V * I * S * T * A = S
by Anthony Villegas -> Values * Information * Skills * Technology * Activities = Success
email: villegasa@usfca.edu url: http://web.usfca.edu/~villegas/vistas/
- Values
- Beliefs
- Desires
- Information
- Instructor(s)
- Students
- Course
- Skills
- Conceptual
- Intrapersonal
- Visual/Spatial
- Logical/Mathematical
- Human
- Interpersonal
- Body/Kinestetic
- Verbal/Linguistic
- Musical/Rhythmic
- Technological
- Technology
- Software
- Database
- Hardware
- Network
- Other (Traditional) Tools
- Activities
- Preparation
- Instruction
- Teaching Strategies
- Success
- Performance Evaluation
- Guiding Principles
- Best Practices
- Miscellaneous Thoughts
- Anthony Villegas (villegasa@usfca.edu)
http://web.usfca.edu/~villegas/vistas/
- Values
What "we" (community of learners) consider important
- Beliefs
enter here your "cause": mission, vision, principles
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* what is our school's mission (where do we want to be going)?
"If a 'person' has a WHY to live for, (s)he can live with any HOW" -- Friedrich Nietzsche
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* what is our school's vision (how are we getting to where we want to be)?
"People see things as they are and ask WHY?
I dream of things that never were and say WHY NOT!" -- Robert Kennedy
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* what are the principles of education that we firmly believe?
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e.g. consider the "quintessence" (5 principles) of andragogy (adult learning)
[1] KNOW WHY -> learners need to know why something is important to learn
[2] KNOW HOW -> learners want to know how to construct their own knowledge
[3] KNOW WHO -> learners desire to know based on culture and personal experience
[4] KNOW WHEN --> people do not learn unless they are RAW=ready, able, willing
[5] KNOW WHERE -> learning happens when it is problem-oriented & situation-based
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- Desires
enter here your "effects": learning outcomes
"Begin with the end in mind" -- Stephen Covey, 7 Habits of Highly Effective People
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* what values (know-why -- IDEALS or affective component of education)
knowledge (know-what -- FACTS+RULES=THEORY or cognitive component of education)
skills (know-how -- PRACTICE or effective component of education)
should our students learn?
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e.g. The Aulich Report (6/90) states that graduates of Australia's higher education --
[1] should be very proficient in the arts and sciences related to their desired profession
[2] should understand (history, culture, social strucure of) the society where they'll work
[3] should be able to think creatively in solving problems from multiple perspectives
[4] needs to develop a capacity for "lifelong learning" to adapt to our "dynamic" world
[5] must be good communicators, orally and in writing
----> http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/education2/alexander
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e.g. The American Assembly of Collegiate Schools of Business (AACSB) have adopted
five similar mission-critical themes for core competencies among undergraduates and
MBA graduates in preparation for the 21st Century, namely:
[1] Communication Strategy -- proficiency in oral, written, and electronic media
[2] Leadership Dynamics -- proficiency in understanding and motivating project teams
[3] Creative Problem Solving -- proficiency in quantitative & qualitative decision making
[4] Ethical Perspectives -- developing moral character to conduct business w/ prudence
[5] Global Perspectives -- having a passion for learning the wisdom of various cultures
The development of these five skills has been clearly identified by business and
employers as being differentiators in their recruitment practices and as being critical
to their success in the business environment.
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- Information
Status: WHAT do we know about ourselves (S-trengths/W-eaknesses)?
PLAN: HOW can we accomplish our desired objectives (plan for O-pportunities/T-hreats)?
- Instructor(s)
enter here your qualifications and your special interests
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- Students
describe (survey) here the background and primary interests of your incoming students
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- Course
describe here the course content, its prerequisites, learning goals and standards
*what is this course about?
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*what are the prerequisite skills students should have?
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* what are expected knowledge (know-what) and skills (know-how) students will gain?
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*what standards (measurements) do we use to assess performance, progress, success?
