1 An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity Introduction Reliable assessment is central to education and educational institutions for a number of reasons, not the least of which is that one of the primary purposes of assessment in an educational institution is to validate student knowledge (and by extension, verify the innate value of degrees and diplomas). In a product-based world where institutions of higher learning offer services focused on a somewhat elusive product (a specified knowledge base in a given discipline or disciplines, acknowledged by degrees from those institutions), it is critical that the institutions can attest to the value of the products they offer. If an institution claims to provide a service, they must prove to society that they do so by some formally recognized assessment mechanism; otherwise, their reputation may come into question causing potential problems with recruitment, enrollment, and even accreditation. In large measure, accurate assessment methods help to insure the survival of educational institutions (Rowe, 2004, p. 2). There has been a movement to offer our curriculum in an online environment over the past decade. Many universities, community colleges, and for profit institutions have begun to offer much of their coursework via various alternative delivery formats. Assessment was one of the key issues at our institution as we began to formalize what a strictly online course would look like. We decided early on that we needed multiple assessments including, but not limited to traditional homework, quizzes, discussion, writing/problem solving activities, and tests. In the field of mathematics, we were able to find publisher produced programs that allowed the students to complete homework, quizzes, and tests while at the same time providing a robust set of tools for learning. These programs also provided good tools to the instructor for course management. We felt it was important to add some writing/problem solving activities so students had to write and communicate mathematics and to also share their own expertise on the subject matter with their fellow students in the discussion area. We decided early on that there would not be any proctored assessments. We developed our developmental math classes, algebra courses, and statistics classes to be offered strictly online. There were no proctored assessments from 1998 to 2007 in our math offerings. We worried about the integrity of our online courses, but had no way to verify or compare the learning outcomes in our online
2 courses verses the traditional campus version. We suspected that we had students taking advantage of the system. We worried that we were handing out inflated grades, and passing students that would not have earned C s or better in a traditional classroom setting. The problem was that we had no way to verify what we thought to be the case or to determine the extent of the problem. In the spring quarter of 2007, our math department began a pilot project that allowed us to proctor two exams each term. At that time we were able to begin a study to see how proctoring would affect learning outcomes of our students, and also to validate the integrity of our courses. This leads us to the results presented in this article. We will first define what is meant when the term proctoring is used in this paper. We will define a proctored assessment as one that is supervised by an approved proctor. The proctored test environment can take on many forms. Frequently the proctor is a testing official at their own or another college or university. It may also be administered by an acceptable proctor approved by the instructor or a testing center such as those found at the National Testing Association website: Electronic proctoring is also gaining popularity where students are supervised by webcam in conjunction with a lockdown browser and the ability of the proctor to take over the students computer. Proctored summative assessments used to evaluate students skill and knowledge in math or fact based courses is still a popular method for ascertaining information about student abilities, Can we accept or trust the results from an online course where there is no proctoring verses a traditional on-campus math or fact based course? Can we realistically expect that the pedagogical design mechanisms, apart from proctoring, are providing or will provide adequate guarantees that the integrity of the educational process is not being compromised (Trenholm, , p. 297)? The manuscript at hand presents the results of a study focused on the issue of how proctored testing affects the learning outcomes and integrity in an Intermediate Algebra course setting. The study follows a model of assessment where students in one group have taken two of their five unit exams as proctored tests along with a proctored Comprehensive Final Exam, compared to a second group who take all unit tests online, but who do complete a proctored Comprehensive Final Exam. In addition, the evaluation format of the courses for both groups incorporates a number of other assessment activities including online homework, quizzes, writing activities, and discussions. Moreover, great emphasis and a large part of the grade are placed on performances on homework, quiz, writing, and discussion activities. The research findings that follow will summarize specific results of
3 how the variable of proctoring affects the test scores and overall course grades of the students in the proctored versus the non-proctored groups. Organization of the Study Winter Quarter Study During the summer quarter 2008 and the winter quarter , the Metropolitan Community College Mathematics Department designed and carried out a study with students taking Math 1310 (intermediate algebra) online. Four sections of students enrolled in the online course offerings were randomly assigned to a proctored or non-proctored test format, with two sections assigned to each condition. Only the results for the winter quarter study will be presented here. They are consistent with the results from the summer quarter The details can be viewed at the website: Then click on: Math 1310 Proctored Test Research to view the summer 2008 study. The students in this course have chosen the online format because of distance, time, and convenience. They need to meet the same pre-requisite as the on campus sections that require taking a placement test or the successful completion the developmental algebra course. The intent was to look at how the variable of proctoring affected student test scores and, by extension, the overall grade distributions of the compared groups. Summary data for the two groups was analyzed in several different areas including the overall course average, the individual unit tests numbered 1 to 5, and the proctored Final. We then developed a series of descriptive summary statistics. Scatter plots were created for each group where we plotted their grade on the proctored final versus the overall average, then test 2, and lastly test 4. We considered only those students in both groups who took the proctored final in our analysis so we could look for emerging discrepancies.
