Strategic Plan. elps Executive Director; Chair, Policies and Procedures Committee. Curriculum Committee

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1 Goal 1: Quality Goal 1: Achieve recognition as a global leader in quality online education* 1.1 Objectives Deliver clear, consistent, university-wide practice guidelines and policies that address online quality issues Performance Indicators (1) Gap Analysis conducted and documented, (2) Draft versions of policies and guidelines, (3) Faculty consensus for implementation, (4) Flowchart created for approval process, (5) Policies formally approved, (6) Plan established for periodic review and revision of policies and guidelines Responsible Entity elps Executive Director; Chair, Policies and Procedures Resources Needed staff time (new Program Manager position needed) Timetable Year 1: All policies and guidelines drafted; Year 3: All policies and guidelines formally approved Year 5: Policies and guidelines continually reviewed for effectiveness and implementation 1.2 Ensure online education content and delivery is aligned with SACS COC and Sloan, Quality Matters or other standards (1) Gap analysis of existing academic programs, which adhere to an objective, written quality standard, (2) Baseline quality policy established, (3) Faculty training in quality standards, (4) Identify and remedy non-alignments with baseline standard, (5) Recognition program established for quality assurance, (6) Plan established for continuous improvement in quality of course content and delivery, (7) Number of programs/courses nationally recognized for quality Director of Academic Outreach; Quality staff time; UAB team of Quality Matters reviewers (staff release time and funds for training); Schoolbased reviewers; Process to Identify training needs Year 1: Gap Analysis completed, baseline quality policy drafted and approved; faculty training; internal QM team assembled; Year 3: Faculty training ongoing; Recognition program established, 1 online course per school QM certified; Year 5: 5 courses/school QM certified; UAB recognized by Sloan Consortium 1.3 Deliver effective and engaging faculty training to achieve high quality online education (1) An inventory of other institutions that excel in online faculty training & their practices, (2) A literature review of research findings to guide development of effective & engaging training programs, (3) Define and develop measure(s) to determine "effectiveness of training", (4) Plan established for periodic review and revision of training practices, (5) Incentive programs for faculty to participate in regular training elearning Advisory Council, elps/ctl staff, Quality Year 1: Research completed, measures defined and implemented; Year 3: Periodic reviews and revision of training practices in place, faculty staff time; Financial incentive program in place; 90% of faculty receive formal training; Year 5: Continuous improvement of faculty training *In the context of this strategic plan, online education encompasses totally online, blended and web-enhanced course delivery formats. Moreover, all general references to faculty relate to any full-time or adjunct faculty member who uses an LMS to deliver a totally online, blended or web-enhanced course.

2 Goal 2: University Success of the Whole - Drs. Jackie Moss & Elizabeth Fisher Goal 2: Join the vanguard of online teaching and learning* (1) An inventory of existing online education and training Sr. Assoc VP for Expand the research researchers at UAB, (2) An inventory of researchers in Year 1: Inventories completed, Year 3: 5 research Research Admin; IRAP database; New capacity of UAB in the other leading institutions of online education, (3) Number applications submitted, 10 publications; Year 5: 5 School-based staff; faculty recruits; field of online teaching of research grant applications submitted and funded, (4) funded grants; 10 applications 25 publications elps staff and Student interns and learning Number of faculty presentations and publications, (5) annually Advisory Council Number of faculty researchers in this area Establish strategic partnerships to fuel growth in online education Increase online enrollments Diversify UAB student population with the online, adult learner market (1) Number of partners in the private sector, (2) Number of partners in the public sector, (3) Number of partners in the social (non-profit) sector, (4) Number of international partnerships, (5) Number of internal, intradisciplinary partnerships established (1) a uniform approval process established for online program developent based upon market feasibility studies, (2) private partnership(s) with online enablers, (3) growth in totally online and blended student enrollment, (4) growth in professional education courses, (5) number of totally online and blended courses and programs, (6) time to develop and deliver a new online program (i.e. "time to market") (1) Number of totally online and blended degree programs, (2) number of totally online and blended students, (3) number of totally online and blended degrees granted, (4) number of military (active duty and civilian workers) online students, (5) number of state authorizations received to offer UAB degree programs Executive Director, Office of the Provost, Office of VP Research & Econ Development Schools, College of Arts & Sciences, Office of the Provost (IEA and Enrollment Mgmt), elps Schools, College of Arts & Sciences, Enrollment Management, elps Travel funds, Development Office staff support Significant financial investment; online enabler partnership; Board of Trustees and ACHE approvals Significant financial investment; online enabler partnership Year 1: Research completed, 1 partnership established; Year 3: 5 partnerships established; Year 5: 15 partnerships established Year 1: Baseline enrollment and marketing plan established; explore options to reduce time to market Year 3: 5 new online programs and 10,000 new course enrollments; new program approval timeline is 1.5 years; Year 5: 10 new online programs and 25,000 new course enrollments; new program approval timeline is 1 year Year 1: Baseline enrollment and marketing plan established; strategic states authorized via exemption; Year 3: 5 new online programs and 10,000 new enrollments; strategic states fully authorized Year 5: 10 new online programs and 25,000 new enrollments; all states full authorized *In the context of this strategic plan, online education encompasses totally online, blended and web-enhanced course delivery formats. Moreover, all general references to faculty relate to any full-time or adjunct faculty member who uses an LMS to deliver a totally online, blended or web-enhanced course.

