASAWUCM/CHANNEL 19DELTA COLLEGE.DELTA ROADUNIVERSITY CENTER, Ml 48710(517) 686-9361

MINNESOTA

JUDY FASTKWCM/CHANNEL 10120 WEST SCHLIEMANAPPLETON, MN 56208-1351(612) 289-2622

MARK GODDARDKSMQ/CHANNEL 151900 8TH AVENUE, N.W.AUSTIN, MN 55912-1473(507) 433-0678

EMILY LAHTIKAWE/CHANNEL 9P.O. BOX 9BEMIDJI STATE UNIV.BEMIDJI, MN 56601-0009(218) 751-3407

NANCY HOENEWDSE/CHANNEL 81202 E. UNIVERSITY CIRCLEDULUTH, MN 55811-2420(218) 724-8567

DENNIS LACOMBKTCA 2/KTCI 17172 EAST FOURTH STREETST. PAUL, MN 55101-1447(612) 222-1717

ELISE MARQUAM-JAHNSKTCI /CHANNEL 17172 EAST FOURTH STREETST. PAUL MN 55101-1400(612) 222-1717

MISSISSIPPI

JODY JAEGERWMAA/MISSISSIPPI ENP.O. DRAWER 1101JACKSON, MS 39215-1101(601) 982-6565

MISSOURI

KATHERINE SODENKCPT/CHANNEL 19125 EAST 31ST STREETKANSAS CITY, MO 64108-3216(816) 756-3580

REBECCA GOODRUMKETC/CHANNEL 969% MILLBROOK BLVD.ST. LOUIS, MO 63130-4433(314) 725-2460

KIM MEYERKOZK/CHANNEL 21MPO BOX 21SPRINGFIELD, MO 65801-0021(417) 865-2100

MIKE O'KEEFEKMOS TVCENTRAL MISSOURI STATEUNIV.WARRENBURG, MO 64093-5000(816) 429-4042

MONTANA

RONALD GJESTSONKUSWCHANNEL 9MONTANA STATE UNIV.VISUAL COMM. BLDG 172BOZEMAN, MT 59717-0002(406) 994-3437

NEBRASKA

GWEN NUGENTKUON/CHANNEL 12UNIV. OF NEBRASKAP.O. BOX 8311LINCOLN, NE 68501(402) 472-3611

MARCHETTA STEVENSNEBRASKA ETV NETWORK1800 NORTH 33RD STREETLINCOLN, NE 68503-1409(402) 472-3611

NEVADA

RUTH UHLSKLVX/CHANNEL 104210 CHANNEL 10 DRIVELAS VEGAS, NV 89119-5454(702) 737-1010

REX L. GUNDERSONKNPB/CHANNEL 5P.O. BOX 14730RENO, NV 89507-4730(702) 784-4555

NEW HAMPSHIRE

DENNIE FORTENEW HAMPSHIRE NETWORKBOX 1100 MAST ROADDURHAM, NH 03824-0110(603) 868-1100

NEW JERSEY

WALT FREASNEW JERSEY NETWORK1573 PARKSIDE AVE., CN-777TRENTON, NJ 08638-2606(609) 530-5252

NEW MEXICO

ELISEO CASILLASKNME-TV CHANNEL 51130 UNIVERSITY BLVD., NEALBUQUERQUE, NM 87102-1736(505) 277-2121

JIM FICKLINKRWG/CHANNEL 22BOX TV-22LAS CRUCES, NM 88003(505) 646-2222