4 Group One (proctored) was composed of 30 students from two of the sections who completed the course. They were assigned to take five unit tests (two of which were proctored) and a proctored comprehensive final exam. Tests 1, 3, and 5 were taken online using an online testing program that generates similar versions of the same test with each question determined by a built in algorithm. They were timed, but the students had access to resources while testing including text, notes, and other nontraditional resources. They were required to submit their work for each problem to their instructor after completing the test. Tests 2 and 4 along with the final exam were proctored at a central testing location. Group 1 students took a hard copy of the same tests taken by the non-proctored Group 2 students. The Proctored Tests were closed book, no note tests, and all scratch work was collected along with the test sheet when the exams were completed. They had a similar amount of time as the Group Two students. The grading protocol for Group 1 was as follows: Type of Assessments 25% = Online Tests, Tests 1, 3, and 5 25% = Proctored exams, Tests 2 and 4 10% = Proctored Final (Average of the Proctored exams including Final must be 60% or above to receive a grade of C or higher in the course.) 15% = Quizzes 10% = Homework 12% = Learning Activities 3% = Discussion Postings Group Two (non-proctored) was composed of 32 students from the other two sections. They were assigned to take all five unit tests online and a proctored comprehensive final exam. Tests 1, 2, 3, 4, and 5 were taken online using an online testing program that generates similar versions of the same test with each question determined by a built in algorithm. They were timed, but the students had access to all resources while testing including text, notes, etc. since they were not proctored. They were required to submit their work for each problem to their instructor after completing the test. The final was proctored at a central testing location for this Group 2. They took a hard copy of the same test taken by the other group. It was a closed book, no note test, and all scratch work was collected along with the test when they were done. They had a similar amount of time to complete the Final as Group 1. The grading protocol for Group 2 was as follows: Type of Assessments 50% = Online Tests, Tests 1, 2, 3, 4, & 5 10% = Proctored Final (Students must score 60% or above to receive a grade of C or higher in the course.) 15% = Quizzes 10% = Homework 12% = Learning Activities 3% = Discussion Postings Final course grades for both groups were awarded based on a percentage of total points earned. A = %, B = 80 89%,
5 C = 70 79%, D = 60 69%, F = Below 60% Proctored Summary Data for Group 1 followed by Non-Proctored Summary Data for Group 2 Table 1: Overall Course Average Group One (Proctored) Group Two (Non-Proctored) t test value = -7.09** Highly Significant (p<0.0001) The overall average of the non-proctored group was higher. You could have expected it to have been even more given that this group took all of their tests online and that their results on the proctored Final were better. The non-proctored Group 2 seemed to be a stronger group overall than the proctored Group 1. The difference in the overall course average was highly significant. Table 2: Test 1 Average (non-proctored test for both groups) Group One Group Two t test value = 0.90 (p=0.37) Both groups took under similar conditions online with no proctoring and the difference in the means is not significant. Table 3: Test 2 Average (proctored test for Group One) Group One Group Two t Test Value = -3.14** Highly Significant (p=0.003) The mean for Group 2 that was not proctored is significantly higher than the students in Group 1. This has the effect of inflating the overall grades of the students in Group 2 where there is no proctoring. The difference in the means is highly significant.
