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Open SUNY Institutional Readiness
An institutional approach to ensuring
Online Program Quality
Kim Scalzo
SUNY Center for Professional
Development and Open SUNY
Campus Partnerships
Martie Dixon
Assistant Academic Dean
Distance Learning
Erie Community College
Agenda
• Welcome/Introductions
• Campus Update
• Open SUNY Update
• What is Open SUNY Institutional Readiness
• Wrap-Up/Next Steps
Campus Update
Institutional Readiness Visit, 2015
Background:
– Over 10% of sections online
– 2nd in Bachelor’s Degrees
– Off-term (1,300 and 1,743)
• Degree completion & student mobility
– Institutional Capability Review (Quality Scorecard)
Historical Goals:
• Minimize distinction
– Track student success
• Support mission and strategic planning
• Reach enrollment goals
Best Practices:





Course Review Process
Student and Faculty Support
Online Learning Advisory Committee (OLAC)
Business/Incentive Model for Off-Term
Polices & Procedures
Priorities & Opportunities:







Quality
Grow enrollment
Grow partnerships
Scale support services
Improve accessibility
Provide online proctoring
Others?
Campus Involvement:






Librarian Content Specialist Group
2 COTE Fellows (Center for Online Teaching Excellence)
Faculty Supports Metrics Working Group
Monthly Open SUNY Campus Coordinator meetings
Wave 2 Concierge meetings
Open SUNY Marketing Team-PR
Introductions
• Name
• Organization
• Role
• What do you think is the most important factor for
ensuring quality in online learning?
SUNY Canton Update
• Current activities in online
learning
• Future directions/plans for
online learning
• Anything else you want to
share
Open SUNY Update
• Open SUNY+
• Questions/discussion
Open SUNY Vision
SUNY must respond by working together to raise the bar on our
online-enabled education efforts. Open SUNY is our common response
Open SUNY aims to provide students with
the nation’s leading online learning
experience. Open SUNY aims to draw on
the Power of SUNY and support campuses
and faculty to:
▪
Dramatically expand access to higher
education
▪
▪
Raise completion rates
Prepare students for success in their lives
and careers, and contribute to the
economic success of New York State and
beyond
A cross-system collaboration to create initiatives and services that
support campuses and faculty in enhancing online-enabled
education to improve student access, completion and success
Open SUNY WILL…
Open SUNY WILL NOT…
▪
Be a set of initiatives and services
▪
▪
Be a new campus or serve as a degreegranting entity
Enhance our joint capabilities and offerings
in online-enabled education
▪
Change the authorities of Presidents or
other campus leaders
Acknowledge and build upon successes
and ongoing efforts of your campuses
▪
Alter, undermine, circumvent or otherwise
change existing governance processes or
models
▪
Establish a set of mandates for campuses
or faculty to conduct online education
▪
▪
Provide attractive opportunities for
campuses while respecting their autonomy
Digital
DNA
Creditbearing
third-party
content
Course
Community
supports
of practice
Competency
development
Open SUNY
Learning
Commons
Faculty
professional
development
in online
education
24/7 service
hotline
Online
academic
tutoring
Library
and open
educational
resources
Student
computer
program
Competencybased
learning
Educational
resources
Open SUNY
Complete
SUNY
OpenSUNY.edu
navigator
Student
online
experience
Online
readiness
assessment
Exploration
course
SUNY
Funders
and
partners
NY State
Workforce
development
Institutional
pathways &
readiness
Skill
remediation
Affordable
broadband
for NYS
IT enablers
Open SUNY
infrastructure
Identification
& verification
Monitoring
and
continuous
improvement
Enrollment
marketing
General
education
Open SUNY
Global
Campus and
system-wide
initiatives and
supports
Stakeholder
engagement
and communications
Signature
SUNY
programs
Offerings
powered by
Open SUNY
Academic
initiatives
Student
supports
Universal
sign-on
High-needs
disciplines
Experiential
learning
Faculty
supports
Student
services
hotline
ePortfolio
Lab for
new models
in teaching
and learning
Research &
innovation
Student
concierge
24/7 service
hotline
Prior
learning