3 Goal 3: Student Success Goal 3: Create a learning community of successful, online students who are engaged with the university, the faculty and each other* Provide equivalent access to university support services for online and face-toface students. Provide systems for authentication and verification of online student identity. Ensure all online course content is compliant with the American with Disabilities Act (as amended) (1) Gap Analysis of all student support services for online versus face-to-face students; (2) Gap analysis of UAB websites to ensure proper dissemination of student service information; (3) Prioritized list of needed interventions; (4) Specific strategy recommendations to Provost; (5) Number of disparities in support services (1) Usability study conducted for candidate vendors, (2) Product selected, (3) Successful rollout, (4) Satisfaction Survey, (5) SACS COC reaccreditation with no citation on this issue (1) Faculty provided with training, support and for ADA compliance, universal access and universal design (2) A self-assessment tool for faculty developed and distributed, (3) A plan for continuous improvement and progress toward goal developed and communicated broadly Partnership of all entities involved in delivery of student services; elps staff elps staff, UAB faculty & students, Enabling Technology DSS, elps staff, Policies & Procedures ; Financial ; facility for usability testing; financial New staff positions; Faculty and student Year 1: Gap analyses completed, recommendations made to Provost; Interventions begun Year 3: Number of disparities reduced by 50%; Year 5: All disparities eliminated. Year 1: Candidate vendor(s) evaluated and brought to campus; usability study conducted, product selected and piloted during Summer 2014; Full rollout in Fall 2014 Year 3: Conduct satisfaction survey of students and faculty; Evaluation of new technologies on market Year 5: Improved technology rolled out fully Year 1: Self assessment tool developed and disseminated to faculty; 100% Faculty trained Year 3: Continued progress, Year 5: Continued progress 3.4 Provide online technology support and training for students (1) Equitable student support, and training opportunities offered online as compared to on ground (2) Number of students participating in training, (3) 24/7/365 Help Desk for technical support (4) Student satisfaction surveys elps Staff Staff trainers Year 1: 24/7/365 technical support implemented Year 3: Studentsupport,, and training opportunities in place; Year 5: Student satisfaction assessed and improvements implemented 3.5 Establish a technology-enhanced, comprehensive approach to enhancing student retention & on-time degree completion (1) Retention rate of face-to-face students taking online classes; (2) number of classes cancelled due to lack of physical space on campus, (3) Retention rate of totally online students, (4) Degree completion rates comparable between online and on ground students; (5) DFW rates Exec Director-Institutional Effectiveness and Analysis; Schoolbased advising staff; elps staff; class availability Faculty ; Online Retention Initiatives Year 1: Tracking performance indicators and prioritized list of courses, which are needed for online delivery to address retention issues; Year 3: Designed interventions from data gathered from tracking performance indicators, 100% of courses with high cancellation rate offered online; Year 5: Demonstrable increase in student retention and completion rates. *In the context of this strategic plan, online education encompasses totally online, blended and web-enhanced course delivery formats. Moreover, all general references to faculty relate to any full-time or adjunct faculty member who uses an LMS to deliver a totally online, blended or web-enhanced course.