6 Table 4: Test 3 Average (non-proctored test for both groups) Group One Group Two t Test Value = (p=0.44) There is no significant difference when both groups take the tests online. Table 5: Test 4 Average (proctored test for Group One) Group One Group Two t test value = -3.25** Highly Significant (p=0.002) In this case the average for the proctored students in Group 1 is over 18% lower than the students in Group 2 taking their test online. This inflates the overall average of the non-proctored group. The difference in the means is highly significant. Table 6: Test 5 Average (non-proctored test for both groups) Group One Group Two t test Value = (p=0.63) Here the non-proctored students in Group 2 do better than the students in the proctored Group 1. The difference in the means is not significant when both groups are taking the test online. Table 7: Final Exam Average (proctored test for both groups) Group One Group Two t Test Value = (p=0.14)
7 On the FINAL, Non-proctored Group 2 averaged almost 9% higher than the Proctored Group 1 which is not significant, but their average is in the mid C range versus the mid D range for Group 1. This may have been suspected since Group 2 scored better on all the tests, and overall seemed to be a stronger group of students. When comparing the scores on Test 2 and Test 4 when Group 1 was taking proctored tests and Group 2 was taking a timed tests online, you can see from the data shows that the non-proctored students in Group 2 taking the exams at home using all their resources scored about 14% to 18% higher than the students in Group 1 taking the proctored exams at a central testing location using no notes or text references. When both groups were taking online tests there was no significant difference in their scores. When we looked at the final averages we found that the non-proctored Group 2 averaged 81.1% while the proctored Group 1 scored about 76.6% for their course average. The proctored Group 1 came close on the final average despite the fact they scored much lower than Group 2 on Tests 2 and 4 where they were proctored. The results above are about what you would expect. What we found to be of more relevance was when we took a look at the scatter plots of the proctored final versus test 2, then test 4, and lastly the overall average. This is where we found some interesting differences in the grade distributions. We can look at the graphs and explain them one at a time.
8 Final versus Test 2 Proctored Final verses Proctored Test 2 Proctored Final verses Non-proctored Test 2 Figure 1 - Group 1 Figure 2 - Group 2 In figure 1 you see the scatter plot of the proctored final verses the proctored test 2 for Group 1. The correlation coefficient between the proctored final and proctored test 2 for Group 1 is: r= There is significant correlation for those students. In figure 2 you see the scatter plot of the proctored final verses the non-proctored test 2 for Group 2. The correlation coefficient between the proctored final and non-proctored test 2 is for Group 2 is: r= This is not significant correlation and you can see that there were 7 students who scored above 70% or above on the non-proctored test 2 that scored below 60% or below on the proctored final.
9 Final versus Test 4 Proctored Final verses Proctored Test 4 Proctored Final verses Non-proctored Test 4 Figure 3 - Group 1 Figure 4 - Group 2 In figure 3 you see the scatter plot of the proctored final verses the proctored test 4 for Group 1. The correlation coefficient between the proctored final and proctored test 4 is: r= There is significant correlation for those students. In figure 4 you see the scatter plot of the proctored final verses the non-proctored test 4 for Group 2. The correlation coefficient between the proctored final and the non-proctored test 4 is: r= The correlation is not strong and you can see that there were 7 students who scored above 70% on the non-proctored test 2 that scored below 60% or below on the final.
