BRANDEIS UNIVERSITY DIVISION OF GRADUATE PROFESSIONAL STUDIES (GPS) RABB SCHOOL OF CONTINUING STUDIES Applying NEASC Best Practices to Ensure the Quality of Online Programs Anne Marando Instructor; Coordinator of Distance Learning and Outcomes Assessment March 12, 2008

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.

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.

Context Components – NEASC Best Practices Cycle of Improvement Initiatives Distance Learning Infrastructure Conclusions and Next Steps Agenda

Context

Components – NEASC Best Practices

Cycle of Improvement Initiatives

Distance Learning Infrastructure

Conclusions and Next Steps

Brandeis University Rabb School of Continuing Studies Division of Graduate Professional Studies Context

Brandeis University

Rabb School of Continuing Studies

Division of Graduate Professional Studies

Brandeis University Rabb School Waltham, Massachusetts Private research university with a liberal arts focus

Waltham, Massachusetts

Private research university with a liberal arts focus

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

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

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

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

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”

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”

Best Practices for Electronically Offered Degree Programs http://www.neasc.org/cihe/best_practices_electronically_offered_degree.htm Components – NEASC Best Practices

Best Practices for Electronically Offered Degree Programs

http://www.neasc.org/cihe/best_practices_electronically_offered_degree.htm

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

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

Five Components Institutional Context and Mission Curriculum and Instruction Faculty Support Student Support Evaluation and Assessment

Institutional Context and Mission

Curriculum and Instruction

Faculty Support

Student Support

Evaluation and Assessment

Division of Graduate Professional Studies Cycle of Improvement

Division of Graduate Professional Studies

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)

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

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

Not a linear progression

Used primarily to confirm that we were on track in some areas, and to identify gaps in others

Cycle of Improvement Feedback Course Outcomes Syllabus Template Weekly Outcomes Assessments Student Work Program Outcomes Program Assessment Course Standards

Walking through the Cycle Define what skills we want our graduates to be able to demonstrate upon completion of the program Program Outcomes 1a. In its content, purposes, and organization, the program is consistent with the institution’s role and mission. Feedback Course Outcomes Syllabus Template Weekly Outcomes Assessments Student Work Program Outcomes Program Assessment Course Standards

Define what skills we want our graduates to be able to demonstrate upon completion of the program

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Timeline of Initiatives Workshops on Course Outcomes Fall 2004 Spring 2005 Review and Improvement of Course Outcomes Defined Program Outcomes Summer 2004 Workshops on Syllabus Template Fall 2005 Fall 2005 Approved Campus and DL Course Standards Workshops on Assessments Fall 2005 – Spring 2006 Spring- Summer 2006 Compilation of Student Work Successful Reaccreditation Visit Fall 2006 Fall 2007 – Spring 2008 Workshops on Continuous Improvement Program Assessments Fall 2007 – Spring 2008

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

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

Division of Graduate Professional Studies Distance Learning Infrastructure

Division of Graduate Professional Studies

Online Degree Programs

Distance Learning Infrastructure DL Student Orientation DL Course Delivery Standards LMS Standards and Template Instructor Services Online Student Services DL Course Oversight and Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

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 Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Support instructors in course design, construction, and delivery

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 Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Provide training to instructors on the DL pedagogy, including techniques to design and deliver an online course

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 Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Provide training to instructors on the LMS, including standards of use and best practices

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 Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Communicate University policies and procedures regarding accessibility, including compatibility of online content

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 Orientation DL Course Delivery Standards LMS Standards and Template Instructor Services Online Student Services DL Course Oversight and Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Orient students to online learning, and to the LMS

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 Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Provide student services online, including admissions, registrations, advising, policies/procedures, library resources, technical support

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 Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Ensure that prospective students understand the nature of distance learning and expectations of online students

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 Improvement Web Site Enhancements Instructor Training - LMS Instructor Training – DL Pedagogy Accessibility

Provide oversight and instructor feedback to ensure that courses are delivered according to defined quality standards

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

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

Brandeis University Rabb School of Continuing Studies Division of Graduate Professional Studies Conclusions and Next Steps

Brandeis University

Rabb School of Continuing Studies

Division of Graduate Professional Studies

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.

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.

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

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

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

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

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

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

Brandeis University Rabb School of Continuing Studies Division of Graduate Professional Studies Thank You

Brandeis University

Rabb School of Continuing Studies

Division of Graduate Professional Studies