assessment
Revenue
and cost
models
Policy
architecture
Credits
and financial
aid across
campuses
Legal and
compliance
policies
Students &
faculty
Institution &
infrastructure
Open SUNY+ Signature Elements
1
▪
Personalized student services to minimize time to degree and promote
student success
2
▪
3
Engaging learning experiences based on industry-relevant content in
“High Needs” or “High Demand” areas
▪
4
▪
Comprehensive faculty support to ensure quality in course design,
development, and delivery
Robust technology environment for online learning and
effective/innovative uses of technology enablers in all aspects of the
online program
5
▪
▪
Institutional commitment to quality assurance for online learning
▪
Strategic commitment to growth supported by robust financial model to
ensure scalability of resources as enrollments grow
6
7
Assessment of program effectiveness to enable continuous quality
improvement
High Needs Programs
Networked Approach to Building Open SUNY
Open SUNY+ Wave I Partner Programs
▪ Clinical Laboratory
▪ BS in Electrical
Technician, AAS
Engineering
▪ Tourism Management,
AAS/AS
▪ BS in Nursing
▪ MBA
▪ MBA in Health
Services
Administration
▪ BS in Business,
Management, and
Economics: Human
Resources
Management
▪ BS in Science,
Mathematics, and
Technology:
Information Systems
Open SUNY+ Wave II Partner Programs
17 Campuses
56
Programs
Certificate
to
Masters
Open SUNY “top 10” insights
Where there’s a need… Millions of New Yorkers have no degree, but want one badly
What stigma? New Yorkers have positive attitudes about online learning
Students want you: People are most interested in online learning provided by traditional colleges
They just don’t know it: Strong awareness of SUNY in New York State does not translate into strong
awareness of SUNY or its campuses as an online provider
Strong where it counts: SUNY’s brand outpaces its competitors in the factors that matter to school
brand
…but weak where we’re strong: SUNY is incredibly affordable, but
doesn’t always get credit for it
Hiding in plain sight: Potential students use on search and college websites
to get information about online learning
Not your typical student: 70% of the segments most attracted
to online learning are between the ages of 25 and 44
More Mastery: People are most interested in online
Bachelors and Masters, a relatively small part of SUNY’s offerings
Give them the business: Students most want online business degrees
Open SUNY will also benefit campuses without degrees powered by Open SUNY+
Elements of Open SUNY that benefit all campuses
Attracting
students
OpenSUNY.edu
navigator
Online
readiness
assessment
Engagement:
Potential
students
Developing
programs and
institutional
capability
Open SUNY
infrastructure
Identification
& verification
Institutional
pathways &
readiness
Supporting
faculty
Competency
development
Community
of practice
Research
&
innovation
Enhancing
student
experience and
completion
Experiential
learning
Open SUNY
Learning
Commons
What is Open SUNY Institutional Readiness?
• Goal, Process and
Outcomes
• OLC Quality Scorecard
• Roles of Campus and Open
SUNY Teams
Open SUNY Institutional Readiness
Goal: Increase the capacity of campuses to ensure quality and success in online
learning across the system, by:
Increasing awareness of campus leadership of what it takes to ensure quality
and success,
Facilitating self-assessment to identify campus best practices and determine
where gaps exist that need to be closed;
Facilitating implementation planning to ensure that best practices are sustained
and ensure that gaps will be closed; and
Enabling benchmarking and the sharing of best practices between campuses for
ongoing continuous quality improvement across the SUNY system.
Quality Premise
Distance Learning Quality in higher education is
dependent upon the existence of an
organizational entity with responsibility and
accountability for program management,
support, and policies/procedures.
Quality Management
• Requires internal analysis against a recognized
standard.
• Supported by external comparisons with other similar
organizations.
• Facilitated by a consistent process and set of tools to
document status and show progress over time.