10 Final versus Overall Average Proctored Final verses Overall Average Proctored Final verses Overall Average Figure 5 - Proctored Group 1 Figure 6 - Non-proctored Group 2 Figure 5 shows the scatter plot of the proctored final verses overall average for Group 1 that took the proctored tests 2 and 4. The correlation coefficient between the proctored final and the overall average for the proctored Group 1 is: r= There is significant correlation for those students. There were five students who scored below 60% on the final who was still able to average above the 70% mark for the overall average. These students did not receive a C unless the average of their proctored tests and final was 60% or above. Their grades would be justified if they had averaged 60% or above on their proctored tests 2, 4, and the final. Figure 6 shows the scatter plot of the proctored final verses the overall average for Group 2 that took all the tests online. The correlation coefficient between the proctored final and the overall average for the nonproctored Group 2 is: r= The correlation is not quite as good. You can see that there were 6 students who have an overall average above 68% that scored below 60% or below on the final. One other student scored well above 70% on the final, but had an average below 70%. The data indicate that in the non-proctored Group 2 that took tests 1 to 5 online, there were 7 out of 32 students where the grade on the proctored final does not correlate well with their overall average where we would expect correlation. Over
11 20% of Group 2 were awarded grades that do not correlate to their work on the final. In Group 1 there were 5 of 30 students where the final average does not correlate to the work on the proctored final. These students would need to have an average of 60% or above on the proctored Tests 2, 4, and the Final to earn a grade of C or better for the course. If they did not do well on the Final, they needed to score well above 60% on the proctored tests 2 and 4 to earn a grade of C or higher. Summary We began this study because we were interested in how proctoring affects the learning outcomes and whether we were maintaining the integrity of our course offerings. We could not find many studies that provided good research on how important proctoring is in an online class where there is no way to know who is doing the work, what outside resources they may be using, and how it affected the final learning outcomes. We also needed to justify to our administration the need and viability of proctoring. In the recommendations from AMATYC (American Mathematical Association of Two-Year Colleges), you see the following standards concerning the assessment of student learning. Faculty will use results from the ongoing assessment of student learning of mathematics to improve curriculum, materials, and teaching methods. At a standards-based institution the faculty: participate in ongoing assessment activities at the class, course, and program levels. design assessment tools that will elicit student work on the meaning and application of mathematics in addition to an understanding of mathematics skills and concepts. use multiple measures of student performance and a variety of assessment formats. reflect and act upon assessment results by completing the feedback loop to implement improvements in the process (Blair, 2006,p.36). Our work seems to be in line with the recommendations formulated by AMATYC. We designed this experiment and replicated it over two quarters in which we found consistent results. The main finding is that students working at home with all their resources available (perhaps even another person) are doing significantly better than students who have to take at least two proctored exams. It also inflates their overall average and it allows a significant number of students to end up with C s or better who would earn no better than a grade of D if there are proctored exams.
12 We proctor two exams and a Final during two scheduled testing periods on our campus. We would do more, but the logistics and work involved limit the number of exams that can be proctored. After analysis of our data, it seems to indicate that the two proctored testing periods provide enough oversight and motivation to the student to insure that our learning outcomes are met. The weighting of the proctored exams keeps poorly prepared students from earning a passing or transferable grade. We also stipulate that the average on the proctored exams must be 60% and above to earn a Final Grade of C or higher. These safeguards ensure that the student must perform at an acceptable level on a proctored assessment to earn a grade of C or better. As educators, you try to develop grading rubrics that are consistent and fair and guarantee that the student has in fact mastered the course objectives at a level that is considered acceptable for a grade of C or better. Our courses transfer to many four year institutions. They are also a pre-requisite to many specialized technical programs such as nursing and electronics. We need to be confident we are assigning grades that truly reflect their learning. Our scatter plots seem to confirm that the there is high correlation between the final grade and the overall average when proctoring is employed as an assessment technique. We have identified that there is a significant portion of the class earning grades that do not reflect their learning when we do not proctor. It would appear that the correlation for those taking proctored exams is higher and is more reflective of their learning at the end of the course. This evidence indicates there is a benefit to the proctored testing model in producing learning outcomes and final grades that are consistent. From an accountability standpoint, our Mathematics Department is very concerned with the 20% of the students in the non-proctored Group 2 getting grades that do not reflect their learning. This evidence would tend to support the continued proctoring of our online math students. For the immediate future it seems that proctoring is needed in math and fact based courses. It does provide a reliable means of assessment and it does provide motivation to the student to prepare and learn the material. Further studies of a type similar to this one can only help us as educators to best deliver and assess our online students.