4 Goal 4: Faculty Success Goal 4: Foster a world-class faculty who are inspired and professionally fulfilled by teaching in an online environment* (1) Faculty survey conducted to identify incentive ideas; (2) Inventory of best Develop faculty-driven practices used by other institutions; (3) elps; Faculty Senate incentives and Criteria, nomination and selection process representatives; CTL; Faculty ; recognition strategies for recognition awards established; (4) Quality Monetary awards for online, adjunct Recognition/awards given to online faculty; teaching faculty (5) Number of faculty teaching totally online courses Ensure faculty evaluation measures are aligned with online goals Provide personalized instructional design and online pedagogy support Create strong mentorship and communities of practice programs for faculty Support professional development of online faculty (1) Equitable faculty support, and training opportunities offered online as compared to on ground (2) SACS COC compliance; (3) Proposed evalution criteria consistent with quality standards; (3) Student satisfaction survey results (1) Number of faculty receiving one-on-one ID support; (2) Student satisfaction survey results; (3) Number of courses Quality Matters certified (1) Number of communities of practice established; (2) Number of mentor-mentee relationships established; (3) Surveys of effectiveness (1) Number of online webinars provided to faculty, (2) Number of faculty participating in professional development activities; (3) Amount of travel funds available through elps and other sources Dean, Department Chairs; CTL; Quality elps; individual academic units CTL, elps, faculty and staff, University Success - of the Whole elps Administrative support Financial to hire IDs Staff and faculty Financial ; Faculty and staff Year 1: Faculty survey conducted; research completed; Baseline number of teaching faculty identified; Year 3: Recognition programs in place with faculty awards; Number of faculty teaching online increase by 10%; Year 5: Number of faculty teaching online increased 25% above baseline Year 1: Online evaluation criteria established for annual performance reviews; Year 3: Online evaluations incorporated into all online faculty reviews; Year 5: Measureable improvement in student satisfaction scores and student success Year 1: Gap analysis indicates quantitative need for ID support in academic units; Year 3: System in place to provide all online faculty personalized ID and online pedagogy support; Year 5: Measurable improvement in student satisfaction scores and student success Year 1: One community of practice established and 5 mentor-mentee relationships established; Year 3: 5 communities of practice established and 15 mentor-mentee relationships established; Student satisfaction scores increased in online courses offered by these faculty; Year 5: Membership in these communities of practice continue to grow Year 1: Two online webinars provided; all online faculty participate in LMS training; Year 3: Two travel grants awarded to faculty; Year 5: Ten travel grants awarded *In the context of this strategic plan, online education encompasses totally online, blended and web-enhanced course delivery formats. Moreover, all general references to faculty relate to any full-time or adjunct faculty member who uses an LMS to deliver a totally online, blended or web-enhanced course.

5 Goal 5: Enabling Technologies Goal 5: Provide cutting-edge campus technology and infrastructure that ensures faculty and student success* 5.1 Provide a state-of-the-art portfolio of reliable, userfriendly, learning technology tools (1) Appropriate uptime percentage for technology, (2) Usability study results, (3) Satisfaction Survey results (4) Number of new technologies evaluated, (5) Inventory of school-specific software elps, Instructional Designers' Consortium, Enabling Technology, Technology Providers Historical data from ITIT; Faculty Year 1: Finalize inventory of school-specific software and reliability data; Institute process for technology monitoring; Year 3: Satisfaction survey results indicate plan for ongoing evaluation. 5.2 Provide state-of-the-art, scalable IT infrastructure for the delivery of worldclass, online education (1) Wireless speed, (2) Percent of campus with wireless capability, (3) All academic buildings wired for high speed transmission elps, OVP Finance/Administration, Enabling Technologies Significant capital investment Year 1: Conduct gap analysis and prioritize needs, Year 3: Achieve 50% of goal, Year 5: Achieve 100% of goal 5.3 Develop streamlined and efficient administrative operations (1) Satisfaction Surveys (faculty & students), (2) Use of cloud services, (3) Use of students to assist with LMS implementation elps Faculty, staff and student Year 1: LMS transitioned to cloud-based, LMS administration transferred to Office of the Provost; Year 3: UAB students hired in part-time positions; Year 5: Seamless integration of elps services into academic units 5.4 Deliver customer-centric, integrated technical support services for online faculty and students (1) Accessibility of technical support, (2) customer satisfaction survey results, (3) number of complaints, (4) number of escalated tickets elps, Instructional Designers' Consortium, Technology providers Year 1: New process established for resolution of complaints; New satisfaction survey; Time for problem resolution decreased by 50%; Years 3, 5: Ongoing continuous improvement 5.5 Provide enhanced universal design and accessible instructional technology for online users (1) Percent of technology portfolio that is accessible by all students and faculty, (2) Availability of assistive technologies for students and faculty, (3) Development of course self-assessment tool DSS, elps Staff, Enabling Technologies Financial ; Faculty and administrative Year 1: Conduct Self-Evaluation and develop Transition Plan; make accommodations for known needs of students & faculty, Year 3: Achieve at least 50% of Transition Plan goals, Year 5: Achieve 100% of Transition Plan goals *In the context of this strategic plan, online education encompasses totally online, blended and web-enhanced course delivery formats. Moreover, all general references to faculty relate to any full-time or adjunct faculty member who uses an LMS to deliver a totally online, blended or web-enhanced course.

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