Establish a monthly meeting time for all stakeholders - adult schools and colleges.
Secure commitment from key stakeholders. Discuss and write goals together.
Identify key gaps and barriers to be addressed by the bridge course.
Decide upon general logistical aspects of the course : time, place, instructor etc.
Create and submit a course proposal.
Get it approvedby consortium leadership.
Promote the course fully - via telephone, email, adult school instructors, letters, invitation, flyers etc.
Discuss and decide upon measurable goals together as a group.
Decide upon appropriate topics and technology to be covered by the bridge course.
Choose an appropriate college instructor to design and teach the course as generally outlined by the task group. This person needs to be fully on board with the collaborative task group goals. They should be an active member of the task group if possible.
Provide plenty of evaluative opportunities for student feedback during the course -- for student support on the fly.
Create an appropriate course evaluation for the end of the course.
Identify areas of strength and weakness and propose next steps.
Creating a Technology Infused Bridge Course:
Workflow Checklist:
Establish a monthly meeting time for all stakeholders - adult schools and colleges.
Secure commitment from key stakeholders. Discuss and write goals together.
Identify key gaps and barriers to be addressed by the bridge course.
Decide upon general logistical aspects of the course : time, place, instructor etc.
Create and submit a course proposal.
Get it approved by consortium leadership.
Promote the course fully - via telephone, email, adult school instructors, letters, invitation, flyers etc.
Discuss and decide upon measurable goals together as a group.
Decide upon appropriate topics and technology to be covered by the bridge course.
Choose an appropriate college instructor to design and teach the course as generally outlined by the task group. This person needs to be fully on board with the collaborative task group goals. They should be an active member of the task group if possible.
Provide plenty of evaluative opportunities for student feedback during the course -- for student support on the fly.
Create an appropriate course evaluation for the end of the course.
Identify areas of strength and weakness and propose next steps.