13 References Allen, G. (2003, September). A survey of online mathematics course basics. The College Mathematics Journal, 34(4), Education Module, p. 270 Blair, R. (2006, November). Highlights, Implementing the Standard for Assessment of Student Learning. Beyond Crossroads: Implementing Mathematics Standards in the First Two Years of College American Mathematical Association of Two-Year Colleges, p. 36 Rowe, N.(2004, Summer). Cheating in online student assessment beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). Retrieved: November 23, 2005, from: Trenholm, S. ( ). A review of cheating in fully Asynchronous online courses; a math or fact-based course perspective. Journal of educational technology systems, 35(3), p. 297 Trenholm, S. (2007). An investigation of assessment in fully asynchronous online math courses. International Journal for Educational Integrity, 3(2), p. 53 Wellman, G. (2005, Summer). Comparing learning style to performance in online teaching: Impact of proctored v. un-proctored testing. Journal of Interactive Online Learning, 4(1), 20-39
FULLY ONLINE MATH COURSES: Cheating and Proctored vs. Unproctored Assessments ONLINE EDUCATION IS A REALITY Online Education is critical to my college and my school s (Kinlin School of Business) long range
Abstract Student Preferences for Learning College Algebra in a Web Enhanced Environment Laura Pyzdrowski West Virginia University Anthony Pyzdrowski California University of Pennsylvania It is important
On-Line Courses: A Comparison of Two Vastly Different Experiences by Sharon Testone, Ph.D. Introduction The busy lives that people lead today have caused a demand for a more convenient method to gain a
WHERE ARE WE NOW?: A REPORT ON THE EFFECTIVENESS OF USING AN ONLINE LEARNING SYSTEM TO ENHANCE A DEVELOPMENTAL MATHEMATICS COURSE Alvina Atkinson Georgia Gwinnett College 1000 University Center Lane Lawrenceville,
Redesigned College Algebra Southeast Missouri State University Ann Schnurbusch Why redesign the course? Developmental courses previously redesigned College Algebra already in transition High failure rate
in Online Database Courses George Garman The Metropolitan State College of Denver ABSTRACT Using data collected from 2002 to 2011, this paper analyzes the determinants of scores earned by students in a
Surgical Technology Accelerated Alternate Delivery (AAD) Program (For all students in the program January 2015 or later) General Information The Accelerated Alternate Delivery (AAD) Pathway in Surgical
STUDENT AFFAIRS FORUM Math Center Services and Organization Custom Research Brief Research Associate Amanda Michael Research Manager Nalika Vasudevan October 2012 2 of 12 3 of 12 Table of Contents I. Research
APPENDIX 16 MATH REDESIGN ABSTRACT DSPM Redesign Abstract is a two year institution in the Tennessee Board of Regents system with an annual enrollment of approximately 2100 FTE and 3100 headcount. Developmental
MASTER COURSE SYLLABUS-PROTOTYPE THE PSYCHOLOGY DEPARTMENT VALUES ACADEMIC FREEDOM AND THUS OFFERS THIS MASTER SYLLABUS-PROTOTYPE ONLY AS A GUIDE. THE INSTRUCTORS ARE FREE TO ADAPT THEIR COURSE SYLLABI
The University of Akron Department of Mathematics 3450:145-803 COLLEGE ALGEBRA 4 credits Spring 2015 Instructor: Jonathan Hafner Email: firstname.lastname@example.org Office: CAS 249 Phone: (330) 972 6158 Office
Training for the Professional Educator Tel 630-377-5035 email@example.com FAQ Question 1: Are you an accredited institution? Courses offered cooperatively by Portland State University
FACULTY SEMINARS IN ONLINE TEACHING STRATEGIES TO ENCOURAGE ACADEMIC INTEGRITY IN ONLINE EXAMS AGENDA Introduction How Do Students Cheat? Why Do Students Cheat? Proctoring Online Exams Strategies for Minimizing