Quality Management Process
Provide
Demographic Data
Start here
Develop/
Improve
SelfAssessment
Document
Evidence
Benchmark
Analyse
Strengths and
Identify
Development
Areas
Quality Management Process & Tools
Start here
Benchmarking
Demographic
Data
OLC Quality
Scorecard
Best Practices
Template
Online Learning Consortium
(OLC) Quality Scorecard
Quality Framework
75 indicators across 9 categories:
• Quality Institutional Support
• Technology Support
• Course Development and
Instructional Design
• Course Structure
• Teaching and Learning
• Social and Student Engagement
• Faculty Support
• Student Support
• Evaluation and Assessment
Self-Assessment Tool
Campus Consulting Engagement Process
Overview of Process and Campus
Commitment/Expectations
1-2 hours (virtual or on the campus)
Engagement with Campus
Leadership and could include
Campus Community
▪ Campus background and strategy/
goals for online learning
▪ Update on Open SUNY and
discussion of campus role
▪ Review of OLC Quality Scorecard Nine categories of quality and 75
indicators
▪ Outline process and time frame
for deliverables
Self-Assessment
1 day (on the campus)
Implementation Planning
1 day (on the campus)
Engagement with
Campus Leadership
Team
▪ Individuals complete
self-assessment
▪ Facilitated discussion
to determine
consensus ratings
▪ Identify best practices
▪ Identify areas where
gaps need to be closed
to meet requirements
of quality indicator
Engagement with Campus Leadership
Team
▪ Individuals document best practices
▪ Individuals identify possible actions
to close gaps
▪ Proposal from Leadership Team to
President for comprehensive
implementation plan:
– Org structure
– Sustain best practices
– Close gaps
– Benchmarking
– Continuous Quality Improvement
Campus Leadership Team
• Provost
• Chief Financial Officer
• Chief Information Officer
• Chief Student Affairs Officer
• Faculty Governance Leader
• Program Director(s)
• Distance Learning Leader
• Library Director
• Institutional Research Coordinator
• Academic Leadership (Deans/Dept Chairs)
• Others Possible
Who is Involved?
Roles – Campus Team and Open SUNY Team
Campus Team
Open SUNY Team
• Attend three sessions on campus
• Facilitate the three on-campus sessions
• Complete Self-Assessment
• Collect, compile, and summarize your
input
• Participate in consensus discussions
• Contribute to documenting best practices
• Contribute to identifying options for
closing your gaps
• Contribute to the development of your
campus implementation plan
• Ask questions along the way
• Balance your roles in leading your
respective areas and as a member of the
overall campus leadership team
• Provide all documents, templates, and
instructions prior to and following each
session
• Provide input/feedback as needed
• Facilitate consensus decision-making to
keep the process moving
• Ask questions to clarify/ensure
understanding
• Solicit input/feedback along the way
OLC Quality Scorecard
• Quality of online education is always in question.
• How do we determine online program quality?
Kaye Shelton, Ph.D. former
Dean of Online Education for
Dallas Baptist University and
currently Associate Professor,
Educational Leadership, Lamar
University
OLC Quality Scorecard
Institute for Higher Education Policy National Education
Association report, Quality On the Line: Benchmarks
for Success in Internet-Based Distance Education
(2000) http://www.ihep.org/Publications/publications-detail.cfm?id=69
• Identified 24 benchmarks that are essential to ensure
quality in Internet-based distance education.
• These 24 IHEP standards were used as the starting point
for the study that resulted in the OLC award-winning and
endorsed Quality Scorecard.
Quality Scorecard Development Process
• Delphi Research method was used.
• Panel of experts was identified by Online
Learning Consortium and consisted of online
education administrators in higher education.
Quality Scorecard Development Process
Quality Scorecard Development Process
Results of process - 9 areas of quality/75 indicators
•
•
•
•
•
•
•
•
•
Quality Institutional Support
Technology Support
Course Development and Instructional Design
Course Structure
Teaching and Learning
Social and Student Engagement
Faculty Support
Student Support
Evaluation and Assessment
Quality Scorecard: Guidelines for Scoring
9 areas of quality/75 indicators
• 0 points = Don’t Know/Deficient. The administrator does not observe any
indications of the quality standard in place.
• 1 point = Developing. The administrator has found a slight existence of the
quality standard, but difficult to substantiate. Much improvement is still
needed in this area.
• 2 points = Accomplished. The administrator has found there to be moderate
use and can substantiate the quality standard. Some improvement is still
needed in this area.
• 3 points = Exemplary. The administrator has found that the quality standard
is being fully implemented, can be fully substantiated, and there is little to
no need for improvement in this area. (NOTE: You must be able to say the
criteria is met completely across the campus)
Category 1: Institutional Support
Quality Scorecard Indicators of Institutional
Support:
1.
Governance structure enables clear, effective and comprehensive
decision making.
2.
Student authentication policies and guidelines exist.
3.
IP policy - Ownership policy for online course materials is publicly
available.
4.
