Contents. Executive Summary Overview of UNF Distance Learning at UNF Historical Growth & Direction Governance Need...

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2 Contents Executive Summary... 3 Overview of UNF... 4 Distance Learning at UNF... 6 Historical Growth & Direction... 6 Governance... 6 Need... 6 Opportunities... 7 Strategic Planning... 7 Goals General Faculty Training and Support Course and Program Development Quality Assurance Student Support Services Technology Infrastructure Appendix A: List of Current Distance Learning Programs Appendix B: Distance Learning Committee Members

3 Executive Summary During the academic year, the Distance Learning Committee (DLC) at UNF began leading the effort to develop a comprehensive strategic plan for Distance Learning (DL). In the spring of 2011, the DLC held a planning retreat to begin the development of this plan to address overall goals as well as priorities relative to DL and operational guidelines for implementation and oversight. As drafts were developed, they were shared with all faculty through college- based distributions by college representatives, open town hall style forums, and through an all- faculty survey. Feedback from each round of reviews was examined by the DLC and revisions were made to the plan. At the September 2012 meeting of the DLC, the DL Strategic Plan was finalized and unanimously approved. Distance Learning Committee UNF The primary aim of the Distance Learning Committee (DLC) of the University of North Florida is to support the development of distance learning that meets the needs of our students in a manner that is consistent with the University s mission. In so doing, distance learning at UNF will employ the best pedagogical practices based on the existing research literature. To accomplish its primary aim, the DLC performs the following functions: Develop policies, procedures, staffing, and infrastructure recommendations that are consistent with, and that will advance the purpose stated above. Facilitate, promote, and advocate for high quality distance learning (DL) at the University. Identify and recommend best pedagogical distance learning practices. Review and coordinate all information technology requirements and related services in support of distance learning at the University. Assess all current and proposed course management systems employed to support and enhance instructional efforts. Provide advisory support to all University DL initiatives. Exercise liaison with the University Technology Committee (UTC) through membership of DLC chair on the UTC. Provide oral and written assessments and recommendations to the Office of Academic Affairs via the Assistant Vice President of Academic Technology. 3

4 Goals General 1. Increase the number of quality distance learning courses, curricular strands, certificates and, degree programs. 2. Revise the current distance learning policy to support planned growth. 3. Facilitate the development and monitoring of distance learning programs and the alignment/provisioning of the resources they entail. 4. Educate the campus community about the potential of distance learning delivery. Faculty training and support 5. Require all faculty who teach distance learning courses to complete an approved distance learning training program by fall of Provide the necessary training programs, services, and additional support staff needed to assist faculty in the development, design, delivery, evaluation and on- going maintenance of new and existing quality distance learning courses. Course and Program Development 7. Develop a university policy on copyright and intellectual property rights as related to the development of online instructional materials. 8. Broaden access to distance learning courses and programs in response to student and community needs and in alignment with the larger institutional mission and state workforce development goals. 9. Develop and implement a review process for courses, certificates, and degree programs to be transitioned to or developed for delivery via distance learning. Quality Assurance 10. Implement course development and review procedures to ensure the quality of distance learning course and program offerings. 11. Maintain institutional norms for academic quality and integrity. Student Support Services 12. Offer a full range of student support services for distance learning students. 13. Provide a full range of technical support services for distance learning students. Technology Infrastructure 14. Provide robust and dependable systems to support the delivery of distance learning. 4

5 Overview of UNF Mission The University of North Florida fosters the intellectual and cultural growth and civic awareness of its students, preparing them to make significant contributions to their communities in the region and beyond. At UNF, students and faculty engage together and individually in the discovery and application of knowledge. UNF faculty and staff maintain an unreserved commitment to student success within a diverse, supportive campus culture. Vision The University of North Florida aspires to be a preeminent public institution of higher learning that will serve the North Florida region at a level of national quality. The institution of choice for a diverse and talented student body, UNF will provide distinctive programs in the arts and sciences and professional fields. UNF faculty will excel in teaching and scholarship, sharing with students their passion for discovery. Students, faculty, staff, alumni, and visitors will enjoy a campus noteworthy for its communal spirit, cultural richness, and environmental beauty. 5

