SlideShare uma empresa Scribd logo
1 de 19
WHY STUDENTS CHOOSE THE
BRANCH CAMPUS OF A LARGE
       UNIVERSITY
      BY SCOTT L. HO WELL , PHD
  DIRECTOR, BYU SALT LAKE CENTER
MOVE TO DOWNTOWN SALT LAKE CITY
FIFTH LOCATION SINCE 1959
REALLY?

―What happened to all the people
who thought online learning would
drive traditional education out of the
market? Just when ‗click‘ is supposed
to be replacing ‗brick,‘ branch
campuses are proliferating around
the country‖ (p. 1).
WHAT DO WE REALLY KNOW ABOUT
      BRANCH CAMPUSES?

• Very little. NCES or other organizations do not
  track.
• Few research studies exist and what they
  examined is eclectic—more on what it takes
  to establish a new campus:
 • The political process, inter-campus relations, organizational
   considerations and the use of technology (Clark & Tullar,
   1995; De Give & Olswang, 1999; Dengerink, 2001;
   Eduventures, 2006; Healy, 1997; Hermanson, 1993, 1995;
   Knapp, Roffman, & Cooper, 2009; Marx, 2005; Merzer, 2008;
   Morrill & Beyers, 1991; Motter, 1999; Parkyn, 1999; Penn, 2007).
ONLY ONE FLEDGLING NATIONAL
ASSOCIATION FOR BRANCH CAMPUSES.
SPECIFIC STUDY PURPOSE

This study will focus on one research question not
carefully examined in the existing literature: the
reasons and explanations given by three types of
students for enrolling at a branch campus within just
an hour‘s drive of the main campus.
• (1) matriculated, undergraduate university
  students (72 %);
• (2) non-matriculated students (13 %);
• (3) students enrolled in the Executive Masters of
  Public Administration (EMPA) program (9 %) and
  those enrolled in the Bachelor of General Studies
  Program (BGS) degree completion program (6 %)
STUDY DETAILS

• This study was conducted during March 2011 at the
  only branch campus associated with Brigham
  Young University (BYU), a private, religiously-
  affiliated, doctoral university. The main campus is in
  Provo, Utah and the branch campus is in Salt Lake
  City—according to Mapquest™ it is a 45-mile drive
  that takes approximately 53 minutes to travel from
  Provo to Salt Lake City.
• 3,022 students who previously took courses at the
 Salt Lake Center during 2010 – 2011, and n=979
 completed the survey for a 32 % response rate.
RESULTS
Table 1. What are your personal reasons for taking classes at the BYU Salt Lake
Center?
Class times work well with my schedule                                        593   60.6%

Smaller class sizes                                                           489   49.9%

Prefer to attend a 2.5 hour class once a week                                 391   39.9%

Location was convenient                                                       385   39.3%

More instructor interaction                                                   356   36.4%

I thought it would be easier to receive a higher grade in the course at the   252   25.7%
center
Personal attention provided by Center staff                                   202   20.6%

BYU reputation for excellence                                                 147   15.0%

Desired a class from a specific instructor                                    141   14.4%

Other                                                                         123   12.6%

Class was filled on the BYU Provo campus                                      122   12.5%

For self-enrichment or personal interest                                      110   11.2%

Class was not offered on the BYU Provo campus                                 71     7.3%

To possibly become admitted to BYU in the future                              66     6.7%
SMALLER CLASSROOMS
WHAT THE STUDENTS SAY?

• Clean facility, neat, close parking, small class size,
  energetic professors, and very nice facilities. Library
  computers are accessible and available!
• The facility itself is great; it's new and has everything
  I've ever needed. I also like the parking structure
  being right next to the entrance, that's a big plus in
  downtown SLC.
• How clean the area is, the nice teachers, the
  smaller classrooms.
• Everything is conveniently placed in the building.
  The instructors seemed much more inter-personal.
SOME MORE COMMENTS. . .

• It is convenient and the classes are equally as good
  as on the Provo campus.
• The faculty is stupendous; as good as any professor I
  had at BYU-Provo. They are fun, efficient, and good
  at teaching. I also like that the classes are so small,
  that my professors actually know me on a first name
  basis, and seem interested in my success.
• I loved the atmosphere that is a little different from
  BYU. Though the instructors were nearly the same
  quality and students still had a high standard of
  moral and spirit, I felt like I could more easily make
  friends and focus in class.
FITTING CONCLUSION



I like that you offer another
 campus for those who are
          interested
THANK YOU VERY MUCH


        SCOTT L. HOWELL
DIRECTOR OF BYU SALT LAKE CENTER

 EMAIL: SCOTT.HOWELL@BYU.EDU
       PHONE: 801-933-9436

Mais conteúdo relacionado

Semelhante a 2011Howell Smackdown 2.0

CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
 
Studying in the USA
Studying in the USAStudying in the USA
Studying in the USABallLism
 
Achieving100with firstyearseminars2
Achieving100with firstyearseminars2Achieving100with firstyearseminars2
Achieving100with firstyearseminars2chibimajo
 
PLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended LearningPLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended LearningEsteban (Steve) Sosa
 
Continuing instruction education
Continuing instruction educationContinuing instruction education
Continuing instruction educationNCLA2011
 
Blackboard Preppers
Blackboard PreppersBlackboard Preppers
Blackboard Preppersmaryebennett
 
Job Talk (2007): University of Cincinnati
Job Talk (2007): University of CincinnatiJob Talk (2007): University of Cincinnati
Job Talk (2007): University of CincinnatiMichael Barbour
 
CCCOER webinar: OER Degrees Emerge in Maryland and Texas
CCCOER webinar:  OER Degrees Emerge in Maryland and TexasCCCOER webinar:  OER Degrees Emerge in Maryland and Texas
CCCOER webinar: OER Degrees Emerge in Maryland and TexasUna Daly
 
Job Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityJob Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityMichael Barbour
 
E-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningE-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningMichael Barbour
 
Studying in the USA
Studying in the USAStudying in the USA
Studying in the USAkermit116
 
Please Sir, May I have some more exams?
Please Sir, May I have some more exams?Please Sir, May I have some more exams?
Please Sir, May I have some more exams?Becka Colley-Foster
 
Job Talk: Research (2007) - Wayne State University
Job Talk: Research (2007) - Wayne State UniversityJob Talk: Research (2007) - Wayne State University
Job Talk: Research (2007) - Wayne State UniversityMichael Barbour
 
“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...
“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...
“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...Open Education Consortium
 
ALN 2011 - Access and Opportunity
ALN 2011 - Access and OpportunityALN 2011 - Access and Opportunity
ALN 2011 - Access and OpportunityTanya Joosten
 
Grand Junction 2011 Presentation
Grand Junction 2011 PresentationGrand Junction 2011 Presentation
Grand Junction 2011 PresentationAshford University
 
OER Adoption to Scale - Highights from Four States
OER Adoption to Scale  - Highights from Four StatesOER Adoption to Scale  - Highights from Four States
OER Adoption to Scale - Highights from Four StatesUna Daly
 
Fttc session outline_final
Fttc session outline_finalFttc session outline_final
Fttc session outline_finalLisa Stepanovic
 

Semelhante a 2011Howell Smackdown 2.0 (20)

C1
C1C1
C1
 
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...
 
Studying in the USA
Studying in the USAStudying in the USA
Studying in the USA
 
Achieving100with firstyearseminars2
Achieving100with firstyearseminars2Achieving100with firstyearseminars2
Achieving100with firstyearseminars2
 
PLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended LearningPLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended Learning
 
Continuing instruction education
Continuing instruction educationContinuing instruction education
Continuing instruction education
 
Blackboard Preppers
Blackboard PreppersBlackboard Preppers
Blackboard Preppers
 
Job Talk (2007): University of Cincinnati
Job Talk (2007): University of CincinnatiJob Talk (2007): University of Cincinnati
Job Talk (2007): University of Cincinnati
 
CCCOER webinar: OER Degrees Emerge in Maryland and Texas
CCCOER webinar:  OER Degrees Emerge in Maryland and TexasCCCOER webinar:  OER Degrees Emerge in Maryland and Texas
CCCOER webinar: OER Degrees Emerge in Maryland and Texas
 
Job Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State UniversityJob Talk (2007) - Illinois State University
Job Talk (2007) - Illinois State University
 
E-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningE-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
 
Studying in the USA
Studying in the USAStudying in the USA
Studying in the USA
 
Please Sir, May I have some more exams?
Please Sir, May I have some more exams?Please Sir, May I have some more exams?
Please Sir, May I have some more exams?
 
Job Talk: Research (2007) - Wayne State University
Job Talk: Research (2007) - Wayne State UniversityJob Talk: Research (2007) - Wayne State University
Job Talk: Research (2007) - Wayne State University
 
“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...
“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...
“I don’t always wrap MOOCs, but when I do…”: Improving postgraduates students...
 
ALN 2011 - Access and Opportunity
ALN 2011 - Access and OpportunityALN 2011 - Access and Opportunity
ALN 2011 - Access and Opportunity
 
Grand Junction 2011 Presentation
Grand Junction 2011 PresentationGrand Junction 2011 Presentation
Grand Junction 2011 Presentation
 
New Horizons VCCS 2012
New Horizons VCCS 2012 New Horizons VCCS 2012
New Horizons VCCS 2012
 
OER Adoption to Scale - Highights from Four States
OER Adoption to Scale  - Highights from Four StatesOER Adoption to Scale  - Highights from Four States
OER Adoption to Scale - Highights from Four States
 
Fttc session outline_final
Fttc session outline_finalFttc session outline_final
Fttc session outline_final
 

Mais de WCET

Infrastructure for digital_integration
Infrastructure for digital_integrationInfrastructure for digital_integration
Infrastructure for digital_integrationWCET
 
Student fraud
Student fraudStudent fraud
Student fraudWCET
 
Free range learners
Free range learnersFree range learners
Free range learnersWCET
 
Process mapping
Process mappingProcess mapping
Process mappingWCET
 
Equity answer-wcet
Equity answer-wcetEquity answer-wcet
Equity answer-wcetWCET
 
Faculty peer review_rubric
Faculty peer review_rubricFaculty peer review_rubric
Faculty peer review_rubricWCET
 
Partnering for performance_harrison
Partnering for performance_harrisonPartnering for performance_harrison
Partnering for performance_harrisonWCET
 
Collaborating for student_success
Collaborating for student_successCollaborating for student_success
Collaborating for student_successWCET
 
Guidance for designing_blended
Guidance for designing_blendedGuidance for designing_blended
Guidance for designing_blendedWCET
 
Success of success_coaching
Success of success_coachingSuccess of success_coaching
Success of success_coachingWCET
 
Designing gen ed_for_distance
Designing gen ed_for_distanceDesigning gen ed_for_distance
Designing gen ed_for_distanceWCET
 
An assessment based_degree
An assessment based_degreeAn assessment based_degree
An assessment based_degreeWCET
 
Using curriculum mapping
Using curriculum mappingUsing curriculum mapping
Using curriculum mappingWCET
 
Partnering for performance_harrisonb
Partnering for performance_harrisonbPartnering for performance_harrisonb
Partnering for performance_harrisonbWCET
 
Guidance for designing_blended_courses
Guidance for designing_blended_coursesGuidance for designing_blended_courses
Guidance for designing_blended_coursesWCET
 
Faculty competencies roundtable
Faculty competencies roundtableFaculty competencies roundtable
Faculty competencies roundtableWCET
 
Sate authorization from_a_z
Sate authorization from_a_zSate authorization from_a_z
Sate authorization from_a_zWCET
 
Taking online teaching_to_task
Taking online teaching_to_taskTaking online teaching_to_task
Taking online teaching_to_taskWCET
 
E tutoring collaborative_communities
E tutoring collaborative_communitiesE tutoring collaborative_communities
E tutoring collaborative_communitiesWCET
 
Effective course design
Effective course designEffective course design
Effective course designWCET
 

Mais de WCET (20)

Infrastructure for digital_integration
Infrastructure for digital_integrationInfrastructure for digital_integration
Infrastructure for digital_integration
 
Student fraud
Student fraudStudent fraud
Student fraud
 
Free range learners
Free range learnersFree range learners
Free range learners
 
Process mapping
Process mappingProcess mapping
Process mapping
 
Equity answer-wcet
Equity answer-wcetEquity answer-wcet
Equity answer-wcet
 
Faculty peer review_rubric
Faculty peer review_rubricFaculty peer review_rubric
Faculty peer review_rubric
 
Partnering for performance_harrison
Partnering for performance_harrisonPartnering for performance_harrison
Partnering for performance_harrison
 
Collaborating for student_success
Collaborating for student_successCollaborating for student_success
Collaborating for student_success
 
Guidance for designing_blended
Guidance for designing_blendedGuidance for designing_blended
Guidance for designing_blended
 
Success of success_coaching
Success of success_coachingSuccess of success_coaching
Success of success_coaching
 
Designing gen ed_for_distance
Designing gen ed_for_distanceDesigning gen ed_for_distance
Designing gen ed_for_distance
 
An assessment based_degree
An assessment based_degreeAn assessment based_degree
An assessment based_degree
 
Using curriculum mapping
Using curriculum mappingUsing curriculum mapping
Using curriculum mapping
 
Partnering for performance_harrisonb
Partnering for performance_harrisonbPartnering for performance_harrisonb
Partnering for performance_harrisonb
 
Guidance for designing_blended_courses
Guidance for designing_blended_coursesGuidance for designing_blended_courses
Guidance for designing_blended_courses
 
Faculty competencies roundtable
Faculty competencies roundtableFaculty competencies roundtable
Faculty competencies roundtable
 
Sate authorization from_a_z
Sate authorization from_a_zSate authorization from_a_z
Sate authorization from_a_z
 
Taking online teaching_to_task
Taking online teaching_to_taskTaking online teaching_to_task
Taking online teaching_to_task
 
E tutoring collaborative_communities
E tutoring collaborative_communitiesE tutoring collaborative_communities
E tutoring collaborative_communities
 
Effective course design
Effective course designEffective course design
Effective course design
 

Último

Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphThiyagu K
 
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajansocial pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajanpragatimahajan3
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxiammrhaywood
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationnomboosow
 
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...Sapna Thakur
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfciinovamais
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...fonyou31
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfchloefrazer622
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Sapana Sha
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdfSoniaTolstoy
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104misteraugie
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxheathfieldcps1
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityGeoBlogs
 
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactPECB
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsTechSoup
 
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpinStudent login on Anyboli platform.helpin
Student login on Anyboli platform.helpinRaunakKeshri1
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docxPoojaSen20
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdfQucHHunhnh
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionSafetyChain Software
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxSayali Powar
 

Último (20)

Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
 
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajansocial pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajan
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communication
 
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
 
The basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptxThe basics of sentences session 2pptx copy.pptx
The basics of sentences session 2pptx copy.pptx
 
Paris 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activityParis 2024 Olympic Geographies - an activity
Paris 2024 Olympic Geographies - an activity
 
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global ImpactBeyond the EU: DORA and NIS 2 Directive's Global Impact
Beyond the EU: DORA and NIS 2 Directive's Global Impact
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpinStudent login on Anyboli platform.helpin
Student login on Anyboli platform.helpin
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docx
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
Mastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory InspectionMastering the Unannounced Regulatory Inspection
Mastering the Unannounced Regulatory Inspection
 
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptxPOINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
POINT- BIOCHEMISTRY SEM 2 ENZYMES UNIT 5.pptx
 

2011Howell Smackdown 2.0

  • 1. WHY STUDENTS CHOOSE THE BRANCH CAMPUS OF A LARGE UNIVERSITY BY SCOTT L. HO WELL , PHD DIRECTOR, BYU SALT LAKE CENTER
  • 2.
  • 3. MOVE TO DOWNTOWN SALT LAKE CITY
  • 5.
  • 6.
  • 7.
  • 8. REALLY? ―What happened to all the people who thought online learning would drive traditional education out of the market? Just when ‗click‘ is supposed to be replacing ‗brick,‘ branch campuses are proliferating around the country‖ (p. 1).
  • 9. WHAT DO WE REALLY KNOW ABOUT BRANCH CAMPUSES? • Very little. NCES or other organizations do not track. • Few research studies exist and what they examined is eclectic—more on what it takes to establish a new campus: • The political process, inter-campus relations, organizational considerations and the use of technology (Clark & Tullar, 1995; De Give & Olswang, 1999; Dengerink, 2001; Eduventures, 2006; Healy, 1997; Hermanson, 1993, 1995; Knapp, Roffman, & Cooper, 2009; Marx, 2005; Merzer, 2008; Morrill & Beyers, 1991; Motter, 1999; Parkyn, 1999; Penn, 2007).
  • 10. ONLY ONE FLEDGLING NATIONAL ASSOCIATION FOR BRANCH CAMPUSES.
  • 11. SPECIFIC STUDY PURPOSE This study will focus on one research question not carefully examined in the existing literature: the reasons and explanations given by three types of students for enrolling at a branch campus within just an hour‘s drive of the main campus. • (1) matriculated, undergraduate university students (72 %); • (2) non-matriculated students (13 %); • (3) students enrolled in the Executive Masters of Public Administration (EMPA) program (9 %) and those enrolled in the Bachelor of General Studies Program (BGS) degree completion program (6 %)
  • 12. STUDY DETAILS • This study was conducted during March 2011 at the only branch campus associated with Brigham Young University (BYU), a private, religiously- affiliated, doctoral university. The main campus is in Provo, Utah and the branch campus is in Salt Lake City—according to Mapquest™ it is a 45-mile drive that takes approximately 53 minutes to travel from Provo to Salt Lake City. • 3,022 students who previously took courses at the Salt Lake Center during 2010 – 2011, and n=979 completed the survey for a 32 % response rate.
  • 13.
  • 14. RESULTS Table 1. What are your personal reasons for taking classes at the BYU Salt Lake Center? Class times work well with my schedule 593 60.6% Smaller class sizes 489 49.9% Prefer to attend a 2.5 hour class once a week 391 39.9% Location was convenient 385 39.3% More instructor interaction 356 36.4% I thought it would be easier to receive a higher grade in the course at the 252 25.7% center Personal attention provided by Center staff 202 20.6% BYU reputation for excellence 147 15.0% Desired a class from a specific instructor 141 14.4% Other 123 12.6% Class was filled on the BYU Provo campus 122 12.5% For self-enrichment or personal interest 110 11.2% Class was not offered on the BYU Provo campus 71 7.3% To possibly become admitted to BYU in the future 66 6.7%
  • 16. WHAT THE STUDENTS SAY? • Clean facility, neat, close parking, small class size, energetic professors, and very nice facilities. Library computers are accessible and available! • The facility itself is great; it's new and has everything I've ever needed. I also like the parking structure being right next to the entrance, that's a big plus in downtown SLC. • How clean the area is, the nice teachers, the smaller classrooms. • Everything is conveniently placed in the building. The instructors seemed much more inter-personal.
  • 17. SOME MORE COMMENTS. . . • It is convenient and the classes are equally as good as on the Provo campus. • The faculty is stupendous; as good as any professor I had at BYU-Provo. They are fun, efficient, and good at teaching. I also like that the classes are so small, that my professors actually know me on a first name basis, and seem interested in my success. • I loved the atmosphere that is a little different from BYU. Though the instructors were nearly the same quality and students still had a high standard of moral and spirit, I felt like I could more easily make friends and focus in class.
  • 18. FITTING CONCLUSION I like that you offer another campus for those who are interested
  • 19. THANK YOU VERY MUCH SCOTT L. HOWELL DIRECTOR OF BYU SALT LAKE CENTER EMAIL: SCOTT.HOWELL@BYU.EDU PHONE: 801-933-9436