Your SlideShare is downloading. ×
Distance Education: An Opportunity for the Future
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Distance Education: An Opportunity for the Future

162
views

Published on


0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
162
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • The steps do not necessarily occur in sequence - some may occur simultaneously. A board member presents a written proposal for a new academic program to the Alliance Board of Directors who vote whether to proceed. Initial assessment is within GPIDEA, but may be broadened to include other institutions. Once approved to proceed by the Board of Directors, a dean liaison to the program (by the board) and a faculty chair (by the faculty) are selected. Faculty determine the courses to be included in the curriculum and which institution has the expertise to teach the courses. Compare national competition; complete a survey to determine the need for the program; and prepare a business plan to present to the Alliance Board of Directors. Based on the information attained by the program faculty about the competitive market and target audience, the Board sets the common price. The program faculty and deans seek program approval at their own institutions.
  • Invoice System - Home institution disburses money directly to each teaching institution and centrally to the Alliance. Supports Alliance & centralized functions. Institution internal revenue is distributed “behind the firewall”. Annual review. “ What institutions do behind the firewall is their business.” However, faculty and departments will not be motivated to participate unless they benefit financially, therefore, the 75% of the common price which is allocated to the teaching institution is intended to go to the academic college and department. The finance officer team recommended that the price be reviewed annually to insure that the common price reflects costs and the current market.
  • Two revenue distribution models are currently being considered: Invoice System - Home institution disburses money directly to each teaching institution and centrally to the Alliance. Alliance Coordinator System - Home institutions disburse both the teaching institution (if not home taught) portion and the Alliance portion to the Alliance coordinator who is responsible for disbursing funds to the teaching institutions. “ What institutions do behind the firewall is their business.” However, faculty and departments will not be motivated to participate unless they benefit financially, therefore, the 75% of the common price which is allocated to the teaching institution is intended to go to the academic college and department. The finance officer team recommended that the price be reviewed annually to insure that the common price reflects costs and the current market.
  • Two revenue distribution models are currently being considered: Invoice System - Home institution disburses money directly to each teaching institution and centrally to the Alliance. Alliance Coordinator System - Home institutions disburse both the teaching institution (if not home taught) portion and the Alliance portion to the Alliance coordinator who is responsible for disbursing funds to the teaching institutions. “ What institutions do behind the firewall is their business.” However, faculty and departments will not be motivated to participate unless they benefit financially, therefore, the 75% of the common price which is allocated to the teaching institution is intended to go to the academic college and department. The finance officer team recommended that the price be reviewed annually to insure that the common price reflects costs and the current market.
  • Transcript

