The weekly column

Article 65, June 2001

Getting a Head Start on College

Ellen S. Morris

The Advanced Placement (AP) Program, offered through the University of Vermont Distance Learning Network, has demonstrated that a creative use of the electronic medium targeted to the right audience can open up opportunities for learning not otherwise possible in a rural state.

Started in the fall of 1995 the Distance Learning Network AP Program has enabled high school seniors throughout Vermont and surrounding states to learn new skills, preview college academic demands, and prepare for the optional Advanced Placement Exam. There are currently 14 sites in Vermont and surrounding states that have opted to enroll their students in advanced placement courses offered in English Literature & Composition and Environmental Science.

Classes, ranging in size locally from one to ten students, are delivered "asynchronously" via the World Wide Web. In order to acquaint students and high school staff with the distance learning technology involved in navigating in an online course, tutorials and help desk services are available prior to the start of the course. One of the key elements to success of the program is the Site Teaching Partner, a high school staff member assigned to coordinate the classes and support the students. The Site Teaching Partners make sure the students "attend class", complete assignments, and communicate with their instructor. The schools that are most successful have that kind of person for administrative and motivational support.

Like any technical innovation, there have been bugs to work out. We provide technical help if there's a problem with computer access. Our course developers and help desk assistants will work with students to resolve technical issues.

Advanced Placement English instructor, Kirk Bosworth, a former high school teacher who taught English for over 30 years, describes the program as a student's "transition to a bigger pond." He challenges the students with literature and composition assignments that often push them beyond their present skill level. "The course is not watered down," he says, emphatically. Those who are motivated do well. It gives kids from small schools a look at what it's like at an advanced level. For the student who likes challenge and who loves literature, this is a great course."

Liz Fenton, a UVM graduate, was among the first group of high school students to participate in Bosworth's English class. There were three students in her local high school class, although she says more people have enrolled in subsequent years. While hers was the experimental first year of the program, Fenton speaks of her experience in glowing terms. "I had a fantastic experience," she says. "I learned a lot and I have been able to use what I've learned. We read assigned books and wrote essays about themes in the novels. Writing a paper has become much easier for me. I have learned grammar, the basics of writing, and how you can express yourself in a way that means something."

An extra bonus skill that Fenton acquired through the course was how to formulate a good question. This, she found, was a necessary part of the process, as students communicated with instructors long distance under limited time constraints.

"It was an amazing experience," Fenton says. "It was fun. I would recommend it to anybody who is willing to work hard."

For UVM student Gibbs Rehlen, Bosworth's English Literature and Composition course filled her need for a greater challenge than she was able to get from her high school English program. She found it helpful in preparing her for college work. "I really enjoyed that class," she says enthusiastically. "I think Professor Bosworth is a wonderful teacher. I enjoyed myself immensely. It was very hard work, but it is very worthwhile for people who are willing to make time."

Working hard is a recurring theme expressed by those involved in the program which is designed for the exceptionally bright, highly motivated student. It is not for everyone, and, consequently, some drop by the way side. For those who stick with it, there are some rewards that may not be fully realized until they attend college. Although not mandatory, students are encouraged to take the Advanced Placement Exam administered by the Educational Testing Service. Results are sent to the colleges of the students' choice and, in addition, provide a measurement instrument for the local high school's use. Students who take the exam are credited by their colleges for one or two semesters of college-level work. In other cases, a freshman class might be waived. For most, however, the greatest advantage seems to be gained in meeting the challenge of rigorous testing, a training ground for the future.

The initial success of the AP Program in Vermont has led to UVM's expansion of it to other states. A fee of $350 is charged to out-of-state high schools (the program is free to Vermont high schools). It is anticipated that more sites and home-schooled students may be added.

A solid grounding for accelerated learning in the high school classroom has been firmly established through UVM's Distance Learning Network. Its full potential is yet to be fully realized.

About the Author

Ellen Morris is the AP Program Manager for the University of Vermont Distance Learning Network. She received her BA, MEd and CAS from the University and taught for several years in Vermont public schools before joining the Network in 1995

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