Utah College of Applied Technology

A College for All Reasons
Submitted by Gregory G. Fitch, UCAT President, with Linda Fife, Vice President for Instruction and Student Services

The Utah College of Applied Technology (UCAT) was created by the legislature in 2001. The College was charged with serving secondary and adult learners in a competency-based, outcome-oriented environment through open-entry/open-exit delivery methods. The legislative charge was further expanded, if not complicated, by requiring the development of a competency-based high school diploma and the creation of a new Associate of Applied Technology Degree.

UCAT's foundation of governance and service was forged—in many cases—over the past thirty years. Applied technical education was under the purview and authority of the Utah State Board of Education and was primarily charged with helping high school students. The Centers and Regional Centers served well until business and industry needs and a rapidly changing economic climate heated things up.

The legislature spurred on by Governor Michael Leavitt created UCAT by breaking down traditional barriers and service organizations, while at the same time creating the tenth Utah college in the Utah System of Higher Education. Everything and everyone shifted to a higher education model. Unfortunately, little effort was expended in ensuring the ease of the technical transition. The major effort, in response to years of haggling between education officials and community desire, was directed toward establishing an organization that, in large part, attempts to meet everyone's interests.

The college is governed in part by the State Board of Regents, but it is assisted with general authority by the UCAT Board of Trustees, which is supported by nine campus boards of directors. All of the UCAT boards are comprised of assigned educators from the regions and a majority representation of business and industry. Boards range in size from 11 to 19 members.

The original law also created eleven presidents for one official college. In 2003, the law was changed to designate one central president over nine campus presidents. UCAT became a college for all reasons. Sadly, many of the reasons reflected traditional and often different turf and mission questions, funding concerns, and community and individual bias. These reasons only further confused the technical aspects of the transition.

The creation of this new, innovative college required a re-examination of student aid, and how students would be best served in this new environment. Four campuses of the new college had been offering financial aid for several years. However, the mandated shift to college status, accompanied by the legislative charge to develop and offer a competency-based Associate of Applied Technology Degree, required accreditation at a different level for these campuses. To further complicate the situation, five additional campuses were now part of this unique college — campuses that would now also need to go through the accreditation and U.S. Department of Education approval processes in order to offer student aid.

As nine campuses merged into one college, the importance of standardizing a financial aid model for UCAT became increasingly apparent. Utah's strong support for competency-based education, delivered in an open-entry/open-exit environment, was clearly evident in the establishment of the new state-supported college dedicated to these concepts. The incongruence between existing financial aid regulations and the UCAT approach to education presented yet another set of interesting challenges for Utah's tenth public college.

Federal regulations governing financial aid only allow for two instructional environments — credit hours and clock hours. The fact that training through UCAT is non-credit automatically places it in the clock-hour category. However, progress in clock hours, by federal definition, is tied to the amount of time that a student is physically present in the classroom (i.e. seat time). This is a philosophy that is in direct conflict with an instructional approach designed to allow students to continue to progress as they demonstrate competence. Clock-hour financial aid regulations have been developed, over many years, to regulate the activities of proprietary, for-profit schools. A public institution such as UCAT, that encourages students to progress when they are ready and charges tuition only for the time it takes for the student to become competent, is an anomaly in the federal financial aid world.

So how does one go about seeking regulatory change for student financial aid in a new college, a truly non-traditional college, a “shake-them-up” college that is totally unique within traditional guidelines, particularly those directing student financial aid?

• First, understand the purpose of the existing regulations governing financial aid, especially the “why.”
• Second, determine the differences between traditional requirements for awarding financial aid and the need to meet state mandates and corresponding institutional requirements for a different system.
• Third, establish common definitions for terms such as open-entry/open-exit, competency-based, competency hours, etc., that comply with service needs and accountability.
• Fourth, coordinate the efforts of all stakeholders and ensure that there is an understanding of the process, definitions, etc.
• Sixth, seek the support and advocacy of governing boards, business and industry, and policy makers.
• Seventh, use congressional contacts to explore possibilities for special consideration and options.
• Eighth, during all phases, maintain contact with, and seek guidance from appropriate authorities (e.g. the U.S. Department of Education).
• And finally, remember that although the process is complex and the challenges are formidable, the benefits to students are well worth the effort.

Featured below are the four campuses that currently offer federal aid to their students. This whole system is very impressive. Thanks to all who have participated in getting their material to us for this issue. UASFAA editorial staff.

Bridgerland Applied Technology College

Bridgerland Applied Technology College (BATC), with campuses in Logan, Brigham City, and Randolph, has offered open-entry/open-exit, competency-based technology training to students in the Bear River Region since 1971. This past year BATC enrolled over 12,000 students. Currently, the college offers 21 preparatory (full-time) programs and over 350 occupational upgrade (evening) programs. In addition, BATC provides advanced technical training for 10 high schools in 4 school districts.

With the inception of the Utah College of Applied Technology (UCAT), BATC can now offer Associate of Applied Technology Degrees. The Board of Regents has approved three degrees, which are Computer-Aided Drafting and Design, Information Technology, and Medical Assisting.

The Financial Aid Office at Bridgerland Applied Technology College is responsible for administering Pell Grants, Veterans Administration programs, and private institutional scholarships.

Our membership in UASFFA is very beneficial. This great organization has provided valuable training and information to assist us in delivering financial aid to our students in a positive and effective manner.

Davis Applied Technology College
www.datc.net

The Davis Applied Technology College, a branch campus of the Utah College of Applied Technology has seen dramatic changes over the past 25 years.

As we recently celebrated our 25th Anniversary, it was a time to reflect on the past. We looked at where we have been and how much we have accomplished. As President Mike Bouwhuis looked back through old catalogs and flyers and put the numbers together, he was amazed at the explosive growth over the past 25 years. With more expansion in the works, we have grown from 11,000 square feet to over 210,000 square feet just on the main campus. We started out providing 13 programs and we now offer over 33 full-time programs. Our membership hours have increased over 450% since 1979.

We are very encouraged to have received new funds in the form of private industry support to expand our nursing program. The demand is so great, we had 384 applicants for 40 available slots. We are working closely with local hospitals and medical facilities to expand even further with our financial and clinical contracts.

The DATC Foundation Inc. has also grown in promoting & developing student scholarships. This year our annual golf tournament raised $36,000 which is amazing compared to the $6000 raised in 1995. It is very encouraging to know the community is behind what we do.

It was a good move on the part of the legislature to create UCAT. September 13, 2002 became a major milestone for the institution. Through authorized legislation, the newly created UCAT was capable of awarding "Associates of Applied Technology" degrees. Now students participating in computer technology, medical assisting and computer-aided drafting at the institution can receive an associate's degree for their technical achievements.

Creation of the Associates of Applied Technology degree is only a start for the numerous possibilities of the institution. A new Bachelor's of Applied Technology degree in selected programs has recently been approved as a continuation for students graduating with the AAT through Weber State University and Utah Valley State College.

Students love the open-entry, open-exit competency-based training. They claim it's the only way to go. According to President Bouwhuis, it is a model for the country.

Ogden-Weber Applied Technology College
www.owatc.com

The Ogden-Weber Applied Technology College has been in business for 30 years; serving over 12,000 students per year in high schools, secondary adult and Custom Fit. Our operating characteristics are that of an open-entry and open-exit environment. We are competency-based and target technical training for job placement.

Last year we became one of nine campuses of the Utah College of Applied Technology or UCAT. Our college campus now offers associates degrees in applied technology, medical assisting and computer-aided drafting. In cooperation with Continuing Education at Weber State College, those associate degree credits matriculate toward a bachelor's of Applied Technology (BAT).

In all, we offer over 300 technical skills courses in 51 employment careers. We maintain an average of 2,500 to 3,000 full- and part-time students. We offer more than 40 accelerated classes, twice a year for those people who are interested in upgrading their skills, obtaining basic job certification requirements or just pursuing a personal hobby.

Our enrollment staff admits 1,000 new students monthly and processes over 4,000 schedule changes per month.

Our Financial Aid Office has a staff of three. Brandi Green is the manager of the department and provides financial assistance options to students with the help of Jan Burton and Brandee Leroy. Last year the Office of Financial Aid at the OWATC served over 750 students with a combination of scholarships and Title IV funding.

Uintah Basin Applied Technology College
www.ubatc.tec.ut.us

The logo for the Uintah Basin Applied Technology College (UBATC) since its inception in 1967 has been the sun rising over the indigenous rocky buttes common to the Uintah Basin Region. As an institution, we take pride in what the sunrise symbolizes for our students. The technical training students receive in any of our 20 certificated programs, or in our two associate degrees, provide students with hope, financial potential and skills preparation for beginning a new day in their lives. As employees of UBATC, we are moved by the incredible role technical training plays in transforming and improving the lives of our students.

UBATC is one of nine member campus' of the Utah College of Applied Technology. Our main campus is located in the small rural community of Roosevelt, Utah with temporary facilities also located in Vernal. In the Daggett, Uintah and Duchesne County area there is a population of approximately 40,000. In a typical year, UBATC will serve 10% of that population with some form of technical training. Last year our training accumulated to over 450,000 hours.

The Financial Aid Department at UBATC fills a vital role in providing funding to support students in their educational pursuits. Along with title IV funds, we provide assistance with scholarships and coordinate student financial assistance with Veterans Affairs, the Department of Work Force Services, the Division of Rehabilitation and the Ute Indian Tribe. Without the financial assistance our students receive, it would be very difficult for most students to attend our college.

The future is bright for our college. During the upcoming legislative session, the community is requesting funding for a 50,000 square foot building to be a permanent home for our Vernal Campus. With this new campus we will be in a great position to better serve the citizens living in the Vernal area. We look forward to the possible funding of our new Vernal campus and many new adult programs planned to be housed there. Dental assisting, radiology technician, pharmacy technician, commercial truck driving and information technology are just a few of the new areas of training that we will be able to offer. Our sister higher education institution, Utah State University Uintah Basin, is our strong educational partner and will share space with us in this new building. Our secondary student population remains strong with up to 90% of students from some local high school attending our college during a year for advanced level technical training.