6 Historical Growth & Direction Distance Learning at UNF Initial distance learning offerings and growth at UNF were grassroots, with no articulated strategic plan, and no formalized infrastructure for support. After an initial period of slow growth, the number of Distance Learning courses at UNF experienced a sharp increase. In Fall 2005, 35 DL courses were offered, and in Fall 2009, 84 DL courses were offered, representing a 90% increase. During the Fall 2011 semester, 103 Distance Learning courses were offered at UNF. UNF s current Distance Learning policy calls for calls for the development of courses that employ the best pedagogical practices based on the existing research literature and are compatible with the highest levels of student learning, interaction and engagement. UNF s strategic plan includes performance measures related to increasing distance learning opportunities for students related in support of Goal 1: Cultivate a learning environment that supports intellectual curiosity, academic achievement, and personal growth. Governance The Distance Learning Committee (DLC) was originally convened in 1999 as the Distance Learning Action Team of the University Technology Committee, and in December 2004 became a permanent, but still ad- hoc committee. In October 2008, the DLC became a University Committee, with elected faculty representation. DLC was established as a governing body with responsibility for developing policies, procedures, staffing, and infrastructure recommendations to advance the development of distance learning that meets the needs of students in a manner that is consistent with the University s mission. The Associate Vice President for Academic Technology chairs the Distance Learning Committee. Need Data from the March 2011 Florida Board of Governors meeting on elearning clearly show UNF lagging behind other state universities in developing distance learning offerings. 1 In 2011 the Florida state legislation passed Florida s Digital Learning Now Act, requiring that at least one course required for high school graduation be completed through online learning, beginning with students entering grade 9 in the school year

7 Nationally, the 2011 Survey of Online Learning reveals that the number of students taking at least one online course has now surpassed 6 million. Nearly one- third of all students in higher education are taking at least one online course. 3 At UNF, the Student Government Association president made requests to the President s office and to Academic Affairs in 2008 to increase the number of Distance Learning courses available to students. Opportunities There is growing student demand for distance learning courses. Distance learning or online courses offer the student convenience, access, and unique learning experiences and environment. Effective distance learning courses are designed to engage students actively in learning. In this environment, the student is responsible for his/her learning outcomes and must be an engaged and active, rather than passive, learner. Distance learning courses also offer the opportunity for more one- on- one interaction with the instructor and more individualized feedback than a traditional course due to a shift in instructor time. In addition, all students, as opposed to just a few, participate, reflect, and question the course content through interactive discussions. Students have the opportunity for high peer interaction, peer collaboration and group work, and live interactions with the instructors and classmates. These are important opportunities for students. From a program and institution perspective, distance learning provides opportunities related to expanding a program s geographic market and meeting the needs of the market. Infrastructure costs associated with building maintenance and energy use and environmental cost associated with commuting to campus and energy may be reduced with distance learning courses. Strategic Planning In April 2011, the DLC held a planning retreat to discuss how to best move forward to serve the needs of existing and future UNF students. That retreat resulting in the following broad goals: UNF will offer strategic courses, programs and certifications via distance learning. UNF will have a minimum of 10 distance learning programs by

8 UNF will increase the number of course sections offered via distance learning by UNF will facilitate with development and monitoring of distance learning programs and the alignment/provisioning of the resources they entail. UNF faculty will be certified to deliver distance learning. DLC will develop a model for program approval similar to flagship process to guide the development of online degree programs. UNF will develop an infrastructure and organizational structure for DL at UNF. The Distance Learning Committee established a subcommittee in Fall 2011 to draft a Distance Learning Strategic Plan for the university that would incorporate these goals into a broader conceptual framework and solicit input from faculty, departments and colleges. The first draft of that strategic plan was developed by looking at national best practices and considering those within UNF s unique institutional context. That draft was distributed to the faculty in February 2012 and feedback solicited via two Town Hall meetings and individual . That feedback was incorporated into this final draft. It was the intention of the DLC to be as open and transparent as possible in crafting this document. This document provides a roadmap for future work to develop the policies and practices that will enable UNF to offer quality distance learning courses and programs that serve the needs of our students and of the larger community. In Going the Distance: Online Education in the United States, 2011, a collaborative effort between the Babson Survey Research Group and the College Board, 65% of Chief Academic Officers (CAOs) report that they consider online education critical to their institution s long- term strategy. Public institutions are largely in agreement online education s critical role. 4 The DLC is committed to developing a model that will facilitate the development of high quality distance learning courses and programs at UNF that are based on the best practices identified by national organizations such as the Sloan- C Pillars of Quality; the Southern Regional Education Board s (SREB) Principles of Good Practice; and the American Distance Education Consortium s Guiding Principles for Distance Learning. 4 Infographic- 1.png 8