Strategic value of online education is defined and communicated
to enterprise and stakeholders.
Category 1: Institutional Support
Quality Scorecard Indicators of Institutional
Support:
5.
6.
7.
8.
9.
Organizational structure of online program supports mission,
values, and strategic plan.
Strategic plan is reviewed for relevance and periodically updated.
Planning and resource allocation process is in place.
Sufficient resources are allocated to support program effectively.
Governance structure enables continuous improvement related
to the administration of online education.
Category 2: Technology Support
Quality Indicators of Technology Support:
1. A documented technology plan with security measures is in place.
2. Technology delivery systems are reliable and operable with
measurable standards being utilized.
3. There is a central support system for online ed. infrastructure.
4. Online course delivery technology is considered a mission critical
enterprise system.
Category 2: Technology Support
Quality Indicators of Technology Support:
5. A contingency plan for data availability & support services is in place.
6. The development/use of new technologies & skills is supported.
7. Systems comply with established data management practices for
power protection, backup solutions, disaster recovery, etc.
Category 3: Course Development & ID
Quality Indicators of Course Development &
Instructional Design:
1.
2.
3.
4.
Minimum standards for design, development, and delivery are
followed.
Course embedded technology actively supports the achievement of
learning outcomes and content delivery.
Instructional materials/syllabi are reviewed periodically to ensure
they meet course and program learning outcomes.
A course development process is followed that ensures courses are
designed to meet measurable learning outcomes at course &
program level.
Category 3: Course Development & ID
Quality Indicators of Course Development &
Instructional Design:
5.
6.
7.
8.
Permissions (Creative Commons, copyright, etc.) are in place for
appropriate use of online course materials.
Course assignments are reviewed periodically to meet online
course and program learning outcomes.
Student-centered instruction is considered during the online course
development process.
There is consistency in course development for student retention
and quality.
Category 3: Course Development & ID
Quality Indicators of Course Development &
Instructional Design:
9. Courses are designed for faculty-student engagement.
10. The program has a process to evaluate and recommend current
and emerging technologies.
11. Usability tests are conducted and recommendations based on
WCAGs are incorporated.
12. Curriculum development is a core responsibility for faculty.
Category 4: Course Structure
Quality Indicators of Course Structure:
1. Students have access to an online course syllabus that details all
aspects of the course, including course information and requirements,
in advance of registration.
2. Online students have access to library/learning resources (tutoring,
writing center, labs, etc.) to adequately support online courses.
3. Grading expectations, faculty response time, & assignment
instructions are provided.
4. Access to technical support for students is clearly provided in the
course.
Category 4: Course Structure
Quality Indicators of Course Structure:
5.
6.
7.
8.
Instructional materials are easy to access and to use, and can be
accessed by multiple operating systems and applications.
Students with disabilities have easy access to material via alternative
strategies.
Student to student collaboration is encouraged, supported, and
technically facilitated in course activities, assignments, etc.
Rules/standards for appropriate online student behavior are provided
within the course.
Category 5: Teaching & Learning
Quality Indicators of Teaching and Learning:
1. Student-student and faculty-student interaction is essential,
encouraged and facilitated.
2. Faculty provide constructive and timely feedback.
3. Students learn appropriate methods for effective research.
4. Students have access to library professionals and resources.
5. Instructors use specific strategies to create a presence in the course.
Category 6: Social & Student Engagement
Quality Indicators of Social and Student
Engagement:
1. Students are provided a common space for student interaction
outside the course.
Category 7: Faculty Support
Quality Indicators of Faculty Support:
1. Technical assistance is provided for faculty for both online course
development and online teaching.
2. Faculty receive training, assistance, and support to prepare for
course development and teaching online.
3. Faculty receive training and materials related to Fair Use,
plagiarism, & other relevant legal and ethical concepts.
Category 7: Faculty Support
Quality Indicators of Faculty Support:
4.
5.
6.
Ongoing professional development is provided for faculty to
continuously improve their online teaching and learning.
Clear standards are established for faculty regarding online
teaching expectations (e.g., response time, contact information,
etc.)
Faculty are informed about emerging technologies and the
selection and use of new tools.
Category 8: Student Support
Quality Indicators of Student Support:
1.
2.
3.
4.
Before starting an online program, students are advised about what
it takes to be successful online.
Before starting an online program, students are advised about
minimum technology, skills, and equipment required by course
design.