CLYDE POWELLKENW/CHANNEL 3EAST NEW MEXICO UNIV.PORTALES, NM 88130(505) 562-2112

NEW YORK

FAITH ROGOWWSKG/CHANNEL 46P.O. BOX 3000BINGHAMTON, NY 13902-3000(607) 775-0100

TERRENCE O'DRISCOLLWNYE/CHANNEL 25112 TILLARY STREETBROOKLYN, NY 11201-2926(718) 935-4480

172

22-1

ANTHONY BUTTINOWNED/CHANNEL 17184 BARTON STREETBUFFALO, NY 14213-1588(716) 881-5000

CAROL SATCHWELLWCNY/CHANNEL 24506 OLD LIVERPOOL ROADLIVERPOOL, NY 13088(315) 453-2424

SANDRA SHEPPARDWNET/CHANNEL 13356 WEST 58TH STREETNEW YORK, NY 10019-1804(212) 560-2000

DORIS FLAXWLIW/CHANNEL 21CHANNEL 21 DRIVEP.O. BOX 21PLAINVIEW, NY 11803-5015(516) 367-2100

JOANNE PERRYWCFE-TV/CHANNEL 57ONE SESAME STREETPLATTSBURGH, NY 12901-9769(518) 563-9770

PATRICIA HETTRICHWXXI/CHANNEL 21P.O. BOX 21ROCHESTER, NY 14601-0021(716) 325-7500

EILEEN NASHWMHT/CHANNEL 17BOX 17SCHENECTADY, NY 12301-0017(518) 356-1700

JEREMY GRAVESWNPE/CHANNEL 161056 ARSENAL STREETWATERTOWN, NY 13601-2210(315) 782-3142

NORTH CAROLINA

SHEILA TUCKER1N1VI/CHANNEL 4242 COLISEUM DRIVECHARLOTTE, NC 28205-7029(704) 372-2442

RON PLUMMERUNC CENTER FOR PUBLIC TVP.O. BOX 1490010 T.W. ALEXANDER DRIVERESEARCH TRIANGLE PK, NC27709-4900(919) 549-7000

NORTH DAKOTA

VAL BABBPRAIRIE PUBLIC BROAD.207 N. 5TH STREETFARGO, ND 58102-4827(701) 241-6900

OHIO

MARVIN BOWMANWOUB/CHANNEL 20,WOUC/CHANNEL 44OHIO UNIV. TELECOMM. CTR.ATHENS, OH 45701(614) 594-5682

TONY SHORTWBGU/CHANNEL 57245 TROUPE AVENUEBOWLING GREEN, OH43402-3158(419) 372-2700

BEVERLY THIELMEYERWCET/CHANNEL 481223 CENTRAL PARKWAYCINCINNATI, OH 45214-2812(513) 381-4033

CAROL BOSLEYWVIZ/CHANNEL 254300 BROOKPARK ROADCLEVELAND, OH 44134-1124(216) 398-2800

MARCELITA HASKINSWOSU/CHANNEL 342400 OLENTANGY RIVER RD.COLUMBUS, OH 43210-1059(614) 292-9678

RON HINTONWPTD/CHANNEL 16110 SOUTH JEFFERSONDAYTON, OH 45402-2402(513) 220-1600

STEVE MITCT;ELLWNEO/CF.ANNEL 451750 CAM,'US CENTER DR,BOX 5191KENT, OH 44240-5191(216) 678-1656

JO ANN SHIELDSWGTE/CHANNEL 30P.O. BOX 30TOLEDO, OH 43697-0030(419) 243-3091

OKLAHOMA.

