2010 Developing high quality online doctoral programs2
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Transcript of 2010 Developing high quality online doctoral programs2
No Findings: Collaborative Efforts Accreditation of a New Doctoral
ProgramSusan Adragna
School of EducationKeiser University
History
• Prior No Findings Visits• Faculty Hiring for PhD Program-Educational Leadership• Program Start 8/31/2009• Collaborative Model• Preparation for the Visit– Program/Courses– Documents– Faculty– Facilities– Accreditation Team
Collaborative Model: Pre-Program• Advisory Board and Best Practices• Syllabi: Program Objectives and Student Learning
Outcomes: Conformity• Assessment: Start at the Beginning– Mission Statement– Assessment Plan– Faculty Course Evaluations– Student Assessment of Faculty
• Documents, Guides, and Manuals– Processes
Collaborative Model: Residency
Collaborative Model: Course Room
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
Meticulous Preparation + Flawless Execution = No Findings Visit
Preparation: Commonly Accepted Practices•Program Objectives/Course Mapping•Assessment Plan/Related Documents•Course Development/Student Learning Outcomes•Residency•Dissertation Handbook •IRB Guide•Comprehensive Examination Guide/Questions•Library Resources
Meticulous Preparation + Flawless Execution = No Findings Visit
Documents: Storage/Retrieval—Consistency in Labeling• Assessment•Faculty•StudentSchedule-Have a PlanPeople: Practice, Practice, Practice• Faculty Interviews•Student Interviews• Staff
Meticulous Preparation + Flawless Execution = No Findings Visit
The Schedule: Walk Through•Transportation
Dress and Demeanor: The TEAM Effort
Debriefings •During—Information •After—What was Learned
Facilities
Doctor of Nursing PracticeAssessment and Accreditation
Romana HughesKerrie Conover
Koehler Center for Teaching Excellence
Texas Christian University
History
• History drove IDA model for DNP• DNP Program launched Fall 2007• Faculty were hired to teach online• Department did not hire online faculty• No learning outcomes measured• Two Program Directors– Two different directions• Faculty development after course developed• Faculty development before course developed
TCU Model For QualityIDA
Identify-Diagnose-Adjust
Faculty Development• Training (LMS, SLO, OSAT, Pedagogy)• Instructional design• Assessment• Teaching support• Online student support• Face-to-face monthly discussions• Reporting/retention solutions• Accreditation
Training Standards for Faculty Teaching an eCourseSACS Comprehensive Standard 3.2.7, SACS Comprehensive Standard 3.4.10, SACS
Comprehensive Standard 3.7.2
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:– Learning Outcomes Training (LOM)– Online Self Assessment Tool Training– Pearson eCollege Basics Training– Effective Management Tools– Pearson eCollege Tools– Gradebook– Beyond the Basics of Pearson eCollege**– Softchalk Training**
OR– Learning Outcomes Training (LOM)– eLearning Boot Camp– Beyond the Basics of Pearson eCollege– Softchalk Training
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.
Online Self Assessment Tool
Data Reporting• Activity Summary• Course Enrollment Summary• Course Progress by Student• Enrollments by Course Detail• Gradebook at a Glance• Instructor Activity by Course• Student Metrics• At Risk Students• Student Learning Outcomes
Course Evaluation
• Student evaluations reviewed by Faculty and Director
• Student evaluations are deployed online by another department
• Online peer course evaluation using OSAT• Online Koehler staff annual OSAT for online• Koehler staff only reviews peer and student
evaluations at faculty request
Student Learning Outcomes
• Training• Rubric Writing• Scoring• End of Term Report• Lessons Learned
Closing the Gap
DNP Students
What’s Next?• OSAT annual review• Review reports with department• Review learning outcome results• Tweak courses and outcomes• Research on fall 10 DNP students progress– Did the orientation shell improve engagement?– Collection of data from student progress – Follow-up end of fall and spring– Did the orientation shell proved the tools for student
success in online learning?– Did the orientation shell improve retention and class
completion rates?
Texas Christian University
• Romana Hughes – [email protected]• Kerrie Conover – [email protected]