9 UNF s Distance Learning Goals and General 1. Increase the number of quality distance learning courses, curricular strands, certificates and, degree programs. Develop a handbook for distance learning at UNF that provides guidelines, recommendations and best practices from the literature. Develop and implement a minimum of ten distance learning certificates and degree programs by Increase the number of distance learning courses to 20% of total course offerings by 2017, in support of the UNF Work Plan. Develop and implement two general education courses by the Fall of 2014 as a pilot. Develop at least one distance learning path through general education courses by 2017, thereby allowing for the possibility of a fully distance learning undergraduate degree at UNF. Increase the number of full- time faculty teaching distance learning courses to ensure the ratio of full- time faculty teaching distance learning courses is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. Develop frameworks and processes to promote academic integrity in online courses. Develop options for proctored testing for distance learning courses. 2. Revise the current distance learning policy to support planned growth. Develop policy to address distance learning course development. Develop policy for faculty training. Develop policy for course review. Develop policy around intellectual property rights. Develop a plan for the expenditure of distance learning fee revenue to support the development of courses, programs, and to strengthen faculty and student support. 9

10 3. Facilitate the development and monitoring of distance learning programs and the alignment/provisioning of the resources they entail. Develop an assessment plan for distance learning that regularly collects data from students and faculty regarding quality of distance learning offerings and support needs. Develop data reporting tools to monitor growth and trends in distance learning offerings. 4. Educate the campus community about the potential of distance learning delivery. Develop an educational campaign on the effectiveness, value, and potential of distance learning. Conduct town hall style meetings to gather input and address concerns about this initiative. Provide regular updates to the campus community on the progress of the distance learning initiative. Refine and expand the distance learning website. Develop award and recognition mechanisms for distance learning courses. Develop communication channels for ongoing input and conversation related to distance learning and its role at UNF. Facilitate conversation with deans and chairs about the potential value of web- enhanced delivery and recognition of the additional faculty effort required to implement effectively. Faculty Training and Support 5. Require all faculty who teach distance learning courses to complete an approved distance learning training program by fall of Develop a tiered teaching online certification program for faculty that differentiates between distance learning course development and course delivery. Develop flexible options for certification that will provide greater access for full and part- time faculty. 10

11 Develop mechanisms to support the development of a faculty learning community related to distance learning. 6. Provide the necessary training programs, services, and additional support staff needed to assist faculty in the development, design, delivery, evaluation and on- going maintenance of new and existing quality distance learning courses. Examine current faculty support model to ensure alignment with evidence- based practice in the delivery of distance learning. Develop and implement a long- range staffing & resource plan for distance learning. Identify processes to support the development of faculty mentors in each college. Provide ongoing opportunities for faculty development related to distance learning. Identify administrative responsibilities for distance learning Identify and provide library resources to support the development and delivery of distance learning Course and Program Development 7. Develop a university policy on copyright and intellectual property rights as related to the development of online instructional materials. Review national practices for course ownership. Facilitate conversation with faculty and General Counsel to develop recommendations for course ownership. 8. Broaden access to distance learning courses and programs in response to student and community needs and in alignment with the larger institutional mission and state workforce development goals. Create a process to incent and support interested departments in moving degree programs, certificates, or curricular strands to distance learning delivery. 11

12 Provide central support to help interested departments identify needs and required resources for proposed distance learning programs and certificates. 9. Develop and implement a review process for courses, certificates, and degree programs to be transitioned to or developed for delivery via distance learning. Implement review of all new distance learning courses pre- and post- delivery using the Chico State Rubric for Online Instruction. Identify and implement a review process for distance learning certificates and degree programs. Identify and develop processes to foster innovation in distance learning courses. Develop a process to support course refresh. Quality Assurance 10. Implement course development and review procedures to ensure the quality of distance learning course and program offerings. Develop an ongoing distance learning course review process designed to ensure evidence- based practice in distance learning course design and delivery and review courses for continuous improvement. Develop and implement a process to regularly gather student feedback regarding distance learning. Develop and implement both formative and summative evaluations of distance learning to measure its effectiveness, faculty and student satisfaction, the impact of distance learning on enrollment and retention, support needs, and technical reliability. 11. Maintain institutional norms for academic quality and integrity. Ensure that academically qualified persons provide appropriate supervision of distance learning courses including the course presentation, management and assessment. Identify and provide a range of options for proctored testing. 12

13 Identify and provide a range of options for secured identity verification. Student Support Services 12. Offer a full range of student support services for distance learning students. Develop an orientation/success course for all online students to take as a prerequisite to online learning. Initiate discussion with campus student service providers to define and implement procedures to make those services available to distance learning students. Identify and provide library resources to support distance learning students. Identify and disseminate required technological skills, knowledge, software, and hardware for student success in distance learning courses and programs. 13. Provide a full range of technical support services for distance learning students. Examine current student support model to ensure alignment with evidence- based practice in the delivery of distance learning. Develop a specialized support model for distance learning students. Investigate the need for extended technical support services to accommodate distance learning. Develop a module to be included in every distance learning course with links to support and technical services. Technology Infrastructure 14. Provide robust and dependable systems to support the delivery of distance learning. Identify and implement opportunities to continuously improve the capability of the university s platform for online course delivery and its ancillary systems. Regularly review the current LMS and other available systems to ensure platform best meets the needs of our faculty, students, and university. Keep LMS and delivery tools current. 13