LOIS HAWKINSKXON/CHANNEL 35WILL ROGERS & COLLEGEHILLCLAREMORE, OK 74017(918) 341-7510

PATTY THAXTONOKLAHOMA ETV AUTHORITY7403 NORTH KELLEY AVENUEOKLAHOMA CITY, OK73111-8420(405) 478-4300

OREGON

FRED FLAXMANKSYS/CHANNEL 834 SOUTH FIR STREET

. MEDFORD, OR 97501-3114(503) 779-0808

CHERYLL FLANINGAMOREGON PB7140 S.W. MACADAM A.VE.PORTLAND, OR 97219-3099(503) 293-1903

PENNSYLVANIA

FRANK DOBIASWLVT/CHANNEL 39MOUNTAIN DRIVEBETHLEHEM, PA 18015(215) 867-4677

TOM McLARENWQLN/CHANNEL 548425 PEACH STREETERIE, PA 16509-4718(814) 864-3001

JOEL BECHTELWITF/CHANNEL 331982 LOCUST LANEHARRISBURG, PA 17109-3332(717) 236-6000

DAVID RUBINSOHNWHYY/CHANNEL 12150 NORTH SIXTH STREETPHILADELPHIA, PA 19106-1508(215) 351-1200

NICHOLE HARMONWYBE/CHANNEL 356117 RIDGE AVENUEPHILADELPHIA, PA 19128-1604(215) 483-3900

173

224

MARC POLLOCKWQED/CHANNEL 134802 FIFTH AVENUEPITTSBURGH, PA 15213-2918(412) 622-1300

[IM WIENERWQEX-TV/CHANNEL 164802 FIFTH AVENUEPITTSBURGH, PA 15213-2918(412) 622-1550

JOY EVANSWVIA/CHANNEL 44OLD BOSTON ROADPITTSTON, l'A 18640-9603(717) 344-1244

DAVID MERCERWPSX/CHANNEL 3PENNSYLVANIA STATE UNIV.WAGNER ANNEXUNIVERSITY PARK, PA 16802(814) 865-9531

PUERTO RICO

GLORIA HERNANDEZWMTJ/CHANNEL 40P.O. BOX 21345RIO PIEDRAS, PR 00928-1345(809) 766-2600

RHODE ISLAND

LER01 CZASKOSWSBE/CHANNEL 3650 PARK LANEPROVIDENCE, RI 02907-3124(401) 277-3676

SOUTH CAROLINA

RONALD SCHOENHERRWJWJ/CHANNEL 16P.O. BOX 1165BEAUFORT, SC 29901-1165(803) 524-0808

CHARLOTTE HARRISSOUTH CAROLINA PUBLIC TVDIV. OF

CONTINUING ED.2712 MILLWOOD AVENUECOLUMBIA, SC 29205-1221(803) 737-3452

ROBERT FREIRSONWNSC/CHANNEL 30P.O. BOX 11766ROCK HILL, SC 29731-1766(803) 324-3184

JAMES L. BARNARDWRJA/CHANNEL 27P.O. BOX 1836SUMTER, SC 29151-1836(803) 773-5546

SOUTH DAKOTA

LARRY MILLERKESD/CHANNEL 8SOUTH DAKOTA STATEUNIVERSITYPUGSLEY CENTER, BOX 2218-BBROOKINGS, SD 57007(605) 688-4191

ALLEN KIRTSSOUTH DAKOTA ETV414 EAST CLARK STREETVERMILLION, SD 57069-2307(605) 677-5861

TENNESSEE

YVONNE DERRICKSONWTCl/CHANNEL 45411 AMNICOLA HIGHWAYCHATTANOOGA, TN 37406-1016(615) 629-0045

REBECCA MAGURAWCTE/CHANNEL 22PO BOX 2040COOKVILLE, TN 38502-2040(615) 528-2222

FRANK D. MILLERWSJK/CHANNEL 2UNIVERSITY OF TENNESSEE209 COMM. BLDG.KNOXVILLE, TN 37996-0003(615) 974-5281

PAMELA COPELANDWLJT/CHANNEL 11P.O. BOX 966MARTIN, TN 38237-0966(901) 587-7561

THELMA STEIGWKNO/CHANNEL 10900 GET WELL STREETMEMPHIS, TN 38111-7418(901) 458-2521

JO ANN SCALFWDCN/CHANNEL 8P.O. BOX 120609NASHVILLE, TN 37212-0609(615) 259-9325

TEXAS

JOYCE HERRINGKACV/CHANNEL 2P.O. BOX 447AMARILLO, TX 79178-0001(806) 371-5230

LINDA SCHMIDKLRU/CHANNEL 18P.O. BOX 78713AUSTIN, TX 78713-7158(512) 4714811

RODNEY L. ZENTKAMU/CHANNEL 15TEXAS A&M UNIVERSITYMOORE COMMUN. CENTERCOLLEGE STATION, TX77843-2473(409) 845-5611

ANDY COOKKEDT/CHANNEL 16P.O. BOX 81690CORPUS CHRISTI, TX78468-1690(512) 855-2213

BRANDON BARNESKERA/CHANNEL 133000 HARRY HINES BLVD.DALLAS, TX 75201-1098(214) 871-1390

ELLEN GOODMANKCOS/CHANNEL 13BOX 650U. OF TEXAS/EL PASOEL PASO, TX 79968(915) 747-6500

JOZY MALDONADOKMBH/CHANNEL 601701 NORTH TENNESSEEHARLINGEN, TX 78550(512) 421-4111