Summary of the Case University of Virginia Reading Education Program 1 October 27-30, 2014 The Summary of the Case is written by the auditors and approved by program faculty on October 28, 2014. The Summary
GRADUATE STUDENT SATISFACTION WITH AN ONLINE DISCRETE MATHEMATICS COURSE * Amber Settle DePaul University 243 S. Wabash Avenue Chicago, IL 60604 (312) 362-5324 firstname.lastname@example.org Chad Settle University
Running Head: BCC MATH SUCCESS Preparing for math success: Brevard Community College preparatory math courses Mark J. Quathamer Brevard Community College Quality Enhancement Plan White Paper Running Head:
Teaching Without a Classroom: Delivering Courses Online Gary McDonald, Professor Department of Computer Science and Information Systems Northwest Missouri State University email@example.com Merry
Frequently Asked Questions for University of Washington s online Master of Science in Applied Mathematics (Amath) program ********** Topics Covered: Application Process Admission / Prerequisites Financial
1 Oklahoma Panhandle State University Policy on Online Instruction Developed by Online Policy Instruction Committee Revised Fall 2010 I. Definition of Online Instruction Online instruction is an Internet-based
Instructor Information MATH 104 FINITE MATHEMATICS Syllabus Instructor: E-mail: Dr. Coddington Use the Mail tab in this course. PLEASE NOTE: The responses to this email will be sent to your Adams State
Alabama Department of Postsecondary Education Representing The Alabama Community College System Central Alabama Community College MTH 100 Intermediate Algebra Prerequisite: MTH 092 or MTH 098 or appropriate
Indiana University East - Self Study - 4/14/2016 Page 1 I - Institutional Information To complete this section, first click on the Edit/Checkout button. Then copy and paste the headings into the Institutional
Annual Goals for Math & Computer Science 2010-2011 Gather student learning outcomes assessment data for the computer science major and begin to consider the implications of these data Goal - Gather student
0121302 Unit Number Unit Name Business Management and Supervision (MST) Accounting Person Responsible Teheitha Murray Number: Year: 2014 2015 Type: : Institutional Goal: Initial Assessment: Scheduled Completion
A TEST OF INTEGRITY: REMOTE PROCTORING IN AN ONLINE CLASS L. F. Cochran, Assoc. Professor of Management, firstname.lastname@example.org L. K. Troboy, Professor of Management Information Systems, email@example.com T. L.
The Impact of an Honor Code on Cheating in Online Courses Frank M. LoSchiavo Department of Psychology Ohio University-Zanesville Zanesville, OH 43701 USA firstname.lastname@example.org Mark A. Shatz Department of Psychology
ENVIRONMENTAL HEALTH SCIENCE ASSESSMENT REPORT 2009-2010 The Environmental Health Science (EHS) Program at East Central University is one of 30 accredited undergraduate environmental health programs in
Midwest Association of Graduate Schools/ETS Award for Excellence & Innovation in Graduate Education GVSU College of Education Andrew Topper GVSU College of Education 1 Using technology to serve distant
A Comparison Between Online and Face-to-Face Instruction of an Applied Curriculum in Behavioral Intervention in Autism (BIA) Michelle D. Weissman ROCKMAN ET AL San Francisco, CA email@example.com Beth
CHANGES AS A RESULT OF ASSESSMENT March 2012 1. Institutional Learning Outcomes 2. Student Learning Outcomes (Instructional Program and Course) 3. Service Level Outcomes (Student Services) 4. Service Area
Pathways through Algebra The Pathways though Algebra project was conducted by a group of community college mathematics leaders seeking to evaluate road blocks to student success, and funded by multi-year
The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.
