Applying NEASC Best Practices to Ensure the Quality of Online Programs
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Transcript of Applying NEASC Best Practices to Ensure the Quality of Online Programs
BRANDEIS UNIVERSITYDIVISION OF GRADUATE PROFESSIONAL STUDIES (GPS)RABB SCHOOL OF CONTINUING STUDIES
Applying NEASC Best Practices to Ensure the Quality of Online Programs
Anne MarandoInstructor; Coordinator of Distance Learning and Outcomes Assessment
March 12, 2008
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Copyright Anne Marando, 2008. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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Context
Components – NEASC Best Practices Cycle of Improvement Initiatives Distance Learning Infrastructure Conclusions and Next Steps
Agenda3
Brandeis UniversityRabb School of Continuing Studies Division of Graduate Professional Studies
Context
Brandeis University Rabb School
Waltham, Massachusetts
Private research university with a liberal arts focus
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Graduate Professional Studies (GPS)
Founded in 1997
46 active adjunct instructors
2007: Awarded 74 masters degrees and 6 graduate certificates
Only School within University to offer DL courses for credit
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GPS Courses
71 courses offered on a rotating basis, 33 of these are offered via distance learning (DL) Developed from the campus-course
counterpart Standard online course week, Weds through
Tues Asynchronous Rabb/GPS DL Course Standards
Online participation must be 30-50% of the student’s final grade
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GPS Instructors and Students Instructors
Adjunct Professionals working full-time in their
fields Most who teach DL also teach on campus
Graduate Students Most are working professionals looking to
advance their careers Many take both DL and campus courses Some are “pure DL”
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Best Practices for Electronically Offered Degree Programshttp://www.neasc.org/cihe/best_practices_electronically_offered_degree.htm
Components – NEASC Best Practices
Overview of the Best Practices Developed by the eight regional
accrediting commissions Five components
Numbered paragraphs describing elements essential to distance education within this component Protocols in the form of questions
NEASC guideline for the review of DL programs: at least 50% of the courses must be online
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Five Components
1. Institutional Context and Mission
2. Curriculum and Instruction3. Faculty Support 4. Student Support5. Evaluation and Assessment
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Division of Graduate Professional Studies
Cycle of Improvement
Cycle of Improvement Initiatives
Continuous Improvement
5e. The institution conducts a program of continual self-evaluation directed toward program improvement.
Series of Process Improvement Initiatives from 2004 – present
Impact on-ground and online courses and instructors
NEASC Best Practices:Component Number (5)
and Paragraph (e)
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Applying the Best Practices
Not a linear progression
Used primarily to confirm that we were on track in some areas, and to identify gaps in others
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Cycle of Improvement
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Define what skills we want our graduates to be able to demonstrate upon completion of the program
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program OutcomesProgram
Assessment
Course Standards
Program Outcomes
1a. In its content, purposes, and organization, the program is consistent with the institution’s role and mission.
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Walking through the Cycle
Course Outcomes
2a. The institution assures that each program of study results in collegiate level learning outcomes appropriate to the rigor and breadth of the degree awarded by the institution.
Define what skills we want our students to be able to demonstrate upon completion of the course
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Syllabus Template
1e. Assure that electronically offered courses meet institution-wide standards, to provide consistent quality and to provide a coherent framework for students who may enroll in both electronically offered and traditional on-campus courses.
Enable instructors to consistently communicate course and weekly outcomes, assessments, policies, and procedures
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Weekly Outcomes
2a. The institution assures that each program of study results in collegiate level learning outcomes appropriate to the rigor and breadth of the degree awarded by the institution.
Define what skills we want our students to be able to demonstrate upon completion of each week of the course
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Assessments
5a. As a component of the institution’s overall assessment activities, documented assessment of student achievement is conducted in each course.
Define criteria for cognitive and behavioral assessments at the graduate level that align with course and weekly outcomes
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Course Standards
1e. Assure that electronically offered courses meet institution-wide standards, both to provide consistent quality and to provide a coherent framework for students who may enroll in both electronically offered and traditional on-campus courses.
Define campus and distance learning (DL) course standards
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Feedback
5d. Overall program effectiveness is determined by such measures as the extent to which student learning matches intended outcomes.
Evaluate if course and weekly outcomes align with course and weekly assessments, and make modifications as needed
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Student Work
5a. As a component of the institution’s overall assessment activities, documented assessment of student achievement is conducted in each course by comparing student performance to the intended learning outcomes.
Compile tangible work products that represent the realization of course and weekly outcomes
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Walking through the Cycle
Program Assessment
5d. Overall program effectiveness is determined by such measures as the extent to which student learning matches intended outcomes, including for degree programs the objectives of the major.