KEN LAWRENCEKUHT/CHANNEL 84513 CULLEN BOULEVARDHOUSTON, TX 77004-6518(713) 749-8228

MARGARET DUNCANKNOT /CHANNEL 46P.O. BOX 1800KILLEEN, TX 76540-1800(8:7) 526-1176

174

co

_

FRED W. McCLUNGKTXT/CHANNEL 5P.O. BOX 4359LUBBOCK, TX 79409-2161(806) 742-2209

CLAYTON ALREDKOCV-TV CHANNEL 36P.O. BOX 113ODESSA, TX 79760-0113(915) 335-6336

CAM MESSINAKLRN/CHANNEL 9801 SOUTH BOWIESAN ANTONIO, TX 78205(512) 270-9000

UTAH

NORMA COLLETTKBYU/CHANNEL 11BRIGHAM YOUNGUNIVERSITYC-302, HFACPROVO, UT 84602-1001(801) 378-5298

DIENA SIMMONSKBYU/CHANNEL 11BRIGHAM YOUNGUNIVERSITYC-302, I-IFACPROVO, UT 84602-1001(801) 378-5298

KATHY NELSONKUED/CHANNELS 7 41 9UNIVERSITY OF UTAH101 GARDNER HALLSALT LAKE CITY, UT84112-1102(801) 581-7777

VERMONT

SCOTT CAMPITELLIVERMONT ETV88 ETHAN ALLEN AVENUE.WINOOSKI, VT 05404(802) 655-4800

VIRGINIA

MARY SOOHWNVT/CHANNEL 53CENTkAL VA EDUC. TELE.CORP.8101-A LEE HIGHWAYFALLS CHURCH, VA 22042-1195(703) 698-9682

SID SMITHWVPT/CHANNEL. 51298 PORT REPUBLIC ROADHARRISONBURG, VA 22801-3052(703) 434-5391

DUSTYLEE GRAYWHRO/CHANNEL 155200 HAMPTON BOULEVARDNORFOLK, VA 23508-1507(804) 489-9476

CALVIN NUNNALYWCVE/CHANNEL 2323 SESAME STREETRICHMOND, VA 23235-3713(804) 320-1301

JON BOETTCHERBLUE RIDGE PUBLIC TVP.O. BOX 13246ROANOKE, VA 24032-3246(703) 344-0991

VIRGIN ISLANDS

CALVIN F. BASTIANWTJX/CHANNEL 12P.O. BOX 7879ST. THOMAS, VI 00801(809) 774-6255

WASHINGTON

GUY UECKERTKWSU/CHANNEL 10WASHINGTON STATE UNIV.E.R. MURROW CENTERPULLMAN, WA 99164(509) 335-6588

LESLIE ROMEKCTS/CHANNEL 9401 MERCER STREETSEATTLE, WA 98109-4640(206) 443-6778

CLAUDE KISTLERKSPS/CHANNEL 7SOUTH 3911 REGAL STREETSPOKANE, WA 99223(509) 353-5777

REINO MOISIOKTI'S /CHANNEL 281101 S. YAKIMA AVENUETACOMA, WA 98405-4831(206) 596-1528

DIANE ULRICHKYVE/CHANNEL 471015 SOUTH 15TH AVENUEYAKIMA, WA 98901-2007(509) 452-4700

WEST VIRGINIA

KAREN AKERSWSWP/CHANNEL 9P.O. BOX AHBECKLEY, WV 25802-2831(304) 255-1501

WILLIAM RUSSELLWPBY/CHANNEL 33THIRD AVENUEHUNTINGTON, WV 25701(304) 696-6630

ANNE G. SELINGERWNPB/CHANNEL 24P.O. BOX TV-24MORGANTOWN, WV 26507(304) 293-6511

WISCONSIN

BYRON KNIGHTWHA/CHANNEL 21821 UNIVERSITY AVENUEMADISON, WI 53706-1412(608) 263-2151

CHARLOTTE BELLWISCONSIN PUBLIC TV3319 W. BELTLINE HIGHWAYMADISON, WI 53713-2834(608) 273-5500

JOHN PUSHKASHWMVS/CHANNEL 10,WMVT/CHANNEL 331036 NORTH 8TH STREETMILWAUKEE, WI 53233-1409(414) 271-1036

WYOMING

JOHN COBESKCWC/CHANNEL 4CENTRAL WYOMINGCOLLEGE2660 PECKRIVERTON, WY 82501(307) 856-9291

175

226

Appendix 4. Acknowledgements

In addition to the efforts of the advisory committee, many people have givenextensively of their time, knowledge, and experience in the creation of thispublication. We are grateful for the contributions of all of the individuals listedbelow. All were willing on numerous occasions to discuss the details of theirprograms with us. Many read this manuscript in draft form and contributed to itsimprovement. Any errors are the author's responsibility, however, and opinionsexpressed, unless specifically attributed, do not necessarily reflect those of theorganizations or individuals cited below or of any advisors.