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- Skills
REQUIRED (prerequisite) competencies and DESIRED (postrequisite) capabilities
- Conceptual
= the ability to deal with IDEAS (consider 3 of 7 Gardner's multiple intelligences)
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- Intrapersonal
Required: ____________________________________________________________
Desired: _____________________________________________________________
examples: [a] power of concentration, [b] contemplativeness, [c] metacognition, [d] insight to one's own personal attitudes, feelings, and motivations, [e] transcendental sense of self, [f] higher order thinking of reflective self -- hindsight, insight, foresight
- Visual/Spatial
Required: ____________________________________________________________
Desired: _____________________________________________________________
examples: [a] accurate observation from different viewpoints, [b] finding relationships among objects in space, [c] discovering your path in space, [d] creating mental images,
[e] visual representations, [f] graphic manipulations, [g] creative imagination
- Logical/Mathematical
Required: ____________________________________________________________
Desired: _____________________________________________________________
examples: [a] scientific reasoning, [b] solving complex calculations, [c] recognizing rules and exceptions, [d] discerning abstract patterns, [e] inductiveness, [f] deductiveness
- Human
= the ability to deal with PEOPLE (consider 4 of 7 Gardner's multiple intelligences)
- Interpersonal
Required: ____________________________________________________________
Desired: _____________________________________________________________
examples: [a] developing and maintaining synergy, [b] discerning hidden intentions, motivations, and orientations, [c] seeing things from the other person's lenses, [d] working cooperatively as a team, [e] sensitivity to other's emotions, moods, and idiosyncracies, [f] fluency in understanding verbal and nonverbal cues
- Body/Kinestetic
Required: ____________________________________________________________
Desired: _____________________________________________________________
examples: [a] control of "pre-programed" functions, [b] control of voluntary functions, [c] improved physical coordination, [d] harmony of mind and body, [e] agility, [f] ability to imitate and improvise facial/physical movements
- Verbal/Linguistic
Required: ____________________________________________________________
Desired: _____________________________________________________________
examples: [a] humor, [b] mnemonic vocabulary, [c] persuasiveness, [d] ability to explain, teach, learn, [e] semantic fluency in the choice or order of words, [f] meta-linguistic proficiency
- Musical/Rhythmic
Required: ____________________________________________________________
Desired: _____________________________________________________________
examples: [a] distinguishing different tones, [b] accute hearing tendency, [c] ability to imitate sounds heard, [d] understanding the structure of music, [e] developing audiographic memory, [f] ability to create melody, rhythm, and harmony
- Technological
= the ability to deal with TOOLS in the High-Tech, High-Touch Generation
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e.g. consider 14 Scope & Sequence promoted by Techworks for EdTech (K-8) --
[1] General Technological Awareness
[2] Keyboarding
[3] Paint, Draw, and Graphics
[4] Word Processing
[5] Information Systems/CD-ROM
[6] Network Awareness
[7] Internet/Telecomunications
[8] Multimedia
[9] Video
[10] Electronic Presentations
[11] Desktop Publishing
[12] Data Bases
[13] Spreadsheets
[14] Programming
e.g. consider additional 6 Higher Education (MBA) Technology proposed by Villegas
[15] OAS: Integrated Office Automation Systems
[16] WA/SM: Web Authoring & Site Management
[17] G/WM: Groupware & Workflow Management
[18] OLTP/OLAP: OnLine Transaction Processing & OnLine Analytical Processing
[19] DSS/ES: Decision Support Systems & Expert Systems
[20] KDD: Knowledge Discovery in Database/Datawarehouse/Datamart Mining
- Technology
Tools we need for curriculum, instruction, and assessment
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- Software
operating system, utilities, programming languages, application programs
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- Database
collection of related information on subject(s) or object(s) of study
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- Hardware
computer, monitor, printer, external drives, scanners, etc.
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- Network
resources for data, voice, video telecommunications
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- Other (Traditional) Tools
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[1] Audio Recordings
[2] Books & Printed Materials
[3] Bulletin Boards
[4] Chalkboard/Markerboard
[5] Charts, Maps, Drawings
[6] Chart or Easel Pad
[7] Computer
[8] Cutaways
[9] Filmstrips
[10] Flannel Board-Magnetic Board
[11] Graphs
[12] Handouts
[13] Mock-Ups
[14] Models of Realia
[15] Opaque Projector
[16] Overhead Transparencies
[17] Pictures
[18] Realia
[19] Simulation Devices
[20] Slides
[21] Slide-Tapes
[22] Telephone Systems
[23] Video Tapes/Films
- Activities
Things To Do for communication, congregation, collaboration of learning community
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- Preparation
*preparation of communication materials
Enter here what you (as instructor) need to "prepare" prior to your "presentation"
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Enter here what your students need to "prepare" prior to your "presentation"
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- Instruction
*presentation during congregations or class meetings
Enter here "how" you will present the learning materials
e.g. lecture, desktop presentations, handouts in electronic form or hard copy
----> http://web.usfca.edu/~villegas/classes
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*participation through individual effort and through collaborative team effort
Enter here "how" your students will participate in the learning process
e.g. mine -->class discussions and newsgroup submission of weekly assignments
which include C-omments, A-sk Questions, R-esponses, and S-ummaries (C-A-R-S)
----> http://www.usfca.edu/usf/localgroups.html
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- Teaching Strategies
*** Noncomputer-based Strategies ***
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e.g.