Before starting an online program, students receive clear
information about the program.
Training and information on how to access and use library materials
and resources are provided during the course/program.
Category 8: Student Support
Quality Indicators of Student Support:
5.
6.
7.
Technical assistance and support are provided during the
course/program.
Support personnel are available to address student questions,
problems, bugs, feedback, etc.
Students are provided effective academic, personal, & career
counseling.
Category 8: Student Support
Quality Indicators of Student Support:
8.
9.
10.
FAQs are provided to respond to students’ most common
questions on online education.
Non-instructional support services such as admission, financial
assistance, registration/enrollment, are provided.
Policy, processes, and resources are in place to support students
with disabilities.
Category 8: Student Support
Quality Indicators of Student Support:
11.
12.
13.
Course material information including ISBN numbers and delivery
modes are provided prior to course enrollment.
Program demonstrates a student-centered focus rather than
trying to fit existing on-campus services to the online student.
Engagement with program & institution is facilitated for online
students.
Category 8: Student Support
Quality Indicators of Student Support:
14. Institution provides guidance/tutorials in use of all forms of
technology used for course delivery.
15. Tutoring is available as a learning resource.
16. Students are provided clear information for enlisting help from the
institution.
Category 9: Evaluation & Assessment
Quality Indicators of Evaluation and
Assessment:
1.
2.
3.
4.
The program is assessed through an evaluation process that
applies specific established standards.
A variety of data is captured for continuous programmatic
improvement.
Intended learning outcomes at the course and program
levels are reviewed regularly.
Faculty and student support services are systematically
assessed.
Category 9: Evaluation & Assessment
Quality Indicators of Evaluation and
Assessment:
5.
6.
7.
8.
A process is in place and followed to assess student retention in
online courses and programs.
A process is in place and followed for the assessment of
recruitment practices.
The program demonstrates ADA compliance.
Course evaluations collect feedback on the effectiveness of
instruction in relation to faculty performance evaluations.
Category 9: Evaluation & Assessment
Quality Indicators of Evaluation and
Assessment:
9.
A process is in place and followed for the institutional
assessment of faculty online teaching performance.
10. A process is in place and followed to assess stakeholder
satisfaction with the online program.
11. Course evaluations collect student feedback on quality of online
materials.
Approach
Conducting the Self-Assessment
• Identify key leadership and/or stakeholders for the organization who
will conduct the self-assessment as a team.
• Individuals should know enough about the programs, operations, and
university policy/procedures to rate the campus on the indicators.
• Individuals provide their ratings for each of the indicators from their
perspective.
• Individual responses are compiled to show where the range of
responses for the group.
• There is facilitated group processing of the inputs to get consensus
ratings and document evidence.
Conducting the Self-Assessment
Benefits to Group Approach
 Develop a common understanding across the group of actual
strengths and weaknesses.
 Greater understanding by each person of how all aspects of the
organization or program support really function.
 Broader perspective for individuals that will factor into future
interactions and decision-making.
 More informed future decision-making with true understanding of
the implications on quality assurance
Conducting the Self-Assessment
Integration with Strategic Planning
 Self-Assessment can serve as input to a SWOT Analysis.
 Benchmarking can help inform future strategic directions.
 Annual goals can be derived from 1s and 2s against a Vision
and Mission.
 When the self-assessment is conducted annually, progress
toward goals can easily be demonstrated and documented.
Processing Group Input
Conducting the Self-Assessment
–
Review the summary of the group ratings and discuss rationale for
individual ratings.
–
As a group, determine a consensus rating for the team for each
indicator.
–
In determining the consensus rating, we will solicit evidence for
individual ratings.
• This will help generate the group’s consensus rating.
• It will begin to identify your best practices.
• It will also begin to identify your gaps and the actions you can take to
improve going forward.
Next Steps
• Next Steps/Timeline
• Individual ratings submitted to Penny Wilson
[[email protected] ] by ____________.
• Session 2 to determine consensus ratings with best practices
and gaps scheduled for _________.
• Best practices and options for closing gaps submitted to Penny.
• Session 3 to develop recommendations for implementation plan
scheduled for _________.
• Implementation plan submitted to Penny.
• Feedback on implementation plan provided to campus team.
• Feedback to Alex/Kim/Penny on Institutional Readiness process
is welcome throughout.