Preparing public leaders for positive change. Master of PUBLIC Administration PROGRAM ChangeYourWorld @ CSUDH Shape the future. Starting with your own. You re looking to make a difference in your organization,
Template Program BA, Social Science Department Social Science Number of students enrolled in the program in Fall, 2011 148 Faculty member completing template David M. Lang, Director (Date 1/19/12) Period
Cooperative and Concurrent Enrollment and College Retention Regina Foster Oklahoma State University Institute of Technology ABSTRACT Oklahoma has a unique system of high schools, technology centers and
Student Perceptions of Online Homework in Introductory Finance Courses Abstract This paper examines student perceptions concerning online homework assignments in an introductory finance class. In general,
Is Student Performance On The Information Systems Analyst Certification Exam Affected By Form Of Delivery Of Information Systems Coursework? Wayne Haga firstname.lastname@example.org Abel Moreno email@example.com Mark Segall
Game Changers E d u c ati o n and I n f o r m ati o n Te c h n o l o g ie s Edited by diana G. oblinger Game Changers: Education and Information Technologies 2012 EDUCAUSE This book is released under a
Assessing Quantitative Reasoning in GE (Owens, Ladwig, and Mills) Introduction Many students at CSU, Chico, receive much of their college-level mathematics education from the one MATH course they complete
College Algebra Math 1050 Fall 2012 12:30-1:20 M-R BLT123 CONTACT INFORMATION Instructor: Dr. Shane Brewer Office Phone: (435)678-8185 E-mail: firstname.lastname@example.org Office: BLT 110, San Juan Campus Office
Governors State University College of Business and Public Administration Course: STAT 361-03 Statistics for Management I (Online Course) Instructor: Kevin M. Riordan, M.A. Session: Fall Semester 2011 Prerequisite:
CTL 2009 ADVANCED PROGRAM REPORT 1 Because the Office of Undergraduate Studies is now requiring program assessment reports that are similar to CTL program assessment reports; The Office of Research, Evaluation,
Outcome 1 Network Administration Students will be employed as network support or technical support professionals. Results Measurable Criteria 80 % of graduates will be employed in a technical support or
Fully Online or Blended Courses does it make a difference for the learner? D. Sarkis, N. Kee, C.J. Perumalla Department of Physiology, University of Toronto Toronto, Canada email@example.com, firstname.lastname@example.org,
WASC Supplement for Schools with Online Learning as the Primary Delivery System Supplement to WASC Self-Study Documents 2008 Pilot Edition CONTENTS Introduction...1 Acknowledgements...1 Focus on Learning
Redesigning a Master s for Teachers Program Cathy Stockton Louisiana Tech University Abstract This paper describes the process that one college of education used to redesign the master s for teachers program.
Angelina College Liberal Arts Division Spanish 2311 Intermediate Spanish Instructional Syllabus 4/25/14 I. Basic Course Information A. Course Description (as stated in the bulletin, including necessary
International Journal of Nursing December 2014, Vol. 1, No. 2, pp. 147-154 ISSN 2373-7662 (Print) 2373-7670 (Online) Copyright The Author(s). 2014. All Rights Reserved. Published by American Research Institute
Communication Instructor: Bon Crowder Email: email@example.com Twitter: @mathfour (http://twitter.com/mathfour) Text or voice: 713-557-8048 Backchannel and outside of class discussions will be via Tweetchat
University Professional and Continuing Education Association Center for Research and Consulting 2013 Student Authentication and Online Proctoring Report March 2013 TABLE OF CONTENTS PAGE Overview 2 Objective
Northern Illinois University Office of Assessment Services 2011 University Writing Project Report Analysis of College-Level Writing Ability/Skills Fall 2011 Distributed Fall 2011 For Additional Information