    • 1. Distance Education: An Opportunity for the Future Kenneth L. Esbenshade Associate Dean and Director of Academic Programs February 2008
    • 2. Outline
      • Our experience at NC State University
      • Distance Education: Approaches and Apprehensions
      • Toward a national collaborative program
    • 3. DE @ CALS/NCSU 03-04 04-05 05-06 06-07 07-08 03-04 04-05 05-06 06-07 07-08 Academic Year
    • 4. Student Credit Hours Generated 03-04 04-05 05-06 06-07 07-08 03-04 04-05 05-06 06-07 07-08 Academic Year Percent of Total: 3.1% 4.5% 4.8% 5.4% 6.1%
    • 5. DE Programs 05-06 05-06 06-07 06-07 07-08 07-08
    • 6. Types of DE Programs Offered
      • Undergraduate Certificate
      • Undergraduate Minor
      • Graduate Certificate
      • Masters Degree
    • 7. Approaches to DE
      • Internet, primarily using a CMS (course management system)
      • DVDs containing lectures and supportive information
      • Internet based with supplemental material
      • Internet based with meetings (face-to-face or video conferencing)
      • Real-time video conferencing
    • 8. 5 Commons Fears About Teaching Online
      • Online courses aren’t as good as face-to-face courses
      • Some subjects can’t be taught online
      • Instructors won’t be able to connect with students
      • The software and systems are too hard to learn
      • Teaching online will take more time and effort
      From: Online Cla@ssroom, October, 2005
    • 9. Basic Pedagogical Needs for Teaching Online
      • Student learning objectives
      • A comprehensive syllabus
      • A detailed calendar
      • A topic presentation plan
      • Intervention strategies
      • Student assessment plan
    • 10. Toward a National Collaborative Program
    • 11. The Great Plains IDEA Model (Academic Programs)
      • Faculty develop and update curricula
      • Institutions award credit and degrees
      • Institutional academic policies and procedures prevail
      • Programs are available online.
    • 12. The Great Plains IDEA Model (Students)
      • Admitted to a university
      • Enrolled in courses and graduate from that university
      • Taught by faculty from multiple universities
      • Served by faculty advisors and campus coordinators
    • 13. The Great Plains IDEA Model (Program Development)
      • Member proposes program.
      • Interested partners are identified.
      • Faculty build curriculum and recommend teaching responsibilities.
      • Market/needs surveys and business plan are prepared.
      • Inter-institutional program is approved.
      • Institutional programs are approved.
    • 14. Anytime - 6 Credit Practicum/Project Family Financial Planning Master’s Curriculum - 42 Credits Fall Investing in the Family’s Future Financial Planning Case Studies Personal Income Taxation Family Systems Family Systems Funda-mentals of Financial Planning Spring Profes-sional Practices in FFP Estate Planning Insurance Planning Financial Counseling Summer Housing & Real Estate Financial Planning Case Studies (if demand) Retirement Planning Housing & Real Estate Family Econ
    • 15. The Great Plains IDEA Model (Course & Program Management)
      • Once a course is offered, it will need to be repeated at least annually to accommodate new entrants to the program.
      • To underwrite institutional and alliance costs, courses should be filled to capacity. Great Plains IDEA recommended size for a graduate course is 25 students.
      • Develop annual reports that include outcome assessments.
    • 16. Finance Model: Common Price Common Price = Tuition + Fees Fall 2007: $415/graduate credit hour; $295/undergraduate credit hour
    • 17. The Great Plains IDEA Model ( Common Price/Credit Hour )
      • Collected at the student’s home (admitting/enrolling) institution.
      • Each institution determines revenue allocation internally.
      • Annual price review.
    • 18. Great Plains IDEA
      • AG-IDEA
      Engineering IDEA Human Sciences IDEA
    • 19. Responsibilities of Lead Institution (Kansas State University)
      • Coordinate governing board and program faculty meetings
      • Manage course enrollment process
      • Manage alliance finances
      • Maintain alliance website and alliance records
      • Recommend changes and improvements in policies and procedures
    • 20. Agreements and Documentation
      • Bylaws
      • Memoranda of Agreement
        • Alliance
        • Intent to Plan
        • Academic Program
      • Alliance Policy and Procedure Handbook
      • Program Faculty Handbook
      • Student Handbook
    • 21. Ag-IDEA (Institutional Responsibilities)
      • Membership in Ag-IDEA
      • Culture of Collaboration
      • Faculty Workloads & Rewards
      • Program Approval and Review
      • Institutional Policies and Practices
    • 22. Ag-IDEA (Campus Staff Coordinator Role)
      • Handles day-to-day operations
      • Creates and updates web pages and online course catalog
      • Student support services
      • Coordinates courses, student enrollment and course access, information and fund exchange
    • 23. Ag-IDEA (Campus Faculty Coordinator Role)
      • Oversight of websites, students, faculty, interaction among staff coordinators
      • Work with university faculty and administrators to implement academic programs and resolve problems
      • Recommend changes and improvements
    • 24. Ag-IDEA (Campus Faculty Role)
      • Develop and teach courses
      • Recommend program requirements
      • Review courses
      • Assess programs
      • Recruit and advise students
    • 25.
      • Utilize existing connections: organizational or collegial
      • Select institutions of similar types
        • Faculty have similar basic philosophy/mission Balance between theory and practice
        • Similar student populations
      • Complementary areas of faculty expertise
      • Workload equity
      Lessons Learned: Partner Selection
    • 26.
      • Communication is CRITICAL!!
      • Have a communication plan
      • Face-to-face meetings build trust
      • Regular conference calls, emails
      • Written minutes of meetings
      • Open and frank communication
      Lessons Learned: Partner Process
    • 27. Toward a National Collaborative DE Program……….. Questions ??? Comments ???