[1] Behavior Modification
[2] Case Study
[3] Contracting
[4] Cooperative Learning
[5] Demonstration
[6] Discovery Learning
[7] Discussion
[8] Drill
[9] Field Study (Trips)
[10] Futuristic Forecasting
[11] Independent Study
[12] Individualized Learning
[13] Inquiry
[14] Interest (Learning) Centers
[15] Interview
[16] Laboratory
[17] Learning Packets
[18] The Lecture
[19] Observation
[20] Outcome Based Education (Mastery Learning)
[21] Problem-Solving
[22] Project
[23] Questioning
[24] Role-Playing
[25] Simulation Gaming
[26] Socratic
[27] Student Research
[28] Student Tutorial
[29] Synectics
[30] Team Teaching
[31] Value Clarification
*** Strategies for Computer-Based Learning ***
= shift from teacher to learner, shift from knowledge-transfer to knowledge-building
see Reinventing Schools: The Technology is Now!
--> http://www.nap.edu/readingroom/books/techgap/navigate.cgi
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e.g.
[1] ACTIVE LEARNING (Mathemagenic Activities) -- we learn better while we are active
* activity gives birth (gineisthos) to what is learned (mathemain)
* mathemagenic was coined by Columbia Teachers College Prof. Ernst Rothkopf (1963)
* partly based on Dale's cone of experience, we learn better when we "do" it
we remember 20% of what we hear (passive learning)
50% of what we see (passive learning)
60% of what we see and hear (passive learning)
70% of what we say (active learning)
90% of what we do (active learning)
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[2] COGNITIVE APPRENTICESHIP -- we learn better through the help of an expert
* based on the work of Resnick (1987) and Brown, Colins, and Duguid (1989)
* directly based on Vygotsky's zone of proximal development (ZPD)
[a] instructing -- teacher=guru, student=disciple, method=indoctrination
[b] coaching -- teacher=mentor, student=protˇgˇ, method=guidance
[c] scaffolding -- teacher=resource, student=explorer, method=facilitation
similar to minimalism (laissez-faire) method of BIG=before instructiion given
[d] fading -- teacher=gone, student=pioneer, method=remote observation
similar to minimalism (laissez-faire) method of WIG=without instruction given
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[3] COLLABORATIVE LEARNING
*visit the website on Collaborative Learning
----> http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_3.html#HEADING7
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[4] COMMUNITY OF LEARNERS
*visit the website of World Lecture Hall in Univeristy of Texas
----> http://www.utexas.edu/world/lecture
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[5] DISTANCE LEARNING
[a] video conferencing
[b] computer conferencing
[c] telephone conferencing
*visit the website of US Distance Learning Association
----> http://gopher.usdla.org/dl.html
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[6] HYPERMEDIA/HYPERTEXT LEARNING
[a] via desktop computers -- e.g. Hypercard, Hyperstudio, Filemaker
[b] via networked computers -- i.e. Web-enabled Internet, Intranet, Extranet
*Cognitive Models for Structuring Hypermedia and Implications
and Implications for Learning from the World Wide Web
by John Eklund, Universitty of Sydney 2006 (eklundj@mackie.edfac.usyd.edu.au)
--> http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/hypertext/eklund
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[7] INTERNET/ONLINE LEARNING
[a] connection -- telnet, gopher, web
[b] communication -- email, listserv
[c] congregation -- chat, newsgroup
[d] collaboration -- file attachments to email, ftp, web publishing, groupware
*visit the website on Distance Learning and Instructional Technology
----> http://sushi.st.usm.edu/~yuen/edtech.htm
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[8] PROGRAMMED LEARNING (INSTRUCTION)
[a] CAI: computer assisted instruction
[b] ITS: intelligent tutoring system
[c] ILE: intelligent learning environment
*visit the Systems Approach to Training (SAT) -- [1] Introduction, [2] Analysis,
[3] Design, [4] Develop, [5] Implement, [6] Evaluate
----> http://www.nwlink.com/~donclark/hrd/sat,html
*visit the website onExplorations in Learning & instruction: Theory into Practice
----> http://www.gwu.edu/~tip
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- Success
"Success is getting what you want while happiness is wanting what you get!"