Math Science Partnership (MSP) Program: Title II, Part B FLOYD COUNTY: COLLABORATIVE SYMPOSIUM FOR MATH IMPROVEMENT IN FLOYD COUNTY SCHOOLS ANNUAL EVALUATION REPORT: YEAR TWO Report Prepared by: Tiffany
Results of a Summer Enrichment Program for Pre-freshmen Minority Engineering Students Yacob Astatke, Craig Scott, Kemi Ladeji-Osias, Grace Mack Abstract This paper will discuss the results received from
National Standards of Quality for Online Courses North American Council for Online Learning 1 National Standards of Quality for Online Courses Introduction The mission of the North American Council for
University of the District of Columbia School of Engineering and Applied Sciences Continuous Improvement Process And ABET Outcomes Assessment Protocol BASED ON ABET 2008-2009 Criteria April 2008 School
Sample Supplement for Online Delivery Ohio Board of Regents SAMPLE SUPPLEMENT: ONLINE DELIVERY Use this supplement to request authorization to offer 50% or more of the proposed program (excluding internships,
Paper ID #10103 e-learning: Teaching Computer Programming Online to First Year Engineering Students Dr. Lizzie Santiago, West Virginia University Lizzie Y. Santiago, Ph.D., is Teaching Assistant Professor
MATH M152 College Algebra for the Liberal Arts Hank Hernandez (lecturer in Math and interim director of the Math Assistance Center [MAC]) has been working to develop a new math course entitled, College
A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses Eddie J. Ary Associate Professor Frank D. Hickingbotham School of Business Ouachita Baptist University Arkadelphia,
Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),
LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA 5 Lecture Hours, 2 Lab Hours, 3 Credits Pre-
CASPER COLLEGE COURSE SYLLABUS COURSE NUMBER & TITLE: MATH 1400-N1 Pre-Calculus Algebra SEMESTER: Fall 2015 LECTURE HOURS: 0 CREDIT HOURS: 4 CLASS TIME: Internet Course DAYS: MTWTHF ROOM: ----- INSTRUCTOR
Northeastern State University Online Educator Certificate Purpose Beginning in October 1999, the Northeastern State University Distance Learning Advisory Committee (now the Center for Teaching and Learning
STAT 121 Hybrid SUMMER 2014 Introduction to Statistics for the Social Sciences Session I: May 27 th July 3 rd Instructor: Ms. Bonnie Kegan EMAIL: firstname.lastname@example.org Contact Numbers: Mobile Phone: 410 507
Developmental Student Success in Courses from College Algebra to Calculus Edgar Fuller, Jessica Deshler, Betsy Kuhn and Doug Squire Department of Mathematics West Virginia University Morgantown, WV 26506
FLORIDA STATE UNIVERSITY MAD 2104 Discrete Mathematics I Distance Learning (online) sections Summer 2014 https:/ /campus.fsu.edu Florida State University Tallahassee, Florida 32306 Copyright 2014 Florida
COURSE OUTLINE Course Number MAT140 Course Title Applied College Algebra Credits 4 Hours: lecture/lab/other 4 lecture Catalog description: Co- or Pre-requisite Completion of MAT037 with a C or better or
CHE 05/02/02 Agenda item 3.02.C May 2, 2002 MEMORANDUM To: From: Mr. Dalton B. Floyd, Jr., Chairman, and Members, Commission on Higher Education Ms. Dianne Chinnes, Chairman, Committee on Academic Affairs
PRECALCULUS WITH INTERNET-BASED PARALLEL REVIEW Rafael MARTÍNEZ-PLANELL Daniel MCGEE Deborah MOORE Keith WAYLAND Yuri ROJAS University of Puerto Rico at Mayagüez PO Box 9018, Mayagüez, PR 00681 e-mail:
Program Report for the Preparation of Elementary School Teachers Association for Childhood Education International (ACEI) 2007 Standards - Option A NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
California Community Colleges Admission & Transfer Policy What are the admission requirements to get into a California community college? Admission to a California community college is open to any California
DEPARTMENT OF PSYCHOLOGY University of Oregon Undergraduate Handbook 2014-2015 1715 Franklin Boulevard, Eugene, OR 97403-1227 (541) 346-4921 Web Page : psychology.uoregon.edu MISSION STATEMENT The mission
Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special
Your consent to our cookies if you continue to use this website.