Evaluate the degree to which our program assessments align with our program outcomes
Feedback
Course Outcomes
Syllabus Template
Weekly Outcomes
Assessments
Student Work
Program Outcomes
Program Assessment
Course Standards
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Timeline of Initiatives
Workshops on Course Outcomes
Fall 2004
Spring 2005
Review and Improvement of Course Outcomes
Defined Program
Outcomes
Summer2004
Workshops on Syllabus Template
Fall2005
Fall 2005
Approved Campus and DL Course Standards
Workshops on
Assessments
Fall 2005 –Spring 2006
Spring- Summer2006
Compilation of Student
Work
Successful Reaccreditation
Visit
Fall 2006
Fall 2007 – Spring 2008
Workshops on
Continuous Improvemen
t
Program Assessment
s
Fall 2007 –Spring 2008
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Deliverables – Cycle of Improvement Course standards, campus and DL
Standard syllabus template Course site standards
Outcomes School, Division, Program, Course, Week
Training materials Campus workshops Self-paced materials
Faculty Forum
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Division of Graduate Professional Studies
Distance Learning Infrastructure
Online Degree Programs28
DL Student Orientation
DL Course Delivery
StandardsLMS
Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL Pedagogy
Accessibility
Distance Learning Infrastructure
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Walking through the Infrastructure
Support instructors in course design, construction, and delivery
Instructor Services
3b. The institution provides an ongoing program of appropriate technical, design, and production support for participating faculty members.
DL Student Orientation
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL
Pedagogy
Accessibility
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Walking through the Infrastructure
Provide training to instructors on the DL pedagogy, including techniques to design and deliver an online course
Instructor Training – DL Pedagogy
3d. The institution provides to those responsible for working directly with students the orientation and training to help them become proficient in the uses of the technologies for these purposes, including strategies for effective interaction.
DL Student Orientation
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training –
DL Pedagogy
Accessibility
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Walking through the Infrastructure
Provide training to instructors on the LMS, including standards of use and best practices
Instructor Training – LMS
3c. The institution provides to those responsible for program development the orientation and training to help them become proficient in the uses of the program’s technologies, including potential changes in course design and management.
DL Student Orientation
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL
Pedagogy
Accessibility
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Walking through the Infrastructure
Communicate University policies and procedures regarding accessibility, including compatibility of online content
Accessibility
1j. The institution seeks to understand the legal and regulatory requirements of the jurisdictions in which it operates, e.g., requirements for service to those with disabilities.
DL Student Orientation
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL
Pedagogy
Accessibility
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Walking through the Infrastructure
Orient students to online learning, and to the LMS
DL Student Orientation
4c. The institution recognizes that appropriate services must be available for students of electronically offered programs, using the working assumption that these students will not be physically present on campus.
DL Student Orientati
on
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL
Pedagogy
Accessibility
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Walking through the Infrastructure
Provide student services online, including admissions, registrations, advising, policies/procedures, library resources, technical support
Online Student Services
4c. The institution recognizes that appropriate services must be available for students of electronically offered programs, using the working assumption that these students will not be physically present on campus.
DL Student Orientation
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL
Pedagogy
Accessibility
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Walking through the Infrastructure
Ensure that prospective students understand the nature of distance learning and expectations of online students
Web Site Enhancements
4b. Prior to admitting a student to the program, the institution informs the prospective student concerning required technical access and competence, support services, independent learning expectations and challenges of online learning.
DL Student Orientation
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL
Pedagogy
Accessibility
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Walking through the Infrastructure
Provide oversight and instructor feedback to ensure that courses are delivered according to defined quality standards
DL Course Oversight and Improvement
1e. The oversight of electronically offered programs includes the capability to assure that courses meet standards to provide consistent quality.
DL Student Orientation
DL Course Delivery Standards
LMS Standards and Template
Instructor Services
Online Student Services
DL Course Oversight and ImprovementWeb Site
Enhancements
Instructor Training -
LMS
Instructor Training – DL
Pedagogy
Accessibility
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Deliverables – DL Infrastructure Instructor training and on-going support
DL pedagogy course LMS course and reference materials
Student training and on-going support DL pedagogy orientation and self-assessment LMS orientation materials
Range of online student services Enhanced web site DL oversight process
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Brandeis UniversityRabb School of Continuing Studies Division of Graduate Professional Studies
Conclusions and Next Steps
Distance Learning Infrastructure
The distance courses grew naturally out of ground based courses with the same titles, and were offered to the same populations as ground-based courses.
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Conclusions
The NEASC Best Practices for Electronically Offered Degree and Certificate Programs Provide self-assessment framework for
continuous improvement Define what the essential elements of
quality distance programs are Do not define how institutions can build and
sustain these elements
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Conclusions
Launching distance learning degree programs Careful planning Coordination across many areas Consistent with institution’s mission and standards Consistent with ground-based courses to which they
relate An institution’s distance learning infrastructure
must be continually assessed and improved Programs grow Technology changes Methods for teaching and learning broaden
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Looking to the Future
GPS programs continue to grow New instructors join our community The community of distance learning
students grows, requiring proactive support
Teaching and learning methods continually expand and evolve
GPS is migrating from WebCT Vista to Moodle
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Brandeis UniversityRabb School of Continuing Studies Division of Graduate Professional Studies
Thank You