No Findings: Collaborative Efforts Accreditation of a New Doctoral Program Susan Adragna  School of Education Keiser Unive...
History <ul><li>Prior No Findings Visits </li></ul><ul><li>Faculty Hiring for PhD Program-Educational Leadership </li></ul...
Collaborative Model: Pre-Program <ul><li>Advisory Board and Best Practices </li></ul><ul><li>Syllabi: Program Objectives a...
Collaborative Model: Residency
Collaborative Model: Course Room
Collaboration Model Infrastructure: Instructional Designer, Faculty Courses: Instructional Designer, Faculty, Librarian As...
Meticulous Preparation + Flawless Execution = No Findings Visit <ul><li>Preparation: Commonly Accepted Practices </li></ul...
Meticulous Preparation + Flawless Execution = No Findings Visit <ul><li>Documents: Storage/Retrieval—Consistency in Labeli...
Meticulous Preparation + Flawless Execution = No Findings Visit <ul><li>The Schedule: Walk Through </li></ul><ul><li>Trans...
Keiser University  Graduate School Susan Adragna –  [email_address]
Doctor of Nursing Practice Assessment and Accreditation Romana Hughes Kerrie Conover Koehler Center for Teaching Excellenc...
History <ul><li>History drove IDA model for DNP </li></ul><ul><li>DNP Program launched Fall 2007 </li></ul><ul><li>Faculty...
TCU Model For Quality IDA Identify-Diagnose-Adjust
Faculty Development <ul><li>Training (LMS, SLO, OSAT, Pedagogy) </li></ul><ul><li>Instructional design </li></ul><ul><li>A...
<ul><li>Training Standards for Faculty Teaching an eCourse </li></ul><ul><li>SACS   Comprehensive Standard 3.2.7, SACS   C...
Online Self Assessment Tool
Data Reporting <ul><li>Activity Summary </li></ul><ul><li>Course Enrollment Summary </li></ul><ul><li>Course Progress by S...
Course Evaluation <ul><li>Student evaluations reviewed by Faculty and Director </li></ul><ul><li>Student evaluations are d...
Student Learning Outcomes <ul><li>Training </li></ul><ul><li>Rubric Writing </li></ul><ul><li>Scoring </li></ul><ul><li>En...
Closing the Gap
DNP Students
What’s Next? <ul><li>OSAT annual review </li></ul><ul><li>Review reports with department </li></ul><ul><li>Review learning...
Texas Christian University <ul><li>Romana Hughes –  [email_address] </li></ul><ul><li>Kerrie Conover –  [email_address] </...
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2010 Developing high quality online doctoral programs2

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  • Romy
  • Kerrie to discuss in detail – focus on the or – boot camp, beyond the basics – using multimedia etc.
  • Kerrie
  • Romy
  • [confidential] Go into the shell – discuss design and LOM
  • [confidential] Discussion on how this was developed and used.
  • [confidential]
  • 2010 Developing high quality online doctoral programs2

    1. 1. No Findings: Collaborative Efforts Accreditation of a New Doctoral Program Susan Adragna School of Education Keiser University
    2. 2. History <ul><li>Prior No Findings Visits </li></ul><ul><li>Faculty Hiring for PhD Program-Educational Leadership </li></ul><ul><li>Program Start 8/31/2009 </li></ul><ul><li>Collaborative Model </li></ul><ul><li>Preparation for the Visit </li></ul><ul><ul><li>Program/Courses </li></ul></ul><ul><ul><li>Documents </li></ul></ul><ul><ul><li>Faculty </li></ul></ul><ul><ul><li>Facilities </li></ul></ul><ul><ul><li>Accreditation Team </li></ul></ul>
    3. 3. Collaborative Model: Pre-Program <ul><li>Advisory Board and Best Practices </li></ul><ul><li>Syllabi: Program Objectives and Student Learning Outcomes: Conformity </li></ul><ul><li>Assessment: Start at the Beginning </li></ul><ul><ul><li>Mission Statement </li></ul></ul><ul><ul><li>Assessment Plan </li></ul></ul><ul><ul><li>Faculty Course Evaluations </li></ul></ul><ul><ul><li>Student Assessment of Faculty </li></ul></ul><ul><li>Documents, Guides, and Manuals </li></ul><ul><ul><li>Processes </li></ul></ul>
    4. 4. Collaborative Model: Residency
    5. 5. Collaborative Model: Course Room
    6. 6. Collaboration Model Infrastructure: Instructional Designer, Faculty Courses: Instructional Designer, Faculty, Librarian Assessment: Administration, Faculty Meetings: Administration, Admissions, Faculty, Student Services Students: Peer-Review, Live Chat, Elluminate
    7. 7. Meticulous Preparation + Flawless Execution = No Findings Visit <ul><li>Preparation: Commonly Accepted Practices </li></ul><ul><li>Program Objectives/Course Mapping </li></ul><ul><li>Assessment Plan/Related Documents </li></ul><ul><li>Course Development/Student Learning Outcomes </li></ul><ul><li>Residency </li></ul><ul><li>Dissertation Handbook </li></ul><ul><li>IRB Guide </li></ul><ul><li>Comprehensive Examination Guide/Questions </li></ul><ul><li>Library Resources </li></ul>
    8. 8. Meticulous Preparation + Flawless Execution = No Findings Visit <ul><li>Documents: Storage/Retrieval—Consistency in Labeling </li></ul><ul><li>Assessment </li></ul><ul><li>Faculty </li></ul><ul><li>Student </li></ul><ul><li>Schedule-Have a Plan </li></ul><ul><li>People: Practice, Practice, Practice </li></ul><ul><li>Faculty Interviews </li></ul><ul><li>Student Interviews </li></ul><ul><li>Staff </li></ul>
