(AT)

Applied Fields and Technology

Applied Fields and Technology (AT) courses use the tools, the techniques, and the understanding involved in a wide
range of disciplines in order to solve complex and technical problems. Applied Fields and Technology courses teach
students to use theories, methods, and technologies outside of academic settings.

How Applied Fields and Technology addresses the Guiding Principles
1. Provide the best possible educational solution for our students that will prepare them for their next steps in life
(transfer or career pursuits) and for lifelong learning.
The Applied Fields and Technology designation supports SLCCs Strategic Plan in three main ways, by increasing student
completion, aligning educational requirements with workforce needs, and helping to promote equity in student
participation and completion.
Applying knowledge in real-life contexts can support integration across disciplines and deeper learning of material which
can lead to increased student completion and future success. If a fact is learned in a traditional abstract fashion and
never applied to an authentic task, the student will likely be unable to recall and use the information in new situations.
However, if students are taught how to critically think about different kinds of problems and compare them with
problems they have worked on previously, they can develop the skills needed to know how to integrate their knowledge
and apply it to a new problem. Students that are assigned tasks that are active, applied to real-world situations, and
require integration of many ideas have been found to promote deeper learner and stronger transfer to novel situations1.
Student success and motivation is enhanced when they value a task and find it interesting, something that can be
promoted by seeing the usefulness of an activity. Intuitively, there should be a correlation between student engagement
and increased persistence and degree completion. Students who engaged in applying their knowledge to real-world
scenarios have been found to have significantly higher graduation rates, increased retention rates, and decreased
graduation times than students who did not engage in those experiences2.
The increased knowledge retention and problem-solving ability may be why 80% of employers rated applied knowledge
in a real world setting as very important3. Demonstrated proficiency in the cross-cutting skills related to
communication, teamwork, ethical decision-making, critical thinking, and applying knowledge in real-world settings rank
as employers top priorities when hiring3. In addition to applied knowledge skills, employers are seeking tech-savvy
employees. Jobs that require no technological training are becoming increasingly scarce and the ones that remain tend
to be lower paying jobs. Technology training can be a gateway to successful workforce placement. One of the major
goals of Prosperity 2020 is to advance Utah to become among the top 10 states for percentage of adults with a
postsecondary certificate or degree. As part of that, Prosperity 2020 wants to focus on increasing postsecondary
certificates and degrees with programs that meet high-wage, high-demand workforce needs. More often than not,
high-wage and high-demand jobs will come from technology based disciplines. One of the major goals of the Utah
Governors Office of Economic Development is to develop Utahs workforce of the future. Again, technology related
jobs are predicted to grow at a faster rate than the majority of other jobs. Access to and knowledge of technology is
essential to a majority of higher-paying jobs.
While technology use has increased in nearly every facet of society, millions of Americans still do not have access to a
personal computer or internet in their home. This digital divide is concentrated among older, less educated, and less
affluent populations4. In 2013, only 66.7% of Hispanic households, 61.3% of Black households, and 58.7% of Native
American households had access to the internet at home4. Many of our students find themselves far behind their
counterparts and without reliable and affordable technology and internet access. Additionally, many parents of firstgeneration students dont know how to technologically support their children. SLCC students need exposure to
technology to increase inclusivity and equity. How and when else will these students get the exposure they need in
order to be successful in their college studies and competitive in the job market? In addition to removing technological
barriers that hinder successful graduation, AT courses may serve as a valuable introduction to high-paying tech careers
that under-represented groups may not have considered previously. Students with experience in Applied Fields and

Technology courses will be better able to secure higher paying jobs, rather than typical minimum-wage jobs, and will
generate more income for their family and community.
2.Keep it simple.
a.Gen Ed categories should be intuitive and rational and not cause an undue burden for students (especially one
that outweighs the benefit received).
A survey found that students recognize and agree with employers on the value of learning experiences that allow them
to apply their knowledge to real-world problems. While we highly encourage active learning techniques such as servicelearning, undergraduate research, and study abroad, we know that the demands of employment and family make some
opportunities difficult for students to participate in. While there can be flexibility in scheduling some of these activities,
the majority of opportunities are during normal business hours. The benefit of the AT designation is that it will allow for
training in applied fields and technology in-class, online, or in co-curricular settings depending on the modality that best
suites the course and instructor.
b.Student decision-making should be easy.
c.Have a clear set of criteria for the category with a specific educational goal in mind.
Learning Outcomes: Upon completion of an AT course, students will be able to: 1. Understand the knowledge embodied
in at least one recognized Applied Science and Technology field, and be apply it to real world problems or situations. 2.
Effectively communicate in the context of at least one recognized applied field. 3. Become proficient at discipline
specific technology.

3.Provide a format that ensures maximum integration of learning across required designations.
a.Build on HIPs such as ePortfolio (reflection), 1st year experience, learning communities, common intellectual
experiences, etc.
Applied learning is inherently integrative learning. In order to take a subject and apply it to a real-world problem
successfully, you need to integrate your knowledge from multiple disciplines.
4.Have minimal impact of on department/division enrollment and budgets.
a.Encourage faculty to consider re-classification of some courses into one of the new, or existing Gen Ed categories.

We encourage a broad range of disciplines to consider courses that may fit into the AT designation. A few potential
areas may include anthropology, applied engineering, architecture, biotechnology, criminal justice, film production,
geospatial technology, and sociology. This list is NOT meant to be all inclusive, just a small sample of potential areas.
Some of the existing ID courses that may fit within the AT designation are:
BMAN 1110 - Intro to Biomanufacturing (ID)
GEOG 2200 - Urban/Environ. Issues (ID)
BMAN 1130 - Bioengineering in Society (ID)
INTL 2980 - Travel Study (ID)
CSIS 1070 - Living in a Digital World (ID)
INTL 2990 - Study Abroad (ID)
CSIS 1430 - Internet & XHTML Fundamentals (ID)
LE 1310 - Mind, Mach., Consciousness(ID)
COMM 2500 - Elemt/Issues-Digital Media(ID)
MUSC 1500 - Music and Technology (ID)
ENGR 1600 - Engineering the Guitar (ID)
TECH 1010 - Technology and the Future (ID)
GEOG 1800 - Mapping Our World (ID)

b.This includes addressing the ID/IN problem in a way that is clearly defined.
Applied Fields and Technology courses must be from recognized applied fields (such as applied social sciences, applied
physical sciences, and applied life sciences) or courses where learning a specific technology is a primary objective in the
CCO. Applied Fields and Technology courses must not simply use the technology in passing, but the course itself must
focus on learning how to actively use the technology. For example, using Canvas in a course or having students present
in class using PowerPoint would not by themselves allow a course to be considered a Technology course. However,
many disciplines have courses that explicitly teach the utilization of technology specific to their area and these courses
could potentially be AT courses.


References
1. "Falling Short? College Learning and Career Success" https://www.aacu.org/leap/public-opinion-research/2015survey-results
2. Lessons for Life: Learning and Transfer file:///C:/Users/jberrym1/Desktop/11_learning_transfer.pdf
3. Applied Learning as a Best Practice Model: A Strategy for Higher Education Student Success
http://uncw.edu/eteal/resources/documents/BestpracticeModel.pdf
4. Mapping the Digital Divide https://www.whitehouse.gov/sites/default/files/wh_digital_divide_issue_brief.pdf