Applying NEASC Best Practices to Ensure the Quality of Online Programs

BRANDEIS UNIVERSITYDIVISION OF GRADUATE PROFESSIONAL STUDIES (GPS)RABB SCHOOL OF CONTINUING STUDIES

Applying NEASC Best Practices to Ensure the Quality of Online Programs

Anne MarandoInstructor; Coordinator of Distance Learning and Outcomes Assessment

March 12, 2008

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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.

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Context

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

Agenda3

Brandeis UniversityRabb School of Continuing Studies Division of Graduate Professional Studies

Context

Brandeis University Rabb School

Waltham, Massachusetts

Private research university with a liberal arts focus

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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

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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

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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”

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Best Practices for Electronically Offered Degree Programshttp://www.neasc.org/cihe/best_practices_electronically_offered_degree.htm

Components – NEASC Best Practices

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

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Five Components

1. Institutional Context and Mission

2. Curriculum and Instruction3. Faculty Support 4. Student Support5. Evaluation and Assessment

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Division of Graduate Professional Studies

Cycle of Improvement

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)

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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

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Cycle of Improvement

Feedback

Course Outcomes

Syllabus Template

Weekly Outcomes

Assessments

Student Work

Program Outcomes

Program Assessment

Course Standards

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Walking through the Cycle

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

Feedback

Course Outcomes

Syllabus Template

Weekly Outcomes

Assessments

Student Work

Program OutcomesProgram

Assessment

Course Standards

Program Outcomes

1a. In its content, purposes, and organization, the program is consistent with the institution’s role and mission.

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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

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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

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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

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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

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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

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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

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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

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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

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Timeline of Initiatives

Workshops on Course Outcomes

Fall 2004

Spring 2005

Review and Improvement of Course Outcomes

Defined Program

Outcomes

Summer2004

Workshops on Syllabus Template

Fall2005

Fall 2005

Approved Campus and DL Course Standards

Workshops on

Assessments

Fall 2005 –Spring 2006

Spring- Summer2006

Compilation of Student

Work

Successful Reaccreditation

Visit

Fall 2006

Fall 2007 – Spring 2008

Workshops on

Continuous Improvemen

t

Program Assessment

s

Fall 2007 –Spring 2008

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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

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Division of Graduate Professional Studies

Distance Learning Infrastructure

Online Degree Programs28

DL Student Orientation

DL Course Delivery

StandardsLMS

Standards and Template

Instructor Services

Online Student Services

DL Course Oversight and ImprovementWeb Site

Enhancements

Instructor Training -

LMS

Instructor Training – DL Pedagogy

Accessibility


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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 Course Delivery Standards

LMS Standards and Template

Instructor Services



Enhancements


LMS

Instructor Training – DL

Pedagogy

Accessibility

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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.




Instructor Services



Enhancements


LMS

Instructor Training –

DL Pedagogy

Accessibility

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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.




Instructor Services



Enhancements


LMS


Pedagogy

Accessibility

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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.




Instructor Services



Enhancements


LMS


Pedagogy

Accessibility

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Orient students to online learning, and to the LMS


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 Orientati

on



Instructor Services



Enhancements


LMS


Pedagogy

Accessibility

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


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.




Instructor Services



Enhancements


LMS


Pedagogy

Accessibility

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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.




Instructor Services



Enhancements


LMS


Pedagogy

Accessibility

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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.




Instructor Services



Enhancements


LMS


Pedagogy

Accessibility

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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

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Conclusions and Next Steps


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.

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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

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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

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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

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Thank You

Applying NEASC Best Practices to Ensure the Quality of Online Programs

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