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Bob Knipe's presentation on accreditation and DL: what ever DL director should know
 

Bob Knipe's presentation on accreditation and DL: what ever DL director should know

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Bob Knipe's Doodle presentation at Doodle day of the SLN SOLsummit 2011 March11, 2011

Bob Knipe's Doodle presentation at Doodle day of the SLN SOLsummit 2011 March11, 2011
http://slnsolsummit2011.edublogs.org

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    Bob Knipe's presentation on accreditation and DL: what ever DL director should know Bob Knipe's presentation on accreditation and DL: what ever DL director should know Presentation Transcript

    • Accreditation & Distance Learning: What every DL professional needs to knowBob KnipeDean of Learning TechnologiesGenesee Community College 11
    • Accreditation TypesInstitutional 6 regional accrediting bodies - in our case, Middle States State authorizing agency (in our case, SUNY / NYSED)Program ordiscipline-specific(specialized) professionalaccreditation 21
    • Institutional accreditationVerification of institutional qualityassurancePeriodic (10-year, 5-year)AccountabilityProfessional and collegialRegional 31
    • Accreditation & Distance Learning Old paradigm: “Show us you’re really doing what you say you’re doing.” New paradigm: “What you’re doing should be w/in your own mission, culture & institutional procedures, but should also follow these guidelines.” 41
    • Accreditation & Distance Learning Old Standards: Distance Learning Programs: Interregional Guidelines for Electronically Offered Degree and Certificate Programs (2002) 51
    • New Standards: Characteristics of Excellence in Higher Education (2006-09) Standard 13 - “Related Educational Activities: Distance or Distributed Learning” http://www.msche.org/publications/CHX06_Aug08REVMarch09.pdf Characteristics of Excellence in Higher Education Std. 10 (Faculty), Std. 11 (Educ. Offerings), Std.14 (Assessment of Student Learning) + other Standards Team Visits: Conducting and Hosting an Evaluation Visit – Appendix 10, Guidelines for Reviewing Distance Education Programs & Appendix 11• http://www.msche.org/publications/Team-Visits-2009-FINAL2.pdf 61
    • Standards: Demonstrate meeting comparable academic standards / SLOs Continuity & continuation Legal & regulatory compliance Partner/vendor integrity & faculty validation 71
    • Standards: Appropriate student resources & support services Appropriate faculty training, support & technology Assessment & quality improvement Documentation (data data data ) data 81
    • Accreditation & Distance Learning The substantive change clause: how much DL delivery is substantive? >50% of courses leading to degree or certificate are delivered via DL http://www.msche.org/documents/6B---6-SubstantiveChange_4_.pdf 91
    • Accreditation & Distance Learning Substantive change usually requires a change in mission statement, which should include reference to distance learning or alternative program delivery Substantive change ramps up institutional commitment to Student support services Business processes Institutional expectation of what’s a collegial experience 101 101
    • Accreditation & Distance LearningRegional accreditation commissions’ acceptance of other standards: models include NY State Department of Education/SUNY: http://www.highered.nysed.gov/ocue/ded/ AQIP: http://www.aqip.org (North Central Assoc.) Western Governors University: http://wgu.edu/index.html Council for Adult & Experiential Learning: http://www.cael.org Many others! 111 111
    • Regional accreditors’ “Best Practices” include:Substantive & coherent curricula whichdefine & track student learning outcomesLearning is dynamic & interactive(regardless of setting or delivery)Institutional support of students’academic successAssessment & improvement 121 121
    • Components:Institutional Context & CommitmentCurriculum & InstructionFaculty SupportStudent SupportEvaluation & Assessment 131 131
    • Institutional Context & CommitmentConsistent with role & missionAware of substantive change implicationsBudget, policy, goal statements reflectcommitmentStaffing, technology, facilities adequateOrganizational structure reflects commitmentBased on outcomes not deliveryConsistent, coherent technology frameworkStudent technology supportTechnology choices based on appropriatenessLegal & regulatory requirements accommodated 141 141
    • Curriculum & InstructionEquivalent college-level outcomes &including general educationQualified academics makedecisionsUniform & clearly communicatedstudent accessConsortial or contracted elementsare consistent with institutionAppropriate interaction is reflectedin design & delivery 151 151
    • Faculty SupportWorkload, compensation & ownershipissues are addressedTechnology, instructional design,production support are providedFaculty & staff training & professionaldevelopment are providedQuality assurance processes in placeTraining for all who work with students 161 161
    • Student SupportInstitutional commitment is sufficient totime necessary for degree completionPre-admission screening as appropriateThorough student information &orientation are providedStudent support services in place *Institution recognizes and imparts “senseof community” among distant students 171 171
    • Student Support Services * (including business processes)Timely, accurate Academic interventioninstitutional information TutoringAdvising Career counseling &Admissions placementPlacement testing Library: access, reference, instruction, reservesFinancial aid info andprocesses InfoLit trainingPayment Tech support / helpdeskBookstore Disability accommodationsAcademic information /degree audits Counseling Grievance procedures 181 181
    • AssessmentConsistency of SLOs across modalitiesAssessment of student learning in eachcourse and at program completionTesting integrity & security areaddressed (See new HEA § 600.9 - State Authorization)Security of student personal informationOverall program effectiveness isaddressed * 191 191
    • * Overall program effectiveness addressedStudent learning matches identified outcomes inmajor and in general educationCompletion & retention rates (incl. over time)Student satisfactionFaculty satisfactionNew access provided to underserved?Library & learning resources used adequatelyStudent competencies measured in communication,comprehension, analysis skillsCost-effectiveness to students, compared to campus-based program 201 201
    • Accreditation & Distance LearningThank you…Thank you very much. 211 211