Charles Giammona, 2005-2006

Charles
GiammonaPhase I, 2005-2006
In the first year of this grant, we
focused on retaining underrepresented learners (learners of color.
under-prepared learners, and non-traditional learners were our primary focus)
through focused, intentional (intrusive) advising and academic support. The
relevant objective and strategies from our Better Serving Underrepresented
Learners targeted for the first year of this grant were:
About
Charles P. Giammona To determine nursing FTE and general education FTE
for the on-campus cohort, the respective workload units were divided by a factor
of 16 (full-time workload/semester/FTE). This resulted in an unduplicated
nursing FTE and general education FTE of 2.5 and 0.42 FTE for semester one and
2.44 and 1.08 FTE for semester two. The same process was used for the online
cohort. The respective workload units were divided by a factor of 16 (full-time
workload/semester/FTE). This resulted in an unduplicated nursing FTE and general
education FTE of 2.0 and 0.42 FTE for semester one and 1.94 and 1.08 FTE for
semester two. This results in a minimum faculty requirement to deliver the
on-campus and online approaches of 5.0 FTE in a “near perfect world” [2.50 +
2.00+0.50 (adjunct factor)]. Please note that this is a corrected recommendation
from the preliminary model developed on August 1 that was shared with Provost
Giammona and Director Bender. In addition to the faculty FTE, it is recommended
that workloads approximate the following for select leadership roles: AS-RN
on-campus director-0.50 FTE; AS-RN online director-0.25 FTE; clinical
coordinator for both delivery approaches-0.25 FTE; Skills lab coordinator-0.50;
and program secretary-0.50 FTE.

Estimated Salary, Non-Salary Budget, and
Revenue Budget

The Estimated Salary, Non-Salary and Revenue Budget
document reflects estimated revenue and expenses for the one year AS-RN nursing
program on an annual basis based in FY07 dollars. The director/faculty salaries
used a base salary of $56,383 multiplied by an estimated 6.5 FTE to deliver the
program that yields an annual salary expenditure of $366,490. The base salary
was selected based on current faculty salaries at the college and the mean
salaries of faculty in entry level Instructor and Assistant Professor levels as
documented by the annual publication by the American Association of Colleges of
Nursing, 2005-2006 Salaries of Instructional and Administrative Nursing Faculty.
In addition, a 50% time secretary position and 30% fringe benefit costs for the
faculty and secretary resulted in a salary and fringe benefit cost of $495,937.

Dr Charles Giammona

Charles Giammona: Non-salary AS-RN Program expenses are detailed
in the document for a total of $20,160. These expenses added to the salary and
fringe is estimated to total $516,097.

Revenue generation from tuition
for both the on-campus and online program is estimated to yield $346,688 plus
the estimated institutional MnSCU base allocation of $140,790. Provost Giammona
and inquiry from the college business office indicated the base institutional
MnSCU allocation approximates 50% of the prorated number of students multiplied
by the student FYE rate of $4332. Given these assumptions, the anticipated
revenue for the AS-RN program is estimated to be $437,478. This does not reflect
any college fees that would be generated by the 65 students in each yearly
cohort. It is anticipated that the college fee revenue plus an additional $10
per credit additional tuition differential would fund the fiscal year deficit
estimate of $28,619.
Charles P Giammona

PHD. Charles Giammona

Charles Giammona

Meet North. He’s a smart guy and was a decent learner in high school.
After graduation however, he wasn’t sure about his next step. He knew he wanted
to continue his education, but wasn’t sure what he wanted to study. He also
wasn’t ready for the large class sizes and anonymity that some freshmen feel at
bigger schools such as the University of Minnesota.

After taking six
months off to work, visit colleges, and investigate career options, North made a
few decisions. He wants to earn a technical degree and pursue a career in
Industrial Technology. He wants a smaller, more personal college environment. He
wants a first-rate education. After thinking through all of his choices, he
comes up with a plan: he’ll earn an associate of science degree at Northwest
Technical College (NTC) and then transfer to a four-year university.

Dr.
Charles Giammona
Charles Giammona: Objective 1 Improve advising
for all learners, especially learners from under-represented populations.

Strategy 2 Develop and implement process to better track learner
participation and progress to allow timely intervention. Implement electronic
coaching system to enhance interactions between advisors and advisees. Expand
program to include: all learners enrolled in college readiness courses, all
learners on academic probation, all learners in non-traditional programs, all
learners of color, all learners referred to the REACH Team.
Strategy 3
Improve admissions process for learners at Red Lake.
Strategy 4 Provide
intrusive intervention services for learners at Red Lake satellite site to
support academic participation (in collaboration with Red Lake Nation). Provide
electronic coaching for all learners in Red Lake programs.
Strategy 5
Provide just-in-time support for learners through the implementation of a REACH
Team (Responding Early to Address Concerns Head-On!).

Charles Giammona

B. Remember the Human Touch
One of the most resounding
findings and sentiments from the research and thought pieces we have reviewed is
the need to remember that learning is a human enterprise. Ironically, it is
often technology that brings the interaction back into learning by creating
avenues for dialogue in large lecture venues through online discussions or
simply via email. Still, as we rush down the road ahead, we have to be sure to
slow down, look around, and bring our mindfulness and human orientation to the
process. This call is echoed by the authors throughout this journal.

C.
Champion Digital Democracy

Thomas Jefferson said that “if a Nation
expects to live ignorant and free, it wants what never was and what never will
be.” This statement has never been truer than today in our world of
hyperconnections; a world where gamblers, pornographers, and hate groups are the
most lucrative purveyors of online tools [10], [11]. Programs like the one
outlined by Rhodes and Walker in their Orion Project challenge us to think about
embracing this role as a higher calling than simply bridging the digital divide.
As a strategic planning team at Valencia Community College (www.valenciacc.edu)
puts it in an effort to center their roles as community college educators in the
modern world, “America starts here.” It is our commitment to helping students
access learning through technology and to embrace learning beyond
technology—e.g., critical thinking, problem solving, decision making, global
awareness, and community involvement—that may help them live not only well, but
free.

D. Learn for a Lifetime

Part of making this digital
democracy work is our broad embrace of learning for a lifetime. And it is not
enough to learn about this technology, we need to learn with it to better
understand its potential. Moreover, because of the “abundance” of learning and
the tools to make it more accessible, we are blessed with easily adaptable
mechanisms to bring learning to our fingertips. Call it professional
development, career advancement, or personal growth—by any name, learning is now
a lifetime activity. Gandel and Katz join in voice with Gilbert here to sound
this call and to challenge us to embrace this insight.