Bachelor of Applied Sciences Degree Program: A New and Innovative Collaboration between a Land Grant University and Community Colleges

By Williams, Karen C.; Wangberg, James K. et al. | NACTA Journal, March 2010 | Go to article overview

Bachelor of Applied Sciences Degree Program: A New and Innovative Collaboration between a Land Grant University and Community Colleges


Williams, Karen C., Wangberg, James K., Scull, W. Reed, NACTA Journal


Abstract

The College of Agriculture, University of Wyoming (UW), in collaboration with the UW Outreach School and the state's community colleges, developed a new and innovative Bachelor of Applied Sciences Degree (BAS) program. The online-only program serves a new authence, students who earned an associate of applied science (AAS) degree and have a minimum of two years work experience. Prior to the BAS, these community college graduates had no opportunity for professional advancement within their chosen professions if a baccalaureate degree was required. The BAS degree program was designed to utilize appropriate course credits and fill the gaps toward completing a four year university degree and to serve place bound professionals. The process for doing so was highly collaborative, involving all of Wyoming's community colleges, several UW academic departments and colleges, and support staff university-wide. The program has successfully enrolled students from a broad array of professional disciplines and produced its first graduate in the brief time span of two years. The systems view of organizing such a program and the curriculum described herein may serve as a model for other universities striving to meet the forecasted higher national demands by non-traditional students for online education in their professional fields.

Literature Review

No one disputes that there are benefits to having a four-year degree. Day and Newburger (2002) noted that over their work lives, individuals who have a bachelor's degree will earn about a third more than workers who did not finish college and nearly twice as much as workers with only a high school diploma. Carnevale et al. (2009) asserted that post-secondary education is needed more than ever because:

Every year more than a third of the entire U.S. labor force changes jobs.

Every year, more than 30 billion Americans are working in jobs that did not exist in the previous quarter.

Many of the occupations workers have today did not exist five years ago.

Current research shows that most of the highpaying jobs of the future will require a bachelor's degree or higher and many will reside in health care, high tech, education, office, and energy-related jobs (Carnevale et al., 2009; Dohm and Shniper, 2007).

At the close of the 20th Century, Eastmond (1998) stated, "Rapidly changing societal and work environments demand continuous learning, and nontraditional students ...are the new majority, pursuing education for career development, job security, upward mobility, recareering, and other professional and personal reasons" (p. 33). With an everincreasing frequency, students who are classified as nontraditional are accessing higher education (Kilgore and Rice, 2003; Schuetze and Slowey, 2002), bringing with them unique learning needs. Nontraditional students have been defined in many ways: adult students aged 24 or older, those with vocational and/or work experience leading to an unconventional educational background, ethnic minority or immigrants, first-generation students, those from remote or rural areas, and other underrepresented groups (Donaldson and Townsend, 2007; Holder, 2007; Merriam and Caffarella, 1991; Schuetze and Slowey, 2002).

Of particular interest to this paper are those nontraditional students who fit the definitions above, hold an Associate of Applied Science (AAS) degree, and have a desire to continue their education. The AAS degree, primarily delivered at community colleges, is intended for students majoring in occupational fields who do not plan to transfer to a four-year institution. It is considered to be a terminal degree because it "consists of occupational or technical courses that are not required and thus are not transferable into conventional academic baccalaureate degrees" (Arney et al, 2006). Critics of the AAS state that these programs do not prepare students with the higher-level skills necessary for management or other higher paid career paths (Brint and Karabel, 1989; Dougherty, 1994). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Bachelor of Applied Sciences Degree Program: A New and Innovative Collaboration between a Land Grant University and Community Colleges
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.