14 Identify and disseminate required software, and hardware for faculty success in providing distance learning courses. Establish at least one classroom in each college appropriately equipped for interactive audio/video distance learning delivery. Identify hardware and software solutions that promote academic integrity. Provide a virtual lab environment to make software resources typically available only in an on- campus computer lab available to students and faculty from remote locations. To the extent that any of the above items have a direct and substantial impact on negotiable issues, implementation would be subject to compliance with the collective bargaining process. 14

15 Appendix A Current Distance Learning Programs (November 2012) Doctor of Nursing Practice For more information: The Doctor of Nursing Practice program at the University of North Florida is designed as a post- graduate degree program for those who already possess, at a minimum, a Master of Science in Nursing and specialty certification. This program is taught primarily online with two courses taught as a hybrid of online and in- person components (Evidenced- Based Practice I and II). Master of Science in Nutrition and Dietetics For more information: Degree Type: Masters The Master of Science in Nutrition and Dietetics at the University of North Florida designed for those students who wish to emphasize the application of advanced nutrition knowledge in clinical or community based health programs. RN- BSN Bridge Track For more information: BSN_bridge(2).aspx The RN to BSN Bridge program at the University of North Florida is for those who are already Registered Nurses (RNs) licensed in the state of Florida and who desire to further their nursing education and expand their career opportunities by completing a Bachelor of Science in Nursing (BSN). Today s healthcare arena is increasingly complex with its high- tech focus in the hospital, its shift toward population- based health care management in the community, and the increasing influence of political and economic forces on all phases of healthcare. The broad knowledge base found in a BSN provides the opportunity for RNs to gain the competencies necessary to excel in the current and future healthcare job market. 15

16 Master of Science in American Sign Language/English Interpreting For more information: ASL.aspx The University of North Florida's ASL/English Interpreting programs are committed to upholding the National Interpreter Education Standards as formulated by the Conference of Interpreter Trainers. The Master's degree concentration is offered in a distance- friendly modality with online, one- weekend- per- semester/online, and 5- day summer session/online formats to accommodate students who do not live in northeast Florida. Master of Educational Leadership: Instructional Technology Track For more information The Educational Technology program centers upon preparing professionals to enhance and support the academic and career development of students and adult learners in a variety of settings with the effective application of technology. The program offers opportunities to explore the nature of teaching and learning with technology, with digital media, telecommunications, and leadership in instructional technology. Graduate Certificate in Early Childhood Education For more information Early_Childhood.aspx The certificate in Early Childhood Education (ECE) emphasizes the professional preparation of students at the graduate levels for a range of careers in early childhood education (children ages 0-8) within diverse community contexts. The completion of six Early Childhood Education graduate courses provides preparation for working with young children and their families and communities. This program prepares candidates for a highly specialized role and offers a dynamic combination of state- of- the- art theoretical courses and practical application of learning in field education. 16

17 Appendix B Distance Learning Committee Members and Dr. Natasha Christie (COAS) Dr. Claudia Sealy- Potts (BCOH) Dr. Sharon Cobb (CCOB) Dr. Sherry Shaw (COEHS) Dr. Gerald Merckel (CCEC) Dee Baldwin (Library) Marianne Jaffee (Academic Affairs) Bill McSherry (ITS) Elaine Poppell (FEEDS) Dr. Adel El- Safty(Faculty Enhancement) Dr. Saurabh Gupta (Campus Technology Committee) Deb Miller (CIRT; Florida Distance Learning Consortium liaison) Julie Carter (CIRT) Dr. Len Roberson (AVP AT/Grad School) Dr. Ron Lukens- Bull (COAS) Dr. Natasha Christie (COAS) Dr. Claudia Sealy- Potts (BCOH) Dr. Sean Davis(CCOB) Dr. Sherry Shaw (COEHS) Katharine Brown (CCEC) Dee Baldwin (Library) Dr. Ron Lukens- Bull (COAS) Bill McSherry (ITS) Elaine Poppell (FEEDS) Georgette Dumont (Faculty Enhancement) Lauren Newton (Campus Technology Committee) Deb Miller (CIRT; Florida Distance Learning Consortium liaison) Erin Soles (CIRT) Faith Hershey (Student Government) Dr. Len Roberson (AVP AT/Grad School) 17