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7
- Performance Evaluation
*** Assessment of Students ***
How are students evaluated to have acquired the desired values (know-why)?
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How are students evaluated to have acquired the desired knowledge (know-what)?
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How are students evaluated to have acquired the desired skills (know-how)?
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How do students perceive their own learning experience?
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*** Summative Evaluations ***
How well did the ACTUAL instruction realize the EXPECTED learning outcomes?
Student Feedback: _____________________________________________________
Teacher Feedback: _____________________________________________________
*** Formative Evaluations ***
How well did the TYPE of exams used diagnose the best remedial help for the learners?
Student Feedback: _____________________________________________________
Teacher Feedback: _____________________________________________________
*** Strategies for Student Assessments ***
criterion-based -- student's performance depends on the mastery of certain criteria
norm-based -- student's performance is relative to the normal curve class performance
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*** 9 Principles of Good Practice for Assessing Student Learning
by the American Association for Higher Education ***
[1] The assessment of student learning begins with educational values
[2] Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time
[3] Assessment works best when programs it seeks to improve have clear, explicitly stated purposes
[4] Asssessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes
[5] Assessment works best when it is ongoing not episodic
[6] Assessment fosters wider improvement when representatives from across the educational community are involved
[7] Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about
[8] Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change
[9] Through assessment, educators meet responsibilities to students and to the public
----> http://www.aahe.org/principl.htm
- Guiding Principles
*** RELEVANT WEB SITES ***
** CURRICULUM **
*DESIGNING AND IMPLEMENTING INSTRUCTION ON THE WEB: A Case Study
by Jeanne M. Hites, St. Cloud State University (jhites@tigger.stcloud.msus.edu)
by Keith Ewing, St. Cloud State University (kewing@tigger.stcloud.msus.edu)
--> http://lrs.stcloud.msus.edu/ispi/proceeding.html
*EFFECTIVE USE OF THE WEB FOR EDUCATION: Design Principles and Pedagogy
by University of Washington (rells@cac.washington.edu)
--> http://weber.us.washington.edu/~rells/workshops/design/
*HOW TO CREATE A (Dynamic) WEB-BASED COURSE
Table of Contents
--> http://www.assiniboinec.mb.ca/user/downes/ua/contents.htm
Illustration of the structure of the webcourse as a whole
--> http://www.assiniboinec.mb.ca/user/downes/ua/compon1.htm
Four (4) Major Roles in webcourse development
--> http://www.assiniboinec.mb.ca/user/downes/ua/roles1.htm
*PROBLEMS AND PRINCIPLES IN THE USE OF INTERNET FOR COURSE DELIVERY
by Anita Pincas, Institute of Education, London Univeristy (teedapi@ioe.ac.uk)
--> http://cac.psu.edu/~cx118/trdev/london.html
*SPECIAL CONSIDERATIONS FOR DESIGNING INTERNET-BASED COURSES
by Thomas Fox McManus (mcmanus@mail.utexas.edu)
-->http://ccwf.cc.utexas.edu/~mcmanus/special.html
** INSTRUCTION **
*DELIVERING INSTRUCTION ON THE WORLD WIDE WEB
by Thomas Fox McManus (mcmanus@mail.utexas.edu)
[***** GREAT discussion on getting started, hardware and software, creating
your instruction -- objectivist: Instructional System Design by Dick & Carey,
constructivist: Cognitive Flexibity Theory by Spiro -- creating your pages,
and examples and resources e.g.Internet Resources in Higher Education *****]
-->http://ccwf.cc.utexas.edu/~mcmanus/wbi.html
*TEACHING AND LEARNING ON THE WORLD WIDE WEB
by Shirley Alexander, University of Technology, Sydney (S.Alexander@uts.edu.au)
--> http://www.scu.edu.au/sponsored/ausweb/ausweb95/papers/education2/alexander
*TRAINING & DEVELOPMENT VIATHE INTERNET
by Dr. Ralph F. Wilson of Wilson Internet Services (Jan. 1, 1996)
--> http://cac.psu.edu/~cx118/trdev
*WEB-BASED INSTRUCTION RESOURCE SITE
by William Milheim (wmd2@psu.edu, updated 8/11/97)
--> http://www.personal.psu.edu/faculty/w/d/wdm2/main.htm
** ASSESSMENT **
*TOP TEN MISTAKES IN EDUCATION by the Institute for Learning Sciences (1994)
[Electronic version of the book -- Engines for Education]
[1] Schools act as if learning can be disassociated from doing
[2] Schools believe they have the job of assessment as part of their natural role
[3] Schools believe they have an obligation to create standard curricula
[4] Teachers believe they ought to tell students what they think it is important to know
[5] Schools believe instruction can be independent of motivation for actual use
[6] Schools believe studying is an important part of learning
[7] Schools believe that grading according to age group is an intrinsic part of the
organization of a school
[8] Schools believe children will accomplish things only by having grades to strive for
[9] Schools believe discipline is an inherent part of learning
[10] Schools believe students have a basic interest in learning whatever it is schools
decide to teach to them
--> http://www.ils.nwu.edu:80/~e_for_e/nodes/NODE-283-pg.html
- Best Practices
** TOP 20 SCHOOLS OFFERING ONLINE COURSES & DEGREES **
Forbes article on TOP 20 Online Degree Programs
----> http://www.forbes.com/forbes/97/0616/5912084a.htm
Brevard Community College Cocoa, FL 407-632-1111, ext. 63480
A.A. and A.S. via videoconference, computer
----> http://www.brevard.cc.fl.us/
California State University Dominguez Hills, Carson, CA 310-243-2288
B.A., B.S.N., M.B.A., M.A. and M.S. via videoconference, computer
---> http://www.csudh.edu/dominguezonline
Carnegie Mellon University Pittsburgh, PA 800-850-4742
M.B.A. and M.S. via videoconference, computer
----> http://www.gsia.cmu.edu
City University Bellevue, Wash. 800-426-5596
A.S., B.A., B.S., M.B.A., M.P.A. and M.E. via computer
----> http://www.cityu.edu
Colorado State University Fort Collins, Colo. 800-525-4950
M.B.A. and M.S. via videotape, computer
----> http://www.colostate.edu/Depts/CE/
Duke University's Fuqua School of Business,
Global Executive M.B.A. Program Durham, N.C. 919-660-8024
M.B.A. via computer
----> http://www.fuqua.duke.edu/programs/gemba
Education Network of Maine Augusta, Me. 207-621-3404
A.A., A.S., B.A., B.S. and M.S. via videoconference, computer
----> http://www.enm.maine.edu
Indiana University System Bloomington, Ind. 800-334-1011
A.G.S., A.S.L.S., B.G.S. and B.S.L.S. via videoconference, computer
----> http://www.extend.indiana.edu
Michigan State University East Lansing, Mich. 517-353-1771
M.A. and M.S. via videoconference, computer
----> http://www.msu.edu
National Technological University Fort Collins, Colo. 970-495-6400
M.S. via videoconference
----> http://www.ntu.edu
New School for Social Research New York, N.Y.
212-229-5880 www.dialnsa.edu B.A. via computer
----> http://www.dialnsa.edu/
New York Institute of Technology On-Line Campus Central Islip, N.Y. 800-222-6948
B.A., B.S. and M.B.A. via computer
----> http://www.nyit.edu/olc
Nova Southeastern University Fort Lauderdale, Fla. 954-262-7300 M.S., M.A.C.C.,
M.B.A., M.P.A., Ed.D., Ph.D., D.P.A. and D.B.A. via videoconference, computer
----> http://www.nova.edu
Old Dominion University Norfolk, Va. 800-968-2638
B.S., M.S. and M.B.A. via videoconference
----> http://www.odu.edu
Thomas Edison State College Trenton, N.J. 609-984-1150
A.A., A.S., B.A., B.S. and M.S. via computer
----> http://www.tesc.edu
University of Alaska Southeast at Sitka 907-747-6653
A.S., B.S. and M.P.A. via telephone conference, computer
----> http://www.jun.alaska.edu
University of Colorado at Colorado Springs 800-777-6463
M.B.A. via computer
----> http://www.jec.edu
University of Maryland University College CollegePark, Md. 301-985-7000
B.A., B.S. and M.S. via videoconference, computer
----> http://www.umuc.edu
University of Phoenix Online Campus Phoenix, Ariz. 800-742-4742
B.S., M.A., M.S. and M.B.A. via computer
----> http:// www.uophx.edu/online
Washington State University Pullman, Wash. 800-222-4978
B.A. via videoconference, computer
----> http://www.eus.wsu.edu/edp
- Miscellaneous Thoughts
- Anthony Villegas (villegasa@usfca.edu)
http://web.usfca.edu/~villegas/vistas/
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