    9. 9. Meticulous Preparation + Flawless Execution = No Findings Visit <ul><li>The Schedule: Walk Through </li></ul><ul><li>Transportation </li></ul><ul><li>Dress and Demeanor: The TEAM Effort </li></ul><ul><li>Debriefings </li></ul><ul><li>During—Information </li></ul><ul><li>After—What was Learned </li></ul><ul><li>Facilities </li></ul>
    10. 10. Keiser University Graduate School Susan Adragna – [email_address]
    11. 11. Doctor of Nursing Practice Assessment and Accreditation Romana Hughes Kerrie Conover Koehler Center for Teaching Excellence Texas Christian University
    12. 12. History <ul><li>History drove IDA model for DNP </li></ul><ul><li>DNP Program launched Fall 2007 </li></ul><ul><li>Faculty were hired to teach online </li></ul><ul><li>Department did not hire online faculty </li></ul><ul><li>No learning outcomes measured </li></ul><ul><li>Two Program Directors </li></ul><ul><ul><li>Two different directions </li></ul></ul><ul><ul><ul><li>Faculty development after course developed </li></ul></ul></ul><ul><ul><ul><li>Faculty development before course developed </li></ul></ul></ul>
    13. 13. TCU Model For Quality IDA Identify-Diagnose-Adjust
    14. 14. Faculty Development <ul><li>Training (LMS, SLO, OSAT, Pedagogy) </li></ul><ul><li>Instructional design </li></ul><ul><li>Assessment </li></ul><ul><li>Teaching support </li></ul><ul><li>Online student support </li></ul><ul><li>Face-to-face monthly discussions </li></ul><ul><li>Reporting/retention solutions </li></ul><ul><li>Accreditation </li></ul>
    15. 15. <ul><li>Training Standards for Faculty Teaching an eCourse </li></ul><ul><li>SACS Comprehensive Standard 3.2.7, SACS Comprehensive Standard 3.4.10, SACS Comprehensive Standard 3.7.2 </li></ul><ul><li>The faculty member must complete the following workshops. This can also be done via individual consultations. A certificate will be provided as evidence all training has been completed: </li></ul><ul><ul><li>Learning Outcomes Training (LOM) </li></ul></ul><ul><ul><li>Online Self Assessment Tool Training </li></ul></ul><ul><ul><li>Pearson eCollege Basics Training </li></ul></ul><ul><ul><li>Effective Management Tools </li></ul></ul><ul><ul><li>Pearson eCollege Tools </li></ul></ul><ul><ul><li>Gradebook </li></ul></ul><ul><ul><li>Beyond the Basics of Pearson eCollege** </li></ul></ul><ul><ul><li>Softchalk Training** </li></ul></ul><ul><li>OR </li></ul><ul><ul><li>Learning Outcomes Training (LOM) </li></ul></ul><ul><ul><li>eLearning Boot Camp </li></ul></ul><ul><ul><li>Beyond the Basics of Pearson eCollege </li></ul></ul><ul><ul><li>Softchalk Training </li></ul></ul><ul><li>The Faculty Member will meet with the Koehler Center staff for review of syllabus, tools to be used and assignments in order to receive collegial input and feedback about distance education instructional strategies and tools. </li></ul>
    16. 16. Online Self Assessment Tool
    17. 17. Data Reporting <ul><li>Activity Summary </li></ul><ul><li>Course Enrollment Summary </li></ul><ul><li>Course Progress by Student </li></ul><ul><li>Enrollments by Course Detail </li></ul><ul><li>Gradebook at a Glance </li></ul><ul><li>Instructor Activity by Course </li></ul><ul><li>Student Metrics </li></ul><ul><li>At Risk Students </li></ul><ul><li>Student Learning Outcomes </li></ul>
    18. 18. Course Evaluation <ul><li>Student evaluations reviewed by Faculty and Director </li></ul><ul><li>Student evaluations are deployed online by another department </li></ul><ul><li>Online peer course evaluation using OSAT </li></ul><ul><li>Online Koehler staff annual OSAT for online </li></ul><ul><li>Koehler staff only reviews peer and student evaluations at faculty request </li></ul>
    19. 19. Student Learning Outcomes <ul><li>Training </li></ul><ul><li>Rubric Writing </li></ul><ul><li>Scoring </li></ul><ul><li>End of Term Report </li></ul><ul><li>Lessons Learned </li></ul>
    20. 20. Closing the Gap
    21. 21. DNP Students
    22. 22. What’s Next? <ul><li>OSAT annual review </li></ul><ul><li>Review reports with department </li></ul><ul><li>Review learning outcome results </li></ul><ul><li>Tweak courses and outcomes </li></ul><ul><li>Research on fall 10 DNP students progress </li></ul><ul><ul><li>Did the orientation shell improve engagement? </li></ul></ul><ul><ul><li>Collection of data from student progress </li></ul></ul><ul><ul><li>Follow-up end of fall and spring </li></ul></ul><ul><ul><li>Did the orientation shell proved the tools for student success in online learning? </li></ul></ul><ul><ul><li>Did the orientation shell improve retention and class completion rates? </li></ul></ul>
    23. 23. Texas Christian University <ul><li>Romana Hughes – [email_address] </li></ul><ul><li>Kerrie Conover – [email_address] </li></ul>
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