Peter Din, Stephen C. Ehrmann, Christine Wilson-Jackson, The Annenberg/CPBProject, Washington, D.C.Nancy Smith Tidwell, Arkansas Educational Television Network, Conway, ArkansasRon Brey and Judy Doyen, Austin Community College, Austin, TexasLaurie Bingel and Lloyd Gentry, Belleville Area College, Belleville, IllinoisNancy Ness, Boise State University, Boise, IdahoRobert Threlkeld, California State Polytechnic University, Pomona, CaliforniaKathleen Glenn, Cameron University, Lawton, OklahomaMaryhelen Garrett, Central Michigan University, Mount Pleasant, MichiganEleanor Minich and Barbara Willis, Chicago City-Wide College, Chicago, IllinoisLeslie Purdy, Coastline Community College, Orange County, CaliforniaMichael Souder, College of St. Catherine, St. Paul, MinnesotaCarol B. Aslanian, The College Board, New York, New YorkJoan Bowen, Colorado State University, Fort Collins, ColoradoJack Sousa, Community College of Rhode Island, Lincoln, Rhode IslandScott Mulford, CONVOCOM/WMEC-TV, Springfield, IllinoisRichard Browning, Cuyahoga Community College, Cleveland, OhioMichael Kuhn, Florida Department of Education, Tallahassee, FloridaAlan Hoffman, Garland County Community College, Hotsprings, ArkansasMary Emery and Cheryl Grim, Lewis-Clark State College, Lewiston, IdahoEly Miller, Luzerne County Community College, Nanticoke, PennsylvaniaMary Ann Spangler, Maryland College of the Air, Owings Mills, MarylandGwen Thornton, Metropolitan State College of Denver, Denver, ColoradoAndrea Binkley, Metropolitan Community College, Omaha, NebraskaBill Quirmbach and Joe Pellegrin, Milwaukee Area 'lechnical College, Milwaukee,WisconsinDon Sutton, Mind Extension University, Englewood, ColoradoAnn Lippel, New Jersey Institute of Technology, Newark, New JerseySandra Scott-Smith, Northern California Telecommunications Consortium, Sacramento,CaliforniaDon Drake, Northern Illinois Learning Resources Cooperative, Sugar Grove, IllinoisRandal Lemke, Northern Virginia Community College, Annandale, VirginiaElaine Yandal-Roth, Office of Commissioner of Community Colleges Services,Portland, OregonStephen Johnson, Oregon Public Broadcasting, Portland, OregonEllen Gfroehrer and Jerry Goff, Pennsylvania State University, University Park,Pennsylvania

177 227

Janice L. Friddle, Pikes Peak Community College, Colorado Springs, ColoradoDawn Bozek, Stan Cahill, Fiona Gawad, Virginia Kirk, and Will Philipp, PBS AdultLearning Service, Alexandria, VirginiaKate Gulliver, Regents College, Institute for Distance Learning, Albany, New YorkBetsy Frank, Rio Salado Community College, Phoenix, ArizonaSusan Commanday, Rockland Community College, Suffern, New YorkTerry Britton, Rose State College, Midwest City, OklahomaRobert Zeigler, San Antonio College, San Antonio, TexasLeroy Jordan, Sangamon State University, Springfield, IllinoisSally Beaty, Southern California Consortium (INTELECOM), Pasadena, CaliforniaJames Mingle, State Higher Education Executive Officers, Denver, ColoradoJack Pirkey, Tarrant County Junior College, Fort Worth, TexasFred Stewart, Troy State University in Montgomery, Montgomery, AlabamaNofflet Williams, University of Kentucky, Lexington, KentuckyGeorge Connick and Jane Russo, University of Maine at Augusta, Augusta, MaineSusan Cloninger, Paul Hamlin, Rita Tschiffely and William Wolff, University ofMaryland University College, College Park, Maryland and National UniversitiesDegree ConsortiumDoyle Howitt, University of Nebraska at Kearney, Kearney, NebraskaRon Plummer, North Carolina Center for Public Television, Research Triangle Park,North CarolinaDavid Rand, University of South Dakota, Vermillion, South DakotaHelen Lacy, The Utah Education Network, Salt Lake City, UtahCecelia Fox ley, Utah System of Higher Education, Salt Lake City, UtahDarl Walker, Valercia Community College, Orlando, FloridaBrenda White, Washburn University of Topeka, Topeka, KansasDeborah Fiedler, Wayne County Community College, Detroit, MichiganSally M. Johnstone, Western Cooperative for Educational Telecommunications, DenverColoradoRoberta Morelli and Joyce E. Nielsen, Western Illinois University, Macomb, IllinoisJudith Parker, WNPT, Morgantown, West Virginia

Toby Kleban LevineAugust 1992

178 2

nno

A The Annenberg/CPB Project

901 E Street, N.W.Washington, D.C.20004-2006

!29

OPBS ADULT LEARNING SERVIC1320 Braddock PlaceAlexandria, VA22314 -1698

BEST COPY AVAILABLE