FRAN COULTER
HONORS PROGRAM
Thirty-six students were inducted into the Phi Theta Kappa honor society for
having a GPA of 3.5 or higher during the 2016-2017 academic year. Member-
ship is by invitation in accordance with local chapter by-laws.
Phi Theta Kappa Inductees:
Rhiannon Casey
Kiara Davis
Amber Hamblen
Marilyn Marcoccia
Karen Nigh
Mary Young
Spring 2017 Phi Theta Kappa Inductees
Chris Bogowith
Brett Bosworth
Jeremy Devors
Mackensey Earwood
Anthony Hathcock
Martina Hershberger
Heaven Horn
Lyra Huffine
Steven Huffine
Lacie Jennings
Gracie Lance
Joseph Larue
Mckenzie McFall
Shania Merriman
Brian Mooney
Ryan Novak
Margaret Nowakowski
Melissa Penn
Scott Powers
Alexander Ruegsegger
Racheal Sandoval
Jessica Snow
Victoria Spence
Andrew Stevens
Sarah Strode
Sabrina Sturtevant
Tabitha Tallman
Les Toothaker
Susan Urweider
Melissa Weaver
Phi Theta Kappa International Honor Society serves to
recognize and encourage academic achievement and to provide
opportunities for individual growth and development through
honors, leadership, and service activities.
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FAC I L I T I E S
# OF ACRES
FACTS
Five students received medals for their participation in the Fran Coulter
Honors Program during the 2016-2017 academic year. Dr. Martin Eggensperger,
Vice Chancellor for Academic Affairs, and Dr. Rebecca Baird, Director of the
Fran Coulter Honors Program, presented medals to Gabriel Apple, Beth Cobb,
RoryTristan Evans, David Gann and Loanne Lasecki at the academic awards
luncheon on April 21. The Fran Coulter Honors Program recognizes academic
achievement through provid ing courses that encourage students to develop
their leadership and academic potential.
# OF BUILDINGS
140
8
MICHAEL
BARNES
PROGRAMMING/MOBILE DEVELOPMENT INSTRUCTOR
KEYSTONE FACULTY
Percentage of Students
with Financial Aid and
Scholarships (of any source)
85%
Q&A
Can you tell us what students can
expect to learn in the new pro-
gramming/mobile development
degree at ASUMH? Programming is a
Obviously, having them in the classroom is key, but--and I think we can all re-
late--life happens and sometimes getting to class isn’t the highest priority. To
that end, we’re going to stream classes as they’re happening, using some pret-
ty sophisticated collaboration hardware and software. Students--provided they
have the means--will be able to attend class virtually over the internet and in-
teract--again, provided they have the means (some combination of camera and
microphone)--in real time with the class as it’s happening. It’s not the same ex-
perience as actually being there, but it’s pretty close. We’re also going to provide
archived versions of those classes to students afterwards so that even if they have
to miss it entirely they still get the benefit of some form of classroom instruction.
big world and so, the program is being designed to cover a little bit of a lot of different
things. The two biggest reasons–at least I feel they’re the biggest reasons–are to pro-
vide students enough exposure to make them more marketable to employers and to
help them find something they like in all the noise that’s out there.
What kinds of skills are needed to be successful in the program?
Tuition per Credit Hour
94
$
Approximate tuition costs to
attend ASUMH for 2 years
6,540
$
Approximate tuition costs to
attend 4-Year Schools for 2
Years
13,040
$
For most of us, learning to program isn’t easy, so–more than anything, in my opin-
ion–a bit of determination is going to be key. We’re also trying to do something a little
different, so a bit of flexibility wouldn’t be bad either. I’ve always been of the opinion that
aptitude can be taught; attitude cannot.
What is the new space going to be like where these classes will
be taught? We’re trying to do something very different from that with which
most students might be familiar. The space itself is based on a highly collabora-
tive philosophy where every space is a learning space. Modular furniture, open
spaces for collaborative work, and technology that lets you do this stuff without
being shackled to a desk. Obviously, I can only speak to what I have influence over,
but the general idea–at least for me–is to provide a space more like that which
students would find in the real world. Obviously, we’re still a university in the
business of education, so, we still have a bit of the traditional learning experience
hanging around, but–and again, I can speak only for myself–the programming
degree program (I really need a better way to word that) is being designed to
better fit the project-based paradigm like that which students will encounter on
the job (i.e., highly collaborative group work finding real-world solutions and
working with real-world problems and projects).
What kinds of jobs might be available to people who complete the
degree program? L ocally, there are certainly opportunities out there, depending
on the part of the programming world in which students find their calling. I’ve had
conversations with people from local industries looking for all kinds, including people
to develop / manage websites, create / manage databases, develop applications, etc. I
also feel like there’s a pretty sizable freelance market in the area as well that just hasn’t
been tapped as of yet. I think one of the bigger advantages of programming-at-large
is that it’s also a gig you can work remotely, while making pretty good money. Work
sites like Indeed, Glassdoor, etc., are chock-full of listings for entry-level programmers
or people with programming experience and a lot of them don’t seem to mind if you’re
sitting in an office down the hall or on your back porch hundreds of miles away. This
program provides students a way to get their foot into that door.
Anything else? I don’t know. I think this is going to be different and I think it’s
What if I work full-time or have other obligations - will the classes
be flexible enough to fit my schedule? I think the important distinction
here is that the classes themselves aren’t flexible, but the delivery of those classes is.
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going to be cool (I can still use that word, right?). I’ve been in academia for over
a decade–both on the outside as a student and inside as staff/faculty–and I’ve
not seen–and certainly not been involved in–a whole lot of this, which is both
terribly terrifying and terribly exciting.