Florida Gulf Coast University. Report of the Online Distance Learning Task Force

Transcription

1 Florida Gulf Coast University Report of the Online Distance Learning Task Force April 1, 2013

2 Table of Contents Executive Summary 2 Introduction 3 Charge 4 Findings 17 Recommendations 20 Summary 21 Appendix 1: Sloan Instrument 22 Appendix 2: Responses to Sloan Instrument Items 29 Page 1

3 Executive Summary FGCU delivers nearly 600 course sections each year online (400 at the undergraduate level). In addition it is possible to earn a number of degrees and certificates online including upperdivision course work for the B.S. in Criminal Justice, Health Sciences, and Legal Studies. Complete master s degrees in Public Administration, Special Education, Business Administration, Forensic Studies, Criminal Justice, Health Sciences, and Educational Technology (through the Master s in Curriculum and Instruction) are also available online. Collectively online enrollment accounts for approximately 15% of FGCU s total enrollment annually. A joint task force comprising faculty, staff, and students worked during the fall and spring of to assess the current state of institutional support services for online instruction using a recognized standard instrument reflecting best practices. The task force scored 70 items covering a wide variety of categories. With regard to the vast majority of items, the Task Force found the University was providing an acceptable level of service. Notwithstanding, it identified a number of areas that need greater attention. These include such things as online student authentication, standards for course design, guidelines and enhanced opportunities for faculty engagement/professional development, enhanced availability of student support services for online students, and additional assessment of student success to promote further student retention. The Task Force offers the following seven recommendations to enhance the online teachinglearning experience for students and faculty at FGCU: 1. Student identity authentication strategies/technologies, including such things as online proctoring, should be identified and implemented that will ensure a student completing an online course is indeed the same student who enrolled in the course. 2. The Teaching, Learning, and Assessment Initiative (TLAI) and the Faculty Senate s curriculum teams should explore standards for online course design and delivery to enhance student retention and course quality beyond the current record of student success. Greater use of the Quality Matters rubric in the design of online courses should be encouraged. TLAI and faculty should develop a student perception of instruction (SPoI) especially suited to address online learning. 3. Web, e-learning, and Publications (WEP) should expand its outreach to faculty with regard to disseminating information on current and emerging technologies to improve online learning. 4. Faculty professional development opportunities associated with online student instruction and assessment should be greatly increased. A certification process for faculty teaching online utilizing the Quality Matters system should be established. 5. Access to online student services support should be extended at critical times. 6. The Enrollment Retention Management Committee of the Planning and Budget Council should examine student retention in online courses and programs, share data with relevant departments and program faculty, and recommend strategies for improvement. 7. A strategic plan for online learning should be developed. Page 2

4 The Task Force recognizes that existing resources dedicated to online learning are not adequate for the implementation of the majority of these recommendations. Its members strongly advocate that a distance learning fee be implemented to provide resources to implement these recommendations. Introduction This report and its recommendations represent the work of many different individuals and groups within the university over the last two years. It grew out of the efforts of the Sloan Consortium to develop an instrument for determining the efficacy of support mechanisms for online learning related to institutional support, technology support, course development and instructional design, course structure, teaching and learning, social and student engagement, faculty and student support, and evaluation and success. The current work was part of a charge provided by the Planning and Budget Council to the Information Resources Committee in 2011, and was included in the actions to be undertaken in as part of the university s strategic plan related to the institution s mission of access employing instructional technology. The purpose was to assess the status of support to online learning using the Sloan instrument, identify weaknesses as a result of the assessment, and to make recommendations to address the perceived weaknesses, and, by so doing, enhance the online learning experience for students and faculty. The study was broken into two phases. During the academic year the first phase of the project was begun: collecting responses and supporting documentation to the 70 items contained in the Sloan instrument to provide a factual context for scoring the items. After initial work by David Jaeger, Director of WEP and Paul Snyder, Associate Provost, a number of other individuals and groups were asked to provide input to the response document. This included e-learning, Library Services, Student Affairs, the Assessment Council, the Writing Center, the Center for Academic Achievement, and Deans Council. In late spring 2012, Faculty Senate leadership was consulted about phase 2 of the project: to involve faculty and students in the actual scoring of the items contained in the instrument based on their own experience and the responses to the items prepared in phase 1. While the Sloan Consortium instrument was intended to assess individual online degree programs, it was decided that an approach looking across all online courses and programs collectively rather than individually would better capture the breadth of online support that currently exists at FGCU, allow for more diverse perspectives to be recorded, and acknowledge that there are many more discrete online courses offered at FGCU than either online degree programs or students pursuing a degree entirely online. In fall 2012, with input from the Faculty Senate, the following individuals were appointed by Provost Toll to serve on the Online Scorecard Task Force: Ms. Sheila Bolduc-Simpson Dr. Carolynne Gischel College of Arts and Sciences College of Education Page 3

5 Dr. Mary Krome Dr. Megan McShane Dr. Halcyon St. Hill Dr. Hulya (Julie) Yazici Dr. Mary Ann Zager Ms. Patricia Cunningham Ms. Marylinda Flores Ms. Holley Holland Mr. David Jaeger Dr. Paul Snyder Lutgert College of Business College of Arts and Sciences College of Health Professions and Social Work Lutgert College of Business College of Arts and Sciences Graduate student Undergraduate student Graduate student Director, Web, e-learning, and Publications Associate Provost and Associate Vice President The Task Force was charged with three tasks: Charge 1) Fill in the gaps on the draft response to the items on the scorecard (see attached) 2) Complete the scorecard 3) Review the results and make recommendations for improvements based on the results The group addressed its work using a Delphi approach (i.e., relying on experience and knowledge of a small number of individuals rather than a quantitative design) due to the size of the group. Only the faculty members of the Task Force scored the items since the students did not feel they had enough personal information concerning the topics covered in the 70 items. When scoring the items (task 2) each individual scored the items separately and submitted their scores along with associated item score comments for compilation. Possible responses to the items included not observed =0, insufficient =1, moderate use=2, and meets criterion completely =3. Because these were discrete categories rather than continuously distributed scores, when evaluating the responses the mode was used as the measure of central tendency and as a basis for identifying weaknesses. The Task Force spent four meetings reviewing the 70-item response document, seeking clarification in certain instances, challenging statements and supporting documentation in other instances, and making extensive revisions to the document before achieving consensus that scoring utilizing the document was appropriate. The results of that scoring are found in the following table (it should be noted that these are subjective judgments and the use of basic descriptive statistics is not meant to imply any sense of statistical precision, but rather serve as a tool to identify commonly held perceptions among the scorers of strengths and weaknesses): Page 4

6 Scoring Key: 0 = Not Observed 1 = Insufficient 2 = Moderate Use 3 = Meets Criterion Completely Quality Scorecard for the Administration of Online Education Programs Points possible Per Category Committee Mean Institutional Support The institution has a governance structure to enable effective and comprehensive decision making related to online education. 2. Policies and guidelines are in place to authenticate that students enrolled in online courses and receiving college credit are indeed those completing the course work. 3. Policy for intellectual property of course materials exists. (If policy exists, 1 pt.; If policy specifically addresses online course materials, 2 pts.; If policy specifically addresses online course materials and is publically visible online, 3 pts.) 4. The institution has defined the strategic value of online learning to its enterprise and to its stakeholders. Committee Mode Points possible Per Category Committee Mean Committee Mode 1. A documented technology plan that includes Technology Support Page

7 electronic security measures (e.g., password protection, encryption, secure online or proctored exams, etc.) is in place and operational to ensure quality standards, adherence to FERPA, and the integrity and validity of information. *** 2. The technology delivery systems are highly reliable and operable with measurable standards being utilized such as system downtime tracking or task benchmarking. *** 3. A centralized system provides support for building and maintaining the online education infrastructure. *** 4. The course delivery technology is considered a mission critical enterprise system and supported as such. 5. The course delivery technology is considered a mission critical enterprise system and supported as such. 6. Faculty, staff, and students are supported in the development and use of new technologies and skills Page 6

8 Points possible Per Category Committee Mean Committee Mode Course Development and Instructional Design 1. Guidelines regarding minimum standards are used for course development, design, and delivery of online instruction (such as course syllabus elements, course materials, assessment strategies, faculty feedback). *** 3. Instructional materials, course syllabus, and learning outcomes are reviewed periodically to ensure they meet program standards. *** 4. Courses are designed so that students develop the necessary knowledge and skills to meet learning objectives at the course and program level. These may include engagement via analysis, synthesis and evaluation. *** 5. Learning objectives describe outcomes that are measurable Page 7

9 6. Selected assessments measure the course learning objectives and are appropriate for an online learning environment Student-centered instruction is considered during the coursedevelopment process There is consistency in course development for student retention and quality Course design promotes both faculty and student engagement Current and emerging technologies are evaluated and recommended for online teaching and learning. 11. Instructional design is provided for creation of effective pedagogy for both synchronous and asynchronous class sessions Page 8

10 12. Curriculum development is a core responsibility for faculty (i.e., faculty should be involved in either the development or the decision making for the online curriculum choices) Points possible Per Category Committee Mean Committee Mode Course Structure The online course site or other web site includes a syllabus outlining the course objectives, learning outcomes, evaluation methods, textbook information, and other related course information, making course requirements transparent at time of registration. *** 2. The institution ensures that all online education students, regardless of where they are located, have access to library/learning resources adequate to support the courses they are taking (SACS statement). *** 3. Expectations for student assignment completion, grade policy, and faculty response are clearly provided in the course syllabus. *** Page 9

11 4. Links or explanations of technical support are available in the course (i.e., each course provides suggested solutions to potential technical issues and/or links for technical assistance). 5. Instructional materials are easily accessible and easy to use for the student The course adequately addresses the needs of students with disabilities via alternative instructional strategies and/or referral to special institutional resources. 7. Opportunities and tools are provided to encourage student-student collaboration (i.e., web conferencing, instant messaging, etc.) if appropriate. 8. Documents attached to modules are in a format that is easily accessed with multiple operating systems and productivity software (PDF, for example). Points possible Per Category Committee Mean Committee Mode Teaching and Learning 1. Student-to-Student interaction and Page

12 Faculty-to-Student interaction are essential characteristics and are facilitated through a variety of ways. *** 2. Feedback on student assignments and questions is constructive and provided in a timely manner. *** 3. Students learn appropriate methods for effective research, including assessment of the validity of resources and the ability to master resources in an online environment. *** 4. Students are provided access to library professionals and resources that help them to deal with the overwhelming amount of online resources. 5. Instructors use specific strategies to create a presence in the course. Points possible Per Category Committee Mean Committee Mode Social and Student Engagement Students should be provided a way to interact with other students in an online community. Points possible Committee Mean Committee Mode Per Category Faculty Support Technical assistance specifically for online course development and Page 11

13 online teaching is provided for faculty. *** 2. Instructors are prepared to teach online education courses and the institution ensures faculty receives training, assistance, and support at all times during the development and delivery of courses. *** 3. Faculty receives training and materials related to Fair Use, plagiarism, and other relevant legal and ethical concepts. *** 4. Faculty is provided on-going professional development related to online teaching and learning. 5. Clear standards are established for faculty engagement and expectations around online teaching. 6. Faculty workshops are provided to make them aware of emerging technologies and the selection and use of these tools. Points possible Per Category Committee Mean Committee Mode Student Support Before starting an online program, students are advised about the program to determine if they possess the selfmotivation and commitment to Page

14 learn online. *** 2. Before starting an online program, students are advised about the program to determine if they have access to the minimal technology required by the course design. *** 3. Students receive (or have access to) information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services prior to admission and course registration. *** 4. Students are provided with access to training and information they will need to secure required materials through electronic databases, interlibrary loans, government archives, new services and other sources. *** 5. Throughout the duration of the course/program, students have access to appropriate technical assistance and technical support staff. *** 6. Student support personnel are available to address student questions, problems, bug reporting, and Page

15 complaints. *** 7. Students have access to effective academic, personal, and career counseling. 8. Minimum technology requirements for skills and equipment are established and made available to students. 9. Student support services are provided for outside the classroom such as academic advising, financial assistance, peer support, etc. 10. Policy and process is in place to support ADA requirements. 11. Students are provided easy access to required course materials in print and/or digital format, such as ISBN numbers for textbooks, book suppliers, and delivery modes. 12. Program demonstrates a student-centered focus rather than trying to fit service to the online education student in on-campus student services. 13. Efforts are made to engage students with the program and institution. 14. Students are instructed in the appropriate ways of communicating with faculty and students. 15. The institution provides guidance to both students Page

16 and faculty in the use of all forms of technologies used for course delivery. 16. Tutoring is available as a learning resource. 17. Students are instructed in the appropriate ways of enlisting help from the program. Points possible Per Category Committee Mean Committee Mode Evaluation and Assessment 1. The program is assessed through an evaluation process that applies specific established standards. *** 2. A variety of data (academic and administrative information) are used to regularly and frequently evaluate program effectiveness and to guide changes toward continual improvement. *** 3. Intended learning outcomes at the course and program level are reviewed regularly to ensure clarity, utility, and appropriateness. *** 4. A process is in place for the assessment of support services for faculty and students. 6. Recruitment and retention are examined and reviewed. 7. Program demonstrates compliance and review of accessibility Page 15

17 standards (Section 508, etc.) 8. Course evaluations are examined in relation to faculty performance evaluations. 9. Faculty performance is regularly assessed. 10. Alignment of learning outcomes from course to course exists. 11. Course evaluations collect student feedback on quality of content and effectiveness of instruction. Perfect Score= Page 16

18 Findings Institutional Support Strength With regard to the items falling under the heading of Institutional Support, the group felt the university has an appropriate governance structure to support decision-making concerning online learning. The selection of Canvas as a replacement of the Learning Management System Angel was cited as an example. The group also acknowledged there was a policy in place concerning intellectual property and that the university strategic plan, which aligns with the institution s mission, recognizes the strategic value of online learning to the university and to the stakeholders it serves. Weakness The group acknowledged the existence of a basic security method for ensuring a student who enrolled in an online class was indeed the same student who completed the work for the class (i.e., secure login and password, proctored exams, and judicial code sanctioning violation of terms of use) but felt more elaborate identification techniques needed to be employed. In some instances, faculty required online students to submit to proctored exams. A variety of possibilities exist and the Task Force recommends that these be investigated. Technology Support Strength The Task Force found existing technology support to be robust, reliable, and appropriate and noted the strengths of the current Learning Management System Angel and the enhanced features to be provided by Canvas which will replace it in the coming academic year. Course Development and Instructional Design Strength The Task Force acknowledged the strengths of the existing course development and instructional design with regard to guidelines for syllabi, definition of student learning outcomes, use of instructional materials, and the central role of faculty in curriculum development. Weakness Acknowledging that student outcomes in online and face to face classes were very similar, the Task Force believes more can be done to promote student success and retention. The Task Force believes faculty and students alike would benefit from the use of standards for online course development and delivery and encourages the use of the Quality Matters rubric in the development of online classes. It was also felt that additional outreach to inform faculty of current technologies and emerging technologies that could enhance course development would also be beneficial. Page 17

19 Course Structure Strength Various elements of online course structure were evaluated by the Task Force: access to course materials, access to library resources, access to syllabi, accommodations for disabled students, opportunities for student collaboration, expectations for student assignments, access to technical issue resolution, etc. were all found to be adequate and appropriate. Teaching and Learning Strength The group felt that the Learning Management System provides mechanisms for student to student and faculty to student interaction. This has been borne out by audits conducted by the WEP office. The Library provides opportunities for students to gain online research skills and provides access to librarians remotely to assist online students with their needs. SAI results suggest that the majority of students are satisfied with the timeliness of feedback they receive in online courses. Social and Student Engagement Strength The Learning Management System provides a mechanism for students to interact within a given online class. Online students also are afforded opportunities to participate in registered student organizations. However it was expressed that greater efforts should be made to create an online community presence for online students through such social networking media as Facebook and Twitter. Faculty Support Strength The Task Force recognized that many elements of faculty support for online instruction are in place and appropriate, including: assistance for course development, training for faculty who teach online, information on plagiarism and fair use of instructional materials, on-going professional development, and workshops providing information on emerging technologies. Weakness Task force members could not identify the existence of clear standards for faculty engagement and expectations around online teaching. They believe that additional opportunities for faculty professional development related to online teaching and learning would be greatly beneficial. Use of the Quality Matters system to develop standards for faculty instruction and engagement is strongly encouraged. Additionally the Task Force supports the establishment of a voluntary certification process for faculty who wish to pursue it. Page 18

20 Student Support Strength The vast majority of items related to student support services were found to be adequate and appropriate by the Task Force. Among these were student access to program information, admissions requirements, tuition and fee information, access to technical support, access to training materials to pursue online courses, access to course materials, efforts to engage students with the institution, access to tutoring, information on how to seek assistance, etc. Weakness While the Task Force was clearly positive about the variety of resources available to support students pursuing online learning, the Task Force believes that access to certain support functions is not always available to them when needed (i.e., outside of normal business hours). The Task Force believes, that access to financial aid, registrar assistance, advisors and counselors should be expanded. Recognizing that it is not pragmatic to provide these services on a 24/7 basis, the Task Force believes critical support services should be provided on an extended basis at key points in the academic calendar to better meet student needs. Evaluation and Assessment Strength The Task Force noted that online courses and programs are subject to the same assessment protocols as face to face courses and programs. This includes assessment of faculty performance in the online setting. Weakness Notwithstanding, the Task Force determined that assessment methods could be more specifically tailored for online instruction to include an assessment of materials used, support services, student success, faculty responsiveness, etc. This information should be collected more systematically and provided to the relevant departments/faculty for action. The Task Force also suggests that faculty coordinated by the TLAI develop a suitable student perception of instruction instrument specifically geared to key features of online to provide additional feedback to faculty to enhance online instructional delivery. Page 19

21 Recommendations Recommendations were developed by the Task Force after reviewing the findings above: 1. Student identity authentication strategies/technologies, including such things as online proctoring, should be identified and implemented that will ensure a student completing an online course is indeed the same student who enrolled in the course. 2. The Teaching, Learning, and Assessment Initiative (TLAI) and the Faculty Senate s curriculum teams should explore standards for online course design and delivery to enhance student retention and course quality beyond the current record of student success. Greater use of the Quality Matters rubric in the design of online courses should be encouraged. TLAI and faculty should develop a student perception of instruction (SPoI) especially suited to address online learning. 3. Web, e-learning, and Publications (WEP) should expand its outreach to faculty with regard to disseminating information on current and emerging technologies to improve online learning. 4. Faculty professional development opportunities associated with online student instruction and assessment should be greatly increased. A certification process for faculty teaching online utilizing the Quality Matters system should be established. 5. Access to online student services support should be extended at critical times. 6. The Enrollment Retention Management Committee of the Planning and Budget Council should examine student retention in online courses and programs, share data with relevant departments and program faculty, and recommend strategies for improvement. 7. A strategic plan for online learning should be developed. Recommendation seven is intended to provide a more coherent set of strategies for the further development of online learning at FGCU that will ensure its growth is commensurate with enhanced quality and continues to be well aligned with FGCU s mission of access to higher education. Page 20

22 Summary FGCU has a long-standing commitment to online learning that dates back to its creation just over two decades ago. Today, 600 course sections account for 15% of FGCU s annual enrollment. The current study was undertaken to determine the status of support for online teaching and learning at FGCU. The report documents many of the strengths that have been achieved during the last 16 years. Yet there is a need to invest more resources into online learning to ensure it remains contemporary, competitive, and of high quality. Additional resources are clearly required to implement these recommendations and realize online teaching and learning s full potential. The Task Force strongly advocates for the introduction of a Distance Learning fee to provide the necessary resources. The Task Force also believes a strategic vision for online or e-learning at FGCU be developed along with a plan for its achievement. Page 21

23 Appendix 1: Sloan Instrument Page 22

24 QUALITY SCORECARD FOR THE ADMINISTRATION OF ONLINE EDUCATION PROGRAMS Not Observed Insufficient Moderate Use Meets Criterion Completely Score Points Possible Per Category INSTITUTIONAL SUPPORT The institution has a governance structure to enable effective and comprehensive decision making related to online education. Policies and guidelines are in place to authenticate that students enrolled in online courses and receiving college credit are indeed those completing the course work. Policy for intellectual property of course materials exists. (If policy exists, 1 pt.; If policy specifically addresses online course materials, 2 pts.; If policy specifically addresses online course materials and is publically visible online, 3 pts.) The institution has defined the strategic value of online learning to its enterprise and to its stakeholders. TECHNOLOGY SUPPORT A documented technology plan that includes electronic security measures (e.g., password protection, encryption, secure online or proctored exams, etc.) is in place and operational to ensure quality standards, adherence to FERPA, and the integrity and validity of information. *** The technology delivery systems are highly reliable and operable with measurable standards being utilized such as system downtime tracking or task benchmarking. *** A centralized system provides support for building and maintaining the online education infrastructure. *** The course delivery technology is considered a mission critical enterprise system and supported as such. The institution maintains system backup for data availability. Faculty, staff, and students are supported in the development and use of new technologies and skills. Page 23

25 COURSE DEVELOPMENT AND INSTRUCTIONAL DESIGN Guidelines regarding minimum standards are used for course development, design, and delivery of online instruction (such as course syllabus elements, course materials, assessment strategies, faculty feedback). *** Technology is used as a tool to achieve learning outcomes in delivering course content. *** Instructional materials, course syllabus, and learning outcomes are reviewed periodically to ensure they meet program standards. *** Courses are designed so that students develop the necessary knowledge and skills to meet learning objectives at the course and program level. These may include engagement via analysis, synthesis and evaluation. *** Learning objectives describe outcomes that are measurable. Selected assessments measure the course learning objectives and are appropriate for an online learning environment. Student-centered instruction is considered during the course-development process. There is consistency in course development for student retention and quality. Course design promotes both faculty and student engagement. Current and emerging technologies are evaluated and recommended for online teaching and learning. Instructional design is provided for creation of effective pedagogy for both synchronous and asynchronous class sessions. Curriculum development is a core responsibility for faculty (i.e., faculty should be involved in either the development or the decision making for the online curriculum choices). COURSE STRUCTURE 24 Page 24

26 The online course site or other web site includes a syllabus outlining the course objectives, learning outcomes, evaluation methods, textbook information, and other related course information, making course requirements transparent at time of registration. *** The institution ensures that all online education students, regardless of where they are located, have access to library/learning resources adequate to support the courses they are taking (SACS statement). *** Expectations for student assignment completion, grade policy, and faculty response are clearly provided in the course syllabus. *** Links or explanations of technical support are available in the course (i.e., each course provides suggested solutions to potential technical issues and/or links for technical assistance). Instructional materials are easily accessible and easy to use for the student. The course adequately addresses the needs of students with disabilities via alternative instructional strategies and/or referral to special institutional resources. Opportunities/tools are provided to encourage student-student collaboration (i.e., web conferencing, instant messaging, etc.) if appropriate. Documents attached to modules are in a format that is easily accessed with multiple operating systems and productivity software (PDF, for example). TEACHING AND LEARNING Student-to-Student interaction and Faculty-to- Student interaction are essential characteristics and are facilitated through a variety of ways. *** Feedback on student assignments and questions is constructive and provided in a timely manner. *** Students learn appropriate methods for effective research, including assessment of the validity of resources and the ability to master resources in an online environment. *** Page 25

27 4 5 Students are provided access to library professionals and resources that help them to deal with the overwhelming amount of online resources. Instructors use specific strategies to create a presence in the course. SOCIAL AND STUDENT ENGAGEMENT 3 1 Students should be provided a way to interact with other students in an online community. FACULTY SUPPORT Technical assistance specifically for online course development and online teaching is provided for faculty. *** Instructors are prepared to teach online education courses and the institution ensures faculty receives training, assistance, and support at all times during the development and delivery of courses. *** Faculty receives training and materials related to Fair Use, plagiarism, and other relevant legal and ethical concepts. *** Faculty is provided on-going professional development related to online teaching and learning. Clear standards are established for faculty engagement and expectations around online teaching. Faculty workshops are provided to make them aware of emerging technologies and the selection and use of these tools. STUDENT SUPPORT Before starting an online program, students are advised about the program to determine if they possess the self-motivation and commitment to learn online. *** Before starting an online program, students are advised about the program to determine if they have access to the minimal technology required by the course design. *** Page 26

28 Students receive (or have access to) information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services prior to admission and course registration. *** Students are provided with access to training and information they will need to secure required materials through electronic databases, interlibrary loans, government archives, new services and other sources. *** Throughout the duration of the course/program, students have access to appropriate technical assistance and technical support staff. *** Student support personnel are available to address student questions, problems, bug reporting, and complaints. *** Students have access to effective academic, personal, and career counseling. Minimum technology requirements for skills and equipment are established and made available to students. Student support services are provided for outside the classroom such as academic advising, financial assistance, peer support, etc. Policy and process is in place to support ADA requirements. Students are provided easy access to required course materials in print and/or digital format, such as ISBN numbers for textbooks, book suppliers, and delivery modes Program demonstrates a student-centered focus rather than trying to fit service to the online education student in on-campus student services. Efforts are made to engage students with the program and institution. Students are instructed in the appropriate ways of communicating with faculty and students. The institution provides guidance to both students and faculty in the use of all forms of technologies used for course delivery. 16 Tutoring is available as a learning resource. 17 Students are instructed in the appropriate ways of enlisting help from the program. Page 27

29 EVALUATION AND ASSESSMENT The program is assessed through an evaluation process that applies specific established standards. *** A variety of data (academic and administrative information) are used to regularly and frequently evaluate program effectiveness and to guide changes toward continual improvement. *** Intended learning outcomes at the course and program level are reviewed regularly to ensure clarity, utility, and appropriateness. *** A process is in place for the assessment of support services for faculty and students. 5 Course and program retention is assessed Recruitment and retention are examined and reviewed. Program demonstrates compliance and review of accessibility standards (Section 508, etc.) Course evaluations are examined in relation to faculty performance evaluations. 9 Faculty performance is regularly assessed. 10 Alignment of learning outcomes from course to course exists. 11 Course evaluations collect student feedback on quality of content and effectiveness of instruction. Perfect Score = *** Adapted from the Institute for Higher Education Policy's report Quality on the Line: Benchmarks for Success in Internet-based Distance Education (2000). Page 28

30 Appendix 2: Responses to Sloan Instrument Items Page 29

31 Quality Scorecard for the Administration of Online Education Programs: FGCU Summary Response This draft reflects each item of the Quality Scorecard instrument; this document will be used to assist the current group with its assessment using the Quality Scorecard. Institutional Support 1. The institution has put in place a governance structure to enable effective and comprehensive decision making related to distance learning. a. Decisions related to distance learning follow established policies and practices with ultimate authority resting with the Provost. zation_6_19_07.pdf pdf Curricula development is the responsibility of the faculty and the FGCU Faculty Senate. The faculty senate policies and practices must be followed; specific to this, syllabus guidelines at: are used and curricula oversight occurs through the Senate General Education Council, Undergraduate Curriculum Team, Graduate Curriculum Team and Program Review Team as appropriate. b. Technical support for distance learning is a shared responsibility among the offices of Curriculum and Instruction (Web, E-learning), Computing Services, and Network Services. Student support services are provided by the Library, Student Affairs, the Registrar s office, and Administrative Services and Finance. 2. Policies are in place to authenticate that students enrolled in online courses and receiving college credit are indeed those completing the course work. a. Access to Learning Management Systems (LMS) is equipped with a secure login and a pass code. Policies regarding the sharing of such login and pass code is made clear in writing in the Technology Acceptable Use Policy at: pdf b. hts_92011.pdf c Policy for intellectual property for course material exists. a. Copyright ownerships of course materials exist. This policy uses general terms such as "computer assisted instructional course work", "programmed instructional materials" and "which are used to assist or enhance instruction" to address online course material. b. See policy located at: 05.pdf 4. The institution has defined the strategic value of distance learning to its enterprise and to its relevant parts. a. In the Strategic Plan found at: Goal 1, Strategy 1 specifically mentions Page 30

32 Technology Support making existing programs more accessible and Benchmark 1.3 specifically mentions "Master of Education in Special Education will be offered entirely online". b. In the same document, Goal 1, Strategy 4 states "4.2: Enhanced tools and response in support of E-Learning/Distance Learning. Conduct review of best practices in the administration of D-L". c. The Guiding Principles at states "The University employs information technology in creative, experimental, and practical ways for delivery of instruction, for administrative and information management, and for student access and support. It promotes and provides distance and time free learning." 1. A documented technology plan that includes electronic security measures (e.g., password protection, encryption, secure online or proctored exams, etc.) is in place and operational to ensure quality standards, adherence to FERPA, and the integrity and validity of information. a. b. FGCU provides secure login to course material and makes available publically the acceptable use policy at: pdf and monitors innovations in authentication technologies. 2. The technology delivery systems are highly reliable and operable with measurable standards being utilized such as system downtime tracking or task benchmarking. a. Uptime and usage reports are monitored. Usage growth is tracked per semester (file is maintained by the ANGEL system administrator). Updates, patches, etc. are done between semesters or during breaks. Backups are made at regular intervals. 3. A centralized system provides support for building and maintaining the distance education infrastructure. a. The technologies used in online courses have become available to all courses and therefore the technical infrastructure has strong support. b. Although various aspects of the technical infrastructure are supported by a number of departments, the Information Resources Committee (IRC) provides a mechanism of centralizing technology discussions and coordination efforts. The IRC updates annually service and support benchmarking data, and makes recommendations on enhancing or purchasing systems. 4. The course delivery technology is considered a mission critical enterprise system and supported as such. a. Adequate budget is in place to maintain current technological infrastructure. Benchmarks are kept and monitored for the purpose of improving and upgrading technology. An annual Student Use of Technology survey is conducted to monitor changes in student technology preferences. b. A Load Balancer is in place and monitored to avoid a single point of failure for the Learning Management System (LMS) and other technologies. There is a commitment to provide adequate support to faculty and students and hours are adjusted as needed. Page 31

33 24/7 support has been identified as a need but the magnitude of the need has yet to be ascertained. 5. The institution maintains system backup for data availability. a. System backup is in place and supported by current budget. b. A disaster recovery plan is maintained by Academic and Event Technology Services and Computing Services. 6. Faculty, staff, and students are supported in the development and use of new technologies and skills. a. Professional Development opportunities are provided by Web, e-learning and Publication Services (WEP), Teaching Learning, and Assessment Initiative (TLAI), Library, and Business Technology Services (formerly CS). TLAI and WEP hold a showcase every year to demonstrate best practices and encourage the use of new learning technology. b. Support and tutorials are maintained by WEP, Library, CS, and Academic and Event Technology Service (AETS) and are publically available to students from: Course Development and Instructional Design 1. Guidelines regarding minimum standards are used for course development, design, and delivery of online instruction a. The Quality Matters (QM) rubric is available to evaluate the quality of course. b. An online course template was developed based on the revised QM rubric. This course template is available to faculty but faculty is not required to use it. Instructional Designers are available to work with faculty to assist in the design of their online courses. The e-learning staff teaches best practices on faculty presence and response times during course consultations, design workshops and course revision projects. c. Faculty is given minimum standards for design and delivery of courses as indicated in the following syllabus guidelines: is followed. 2. Technology is used as a tool to achieve learning outcomes in delivering course content. a. The online Learning Management System (LMS) is in place and available for any class. Adobe Connect and other web conferencing tools are also available. b. WEP, TLAI, and the Library provide guidance on the use of new technologies through presentations, demonstrations and training material made available online. c. New technologies are evaluated for accessibility, affordability, usability and addressing specific instructional/course delivery needs. 3. Instructional materials, course syllabus, and learning outcomes are reviewed periodically to ensure they meet program standards. a. A modified version of the Quality Matters rubric is used to systematically review and refine instructional material. The suggested online course template encourages student feedback at the end of a module or theme as a way of reviewing course material usefulness. Page 32

34 QM_Rubriuc_ pdf b. Faculty is expected to continuously review instructional materials to ensure they meet program standards. c. An analysis of the curriculum and associated outcomes occurs in the program review process. d. Annual evaluations and promotion reviews of faculty often include a review of instructional materials, course syllabus, and learning outcomes. 4. Courses are designed so that students develop the necessary knowledge and skills to meet learning objectives at the course and program level. These may include engagement via analysis, synthesis, and evaluation. a. The objectives of each course are described in the syllabus along with the means for assessing them. is followed. b. All FGCU programs assess critical thinking, communication and content knowledge. HUM 2510 is an example of an online course that assesses critical thinking and communication skills. 5. Learning objectives describe outcomes that are measurable. a. Programs are required to develop assessment plans for the measurement and attainment of learning objectives. All programs are required to address critical thinking, written communication and discipline-specific content knowledge and skills. b. The Program Review Team reviews learning objectives as part of the program review process. 6. Selected assessments measure the course learning objectives and are appropriate for an online learning environment. a. Faculty assesses the same course learning objectives whether the course is delivered online as a hybrid or face to face, and utilizes similar assessment strategies. Outcomes for students taking either online courses or online programs and student feedback indicate these strategies are appropriate. Hybrid is defined as a course that has face to face sessions and provides components of the course online. Syllabus and portfolio evaluations may occur as an example of the mechanisms used to determine whether or not course learning objectives are appropriate for an online environment 7. Student-centered instruction is considered during the course development process. a. Examples of challenge questions that trigger individual responses and motivate interaction among learners can be seen within the online courses. Using the QM Rubric aids in checking a course for engaging activities. QM standards: i. 5.2 Learning activities provide opportunities for interaction that support active learning. ii. 5.4 The requirements for student interaction are clearly articulated. iii. 6.2 Course tools and media support student engagement and guide the student to become an active learner. 8. There is consistency in course development for student retention and quality. Page 33

35 a. There is a procedure and criteria for course development that applies to both online and face to face courses. b. The QM Rubric could serve as a peer review tool; however only the instructional designers currently use the tool. 9. Course design promotes both faculty and student engagement. a. Instructional Design (ID) support is provided to faculty who transition a course from face to face to online or hybrid delivery. b. WEP offers workshops each semester covering technology use and engaging the student. Faculty is encouraged to include in the syllabus of an online course the interaction and engagement expectations. Use of the online course template encourages regular communication to the instructor from the students. Students can provide feedback at the end of the course via the Student Assessment of Instruction process; however this is focused on the instructor and not so much on the design of the course. c. The QM Rubric does review course design for engagement. 10. Current and emerging technologies are evaluated and recommended for online teaching and learning. a. Through the workshops, e-learning blog and Faculty showcase, WEP encourages and enables faculty to become familiar with innovative technologies. WEP analyzes the needs of faculty and students, as well as the available infrastructure and support staff, during the evaluation of new technology. Refer to the work of the LMS Task Force at as an example. b. The Technology Committee of the Faculty Senate also evaluates current and emerging technologies. c. A Course Design Academy is available to faculty. 11. Instructional design is provided for creation of effective pedagogy for both synchronous and asynchronous class sessions. The WEP e-learning staff provides Instructional Design support to faculty; provides faculty a course template and uses the QM Rubric to evaluate existing online courses. 12. Curriculum development is a core responsibility for faculty (i.e., faculty should be involved in either development or the decision making for online curriculum). a. At FGCU, faculty has the principal responsibility for the development and oversight of the curriculum of each program. b. All colleges have curriculum teams comprised of faculty that review proposed or modified curricula. The Faculty Senate has undergraduate and graduate curriculum teams that review and approve proposed or modified curricula. Course Structure 1. The online course site includes a syllabus outlining the course objectives, learning outcomes, evaluation methods, textbook information and other related course information, making course requirements transparent at the time of registration. a. The Syllabus is a requirement of every course. Page 34

36 b. Online courses delivered via the LMS include a link to the course syllabus on the course homepage. In each course, the syllabus is made available in either PDF or MS Word for easy viewing and printing. The University provides faculty with a syllabus template to simplify the development of an informative course syllabus. 2. The institution ensures that all distance education students, regardless of where they are located, have access to library/learning resources adequate to support the courses they are taking. a. Assistance in finding and using library resources is available to students and faculty at the reference desk, by phone, by , by appointment with a subject specialist, and through the Ask-A-Librarian and chat services. b. The Library has an information literacy program that provides appropriate library instruction to FGCU students. Instruction for students and faculty is designed and delivered by public service librarians in person and online. c. Librarians are responsible for creating online tutorials and research guides, offering multi-faceted library training sessions, providing individual research consultations, and designing course-specific instruction for students and faculty in the University. d. Interlibrary loans of articles are usually available electronically, depending on the lending library, and are free of charge. Distance learning students may also have Interlibrary Loan materials mailed to them at no charge. 3. Expectations for student assignment completion, grade policy, and faculty response are clearly provided in the course syllabus. a. Office hours are required syllabus items: b. Expectations are also mentioned in the QM Rubric used to evaluate online courses on a voluntary basis: i. 1.2 Students are introduced to the purpose and structure of the course. ii. 1.1 Instructions make clear how to get started and where to find various course components. iii. 5.3 The instructor s plan for classroom response time and feedback on assignments is clearly stated. 4. Links or explanations of technical support are available in the course. a. The online course template provided to faculty includes a top level discussion board called "Clarification Station" for the purpose of students posting questions about the course, including technical questions. This allows students to respond and provide assistance, and makes it simple for the instructor to monitor student questions. The LMS interface includes a link to online support documentation, and information on where to call for live support. FAQ's and other help resources are available from the ANGEL login page. b. Including technology related information is a recommendation in the Syllabus Guidelines Instructional materials are easily accessible and usable for the student. Students can access materials provided by instructors online through the University s Learning Management System - on the course webpage. Students can also purchase books online easily through the University s Learning Management System. 6. The course adequately addresses the special needs of disabled students via alternative instructional strategies and/or referral to special institutional resources. Page 35

37 a. The Office of Adaptive Services works with students and alerts faculty when accommodations are needed. The course syllabus also addresses disability accommodation services at the University: 7. Opportunities/tools are provided to encourage student-student collaboration (i.e., web conferencing, instant messaging, etc.). a. Training on interaction best practices is provided to faculty and adjuncts by WEPs Instructional Design staff. An online course is not just separated by time; they can also be online to accommodate spatial differences between the instructor and students. b. Some online courses require participation in discussions; c. Adobe Connect is available. Faculty uses it by choice to offer online office hours. d. Students are encouraged to interact in discussion threads. 8. Documents attached to modules are in a format that is easily accessed with multiple operating systems and productivity software (PDF, for example). a. Documents are saved in PDF format, unless a specific format such as Word, Excel, Access, etc. is required for a student to complete a learning activity. b. Word is also a format that students can view. The MS Office suite of tools is available to all students at a severely discounted price of less than $10. Teaching and Learning 1. Student-to-student interaction and faculty-to-student interaction are essential characteristics and are facilitated through a variety of ways. a. a. Faculty interaction in an online class and faculty interaction is available as part of the LMS. Instructors identify interaction requirements in the syllabus and/or assignments. b. WEP e-learning staff provides training on how to enhance interaction in an online course. c. Faculty is required by contract to maintain office hours; the syllabus includes faculty office hours for all classes including those offered online; d. If a student reports he/she cannot make contact with an instructor, the department chair will follow up. 2. Feedback on student assignments and questions is constructive and provided in a timely manner. a. A rubric tool is available in the LMS. Workshops and consultations on how to implement the LMS Rubric are provided to faculty and adjuncts each semester. b. Audio and video feedback is available through the LMS. 3. Students learn appropriate methods for effective research, including assessment of the validity of resources and the ability to master resources in an online environment. a. The Library s Information Literacy Program (ILP) offers multiple learning opportunities using a variety of methods designed for each level of educational experience. The ILP employs active learning to involve students in the learning process and facilitate their ability to learn independently. Active learning can take a variety of forms including Page 36

38 group work or collaborative learning, hands-on computer training, active learning exercises in class (cooperative learning), group projects, self-paced modules, presentations and writing. All students enrolled in ENC 1102 (English Composition) are required to complete the library s online tutorial designed to help students through the research process. The tutorial is available via Angel and the library s webpage. Large group F2F instruction sessions are provided upon request Individual requests for instruction are available online, via the phone or in person. b. A number of online demonstrations and tutorials are available to assist not only the DL student but also anyone interested in learning more about basic library training, peer review, interlibrary loan, evaluating information sources, creating persistent links and other aspects of the research and writing process. Workshops focus on specific topics and designed primarily for FGCU students, staff and faculty. Members of the public are also invited to attend, unless otherwise noted Students are provided access to library professionals and resources that help them to deal with the overwhelming amount of online resources. a. Assistance in finding and using library resources is available to students and faculty at the reference desk, by phone, by , by appointment with a subject specialist, and through the Ask-A-Librarian and chat services. b. Students can access library services through the course LMS 5. Instructors use specific strategies to create a presence in the course. a. To ascertain conformity with best practices, audits are conducted to determine indicators of e-learning quality including; accessibility of the course syllabus, course organization, appropriate use of , chat and/or discussions and use of the Angel grade book feature. Results indicated 100% of full-time faculty (n=153) teaching a DL course between spring 2007 and fall 2010 made use of all of these in their course(s). Additionally, 24% of full-time faculty attended further DL technology training. b. Faculty may also conduct self-evaluations. Social and Student Engagement 1. Students should be provided a way to interact with other students in an online community. Discussion forums and other LMS tools are used as determined by the faculty to encourage active learning and student engagement in online and hybrid courses. Faculty Support 1. Technical assistance in course development and assistance with the transition to teaching online is provided [for faculty]. a. Development assistance for faculty for online courses is centralized to WEPs e-learning services. Page 37

39 b. Design support, training, technical support, and troubleshooting are provided. Academic and Event Technology provides Tier 1 faculty support through the Academic Help desk. The Tier 2 support is routed to WEP e-learning staff and Tier 3 support is managed by the System Administrator who serves as the liaison with the technology vendor. The WEP e-learning staff is located on campus close to all the academic buildings and faculty offices. 2. Instructors are prepared to teach online education courses and the institution ensures faculty receives training, assistance, and support at all times during the development and delivery of courses. a. Faculty and adjuncts teaching online are provided comprehensive course development support, training and assistance by WEP e-learning staff, TLAI, AETS, CS, and FGCU Library. b. Different delivery models and a variety of assistance strategies are supported through the offering of workshops, recorded training sessions, e-learning blog and an online repository of learning material within the LMS. 3. Faculty receives training and materials related to Fair Use, plagiarism, and other relevant legal and ethical concepts. a. New faculty is invited to participate in a workshop where fair use, plagiarism and other relevant legal and ethical concepts are addressed. b. The library has just begun a year-long project to update its copyright policies. It will work in conjunction with the General Counsel s Office, WEP and other appropriate departments c. New faculty with less than two years of teaching experience are required to enroll in a course during their first semester at FGCU to provide them with instructional best practices in teaching and learning both online and face to face. 4. Faculty is provided ongoing professional development related to online teaching and learning. WEP provides opportunities for faculty. 5. Clear standards are established for faculty engagement and expectations around online teaching. Standards for faculty engagement in terms of office hours are defined for all instruction but nothing specific to online learning currently exists. Faculty workshops are provided to make them aware of emerging technologies and the selection and use of these tools. The Library and the Teaching and Learning Initiative provide opportunities for faculty. 6. Faculty workshops are provided to make them aware of emerging technologies and the selection and use of these tools. Student Support 1. Before starting an online program, students are advised about the program to determine if they possess the self-motivation and commitment to learn at a distance. a. Students interested in online classes are encouraged to visit the information resources for online learners at Included here is information on how to succeed as an online student, technology requirements and FAQ about DL and online learning. Page 38

40 2. Before starting an online program, students are advised about the program to determine if they have access to the minimal technology required by the course design. a. Tech requirements are available here: b. Tech requirements are referred to in the Syllabus guidelines: 3. Students receive (or have access to) information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services prior to admission and course registration. a. This information is available in the FGCU course catalog which is available online ( as well as the websites for the various programs ( and 4. Students are provided with access to training and information they will need to secure required materials through electronic databases, interlibrary loans, government archives, new services, and other sources. Assistance in finding and using library resources is available to students and faculty at the reference desk, by phone, by , by appointment with a subject specialist and through the Ask-A-Librarian and chat services. 5. Throughout the duration of the course/program, students have access to appropriate technical assistance and technical support staff. a. Technical support is available from the Learning Management System (LMS) and online at and Technical support hours are provided based on demand and are modified during certain times of the semester per longitudinal support data. b. Additional technical support is available from the Library s Computing & Technology Department and online at 6. Student support personnel are available to address student questions, problems, bug reporting, and complaints. a. Academic Technology offers Tier 1 support for general questions and Tier 2 support for advanced questions requiring system administrator access into the LMS. Computing Services offers computing Help Desk support for questions pertaining to general computing, and network access. b. Online self-help is available from and 7. Students have access to effective academic, personal, and career counseling. a. Academic counseling is available by telephone or . Personal counseling may be arranged in the same manner. b. Distance learning students can receive career counseling/assistance in variety of ways through the online resource center. This includes: i. MyPlan.com - a web-based career planning resource with an array of services; including self-assessments, occupational information, and information on graduate schools ii. College Central Network A web-based job and internship listing system, for students and alumni to post their resume and search for opportunities Page 39

41 iii. Links to additional web-based resources, such as NaceLink and EmployFlorida (job listing sites) iv. All instructional handouts used in the Career Center are available in downloadable form from the website. v. Advising via phone and/or Minimum technology standards [skills and equipment] are established and made available to students. Minimum technology and software requirements are available online at: 9. Student support services are provided for outside the classroom such as academic advising, financial assistance, peer support, etc. All services of the University are available during working hours for telephonic contact and additional access through and electronic learning platforms provide support services to students unable to be on campus. Interactions such as student conduct hearings or grievances can be accommodated by telephone and electronic means if necessary or requested. 10. Policy and process are in place to support ADA requirements. Technology is ADA compliant, per Section 508 requirements. Any student who self identifies with a documented disability will be given entitled accommodations and services to assist with the course. 11. Students are provided relevant information: ISBN numbers, suppliers, etc. and delivