The Virtual College of Texas

Distance education collaborations are common among institutions of higher education. Collaborations allow institutions such as community college districts and university systems to take advantage of a pool of resources that would otherwise be unavailable due to cost restrictions. This pooling of resources has a number of cost advantages for budget-strapped institutions that include the sharing of common resources, allocation of costs over a broader base, and a wider knowledge base of faculty and administrators. One such collaborative effort within the state of Texas is the University of Texas TeleCampus. The UT TeleCampus is a collaborative effort of the University of Texas System that brings together the 15 UT campuses to offer complete Web-based degree programs (UT TeleCampus, 2007). The UT TeleCampus has been quite successful in bringing degree programs to students who would be unable to complete a campus-based degree program due to work and lifestyle schedules.There is another lesser known yet no less successful higher education collaboration within the state of Texas that provides access to Web-based courses where otherwise there would be none. The consortium is called the Virtual College of Texas, or VCT. The VCT is a collaboration of Texas-based community college districts and technical colleges that provides access to college courses that are normally offered at a student’s local institution but are unavailable during the semester needed. All VCT courses are Web-based, opening up higher education opportunities to everyone regardless of geographic or time constraints.The purpose of this article is to provide an overview of the VCT and the unique service that it provides Texas-based community college students. The article will examine the history of the VCT, provide an explanation of the unique host-provider service model, describe the organizational structure, and discuss some of the challenges that the VCT has had over its 8 and a half-year life span. The article will conclude with possible future directions for the VCT.It is simply not possible for institutions to offer every course in their catalog during every academic semester within every academic year. There are not enough resources, particularly instructors and classrooms, to provide such an all-inclusive level of service. Rather, institutions will offer credit-based courses on a regularly scheduled basis that is based on a number of factors. For example, lower-division courses will be offered more often than upper-division courses to accommodate the greater number of lower-level students; courses that are required for degree plans will be offered more frequently than elective courses; capstone courses will usually be offered once each academic year to accommodate students completing program requirements.However, there will always be a certain number of students who somehow fall out of the normal sequencing of course offerings. These students may need to register for a course that is necessary for completion of their degree but which is not available during the academic term needed. Normally, the student would have no other option but to wait for the next academic term when the course would be offered. This is incredibly frustrating for the student who must place graduation and occupational plans on hold until the course is offered.Colleges decide for themselves whether or not to participate in the VCT. Participating colleges also determine to what extent to participate. For example, some colleges may only provide courses to host institutions due to the large number of locally provided distance learning courses. Other institutions that have fewer numbers of distance courses may simply serve as host to institutions that are providing courses to VCT. And there are some institutions that both host courses and provide courses.The host-provider model was originally developed by the community college presidents in 1996 (Virtual College of Texas, n.d.). The model divides the resources of the student’s home institution, or host, with the institution that is providing the course content and instruction, or provider. This combining of resources allows multiple institutions to provide Web-based courses to students when needed without sacrificing critical services such as library, counseling/advising, computer access, testing services, tutoring, and others.With the host-provider model, the host institution initiates the process of registering the student. The student contacts the host institution’s VCT coordinator to begin the registration process. The host VCT coordinator verifies that the course is offered in the local course catalog. If so, the coordinator then determines whether the same course is being made available at a VCT provider institution for that term. If so, and the course has been approved by the appropriate academic chair of the host school, then the student is enrolled in that course.The host-provider model is based on two factors. The first is that Texas community colleges are mandated by state law to use a common course numbering system. This system, known as the Lower Division Academic Course Guide Manual, or ACGM, ensures that courses using the same number have similar course outcomes and are therefore transferable to any other Texas community college. This transferability of courses allows Host institutions to record course grades directly on to student transcripts for courses taken from a provider institution.Second, all Texas community colleges fall under the Southern Association of Colleges and Schools, meaning that each VCT member institution abides by and has been accredited by the same accrediting agency. Each VCT member institution also falls under the policies and procedures of the Texas Higher Education Coordinating Board (THECB). The THECB requires that all Texas institutions of higher education submit a distance learning plan every 5 years.Once enrolled, the student is supported by the host institution in a number of ways. First, the host institution collects all tuition and fees associated with the course. The student pays in-district fees if located within the community college district of the host. The host also provides all student services to support the student that include but are not limited to access to all library materials and services, tutoring services, testing center services, special needs assistance, counseling and advising, administration of course evaluations, awarding of course credit transcript updates, and generally looks after the academic welfare of the student as if enrolled in a locally provided course. The host institution also pays the provider institution a per-student instructional fee to cover the costs of instructor and instruction.The provider institution offers a similar set of services. The provider is responsible for defining the course content and the instructional methods for the course, for the provision of all class activities such as projects, assignments, testing, and awarding of final grades, and generally treats the student as if the student were enrolled in a locally provided course.The provider institution is paid a per-student fee for the provision of these services by the host institution. The amount paid to the provider will vary, but is typically no more than what the host receives from the state based on contact hour reimbursement. This per-student instructional fee is always paid by the host and never directly from the student.The host-provider model provides a number of benefits to students. First, students will have access to a robust schedule of courses incorporating all participating VCT institutions. The likelihood of not finding a course when needed is greatly diminished. Second, the student has available a full complement of student services that are provided locally by their home institution. The student will also pay in-district tuition and fees if a legal resident of the college district of the host institution, regardless of where the course provider is located. Next, all VCT courses will appear on the student’s local college transcript as if taken at the student’s local institution.The VCT, along with the host-provider model that provides the foundation of the delivery model, as been approved by the Southern Association of Colleges and Schools, the accrediting agency for institutions of higher education in the state of Texas.The Virtual College of Texas began in 1997 as an initiative of the Texas Association of Community Colleges (Virtual College of Texas, 2004). The presidents of Texas state community colleges gathered together and established the host-provider model which created the foundation on which VCT initiative now operates. A 3-year pilot of the VCT began in the fall of 1998. Formal operations began in 2001 after the completion of a successful pilot program.The administration of the VCT organization is done by a number of individuals and groups. At the top is the Texas Association of Community Colleges (TACC) which oversees all aspects of the VCT. Within the TACC resides the Distance Learning Advisory Committee (DLAC), which provides general oversight, guidance, and direction for future initiatives. The TACC executive director provides immediate oversight to the VCT, while the TACC assesses the overall performance of the VCT and determines the future expansion.The DLAC provides the VCT with general counsel and direction. The DLAC is made up of a variety of instructional, technical, and distance learning administrators from a mixture of community college districts within the state. The TACC appoints the members of the DLAC, which is comprised of two representatives from each of the six TACC-defined regions in the state. DLAC representatives serve on the DLAC for 3-year terms, with the terms from two regions expiring each year. The TACC appoints new DLAC members based on nominations received from the colleges within each of the regions. It is the responsibility of the DLAC to recommend new projects, to review and comment on current and proposed policies and procedures, and to provide general guidance on VCT plans and activities. It was the DLAC that played a key role in the initial establishment of VCT policies and interinstitutional collaborations that helped form the VCT organization.The daily operations of the VCT are provided for by personnel at each of the member institutions, as well as a small staff at the state level. At the college level, each VCT institution appoints one individual to serve as the VCT coordinator. The VCT coordinator oversees the overall VCT program activities, which include course verification, student registration, grades, transcripts, payments, and other activities. The coordinator also provides formative evaluation about the VCT policies and procedures and provides feedback to the state VCT director.The coordinator also plays a key role throughout the semester. Prior to the start of classes, the coordinator responds to student requests for information as well as serving as a problem solver as issues come into play. During the semester, the coordinator assists the provider instructor with course orientation, course testing, technical assistance, assistance with student services, updating of course rosters, the tracking and processing of course withdrawals, invoicing and payment processing, and the completion of mandatory reports. The end-of-course processes for coordinators includes submission of grade reports to the host registrar, and ensuring that all provider invoices are promptly paid.Each institution also has one or more course contacts. The course contacts are responsible for the hands-on activities of course enrollments and ancillary duties. Depending on the size of the institution and the number of students involved, the duties of VCT coordinator and course contact may be done the same person. The benefit of having locally provided VCT coordinators and course contacts is the personal service that can be provided to students when enrolling and taking courses through the VCT.At the state level, the VCT is supported by a staff that includes the VCT director, a Web manager, and supplemental contract services as needed. The state-level VCT staff coordinate the activities of all member institutions, including communications, policy and procedure questions, maintain the VCT Web site and applications, create and distribute reports and informational newsletters, create proposals, carries out the recommendations of the TACC and DLAC, and organizes statewide meetings and retreats. In addition, the VCT director represents the VCT at all TACC functions.Administrative guidance for VCT operations comes from a set of three documents: the memo of understanding, the VCT Host and Provider College Practices and Responsibilities, and the VCT Operations Manual. The MOU, as pointed out earlier, confirms the participation of member colleges in the VCT. The MOU also confirms that the school will apply the same standards for VCT-related courses as is applied toward local courses. Lastly, the MOU confirms that the institution will follow the duties and responsibilities detailed in the operations manual and that the institution complies with all requirements set forth by regional accrediting agencies and professional associations.The VCT Operations Manual details the various processes and procedures to be followed by host and provider colleges. This manual specifies the duties, responsibilities, and actions that are to be followed. The operations manual also specifies the critical practices that must be followed for compliance with the Southern Association of Colleges and Schools, the VCT regional accrediting agency. The operations manual also provides specific instructions on operations of the VCT Web site, particularly the online course scheduling and student reservation systems.VCT support operations are almost entirely Web-based and supported by a number of applications. First, the VCT Web site contains access to a statewide listing of courses and schedules available to students. The Web site contains a reservation system that is used by VCT Coordinators or Course Contacts to place students into courses. The Web site contains a roster database that indicates each student and the course or courses they are enrolled in.A function of critical importance to host institutions is the faculty rosters database containing the credentials of instructors from Provider institutions. Using this application, department chairs from host institutions can log in and verify that provider instructors have the appropriate credentials for the courses they teach.The Web site also contains the final grade reports and the day of record, or DOR rosters. The DOR rosters determine the number of students enrolled in VCT courses as of the day of record, usually the 12th class day.Other electronic functions available at the site include documentation of all administrative procedures, the contact information for statewide VCT staff and administrators, VCT committee members from the TACC, other significant institutional personnel, news and reports related to VCT activities, along with information on professional development activities, projects and program initiatives. Of particular note is that all transactions and information of a confidential nature are password-protected.The benefits that the VCT provides to Texas students are significant. Among the most significant is the statewide schedule of courses to which students have access. This virtually assures students that the courses they will need will be available at the appropriate time in their educational plan. In addition, all VCT course are provided over the Internet. Web-based courses allow students from all walks of life and with varied work schedules to complete college courses on their schedule rather than the schedule of their local institution. The VCT model makes it much less likely that a student will be unable to register for a course at the point in time needed. VCT students are also supported with locally-delivered academic support and student services. VCT students pay in-district tuition and fees if residing within a community college district, irrespective of which college provides the course taken through VCT. Lastly, any course provided through the VCT is maintained on a single college transcript at the student’s local school.Each community college decides for itself whether or not to participate in the VCT, and if they choose to participate, it is up to each college to what degree they will participate. Some colleges only provide courses because they locally offer large numbers of distance learning courses that usually meet their students’ needs. Other colleges, with fewer locally offered distance learning courses, may serve mostly as host colleges, meaning they enroll students in courses provided by other colleges. Still other colleges both host and provide courses.Even though the VCT has created a well-functioning and meticulously planned administrative structure, the operation of the VCT is not without its organizational annoyances. For one, students from one school that are enrolled at a course from a provider school do not appear on the provider roster. Instructors must obtain a listing of VCT students from their local VCT coordinator for each course being offered through VCT. The logistics of testing at multiple locations can also cause headaches for both instructors and VCT coordinators. Obtaining test proctors or coordinating with testing centers at host institutions can be a source of frustration, particularly if student schedules change. The paperwork flow can also be burdensome. Census rosters must be obtained from each institution. Grade reports create a special set of frustrations, as multiple grading systems must be learned so that grade reports can be entered and returned.The VCT was awarded the Star Award in 2000 by the Texas Higher Education Coordinating Board (VCT, 2006). The award was presented by Governor Rick Perry to the governing body of the VCT, the Texas Association of Community Colleges, which also represents all community colleges in the state of Texas. The Star Award is presented to educational programs that demonstrate excellence and that contribute significantly toward the goals of the state’s Closing the Gaps higher education plan. The VCT was honored for contributing toward those goals by increasing access to and participation in higher education.The VCT has also enrolled close to 41,000 students during the past 8 and one half years. According to Ron Thomson, director of VCT operations, “Each of these enrollments represents a student who was able to get a course at a particular point in time that was not available at their local institution at the point they needed and otherwise they would have had to delay their educational plans and pick it up at another time” (personal communication, March 27, 2007).One possible direction the VCT might take is with collaborative degrees and certificates. In 2003, the TACC had the VCT examine the idea of collaboration degrees among community colleges much like what 4-year colleges and universities are now doing. Students would begin coursework at one institution and then transfer to another institution for program completion. The degree or certificate-offering institution would open up some of their courses to host institutions, with the provision that students would later transfer to the provider institution to complete the program.The VCT is providing an important service to Texas community college students. The ability to enroll in a needed course when it isn’t available locally has had a significant impact on students wanting to complete educational programs but unable to do so due to scheduling issues with their home institution. Based on the number of students having enrolled in courses through the VCT, as well as the number of community and technical colleges that are current VCT members, it is obvious that the VCT service model is working, and working well. It is the united efforts among the TACC, VCT, host and provider institutions, and all other involved entities that make the system work. Massive collaboration is the hallmark of the VCT, and it will undoubtedly continue to serve the community college students of Texas well into the future.Black and white photo of Jeff Getchell with contact info: Del Mar College, Department of Distance Learning, Corpus Christi, TX, including office address, phone number, and email.Jeff Getchell, Del Mar College, Department of Distance Learning, 101 Baldwin Blvd., Library 414, Corpus Christi, TX 78414. Telephone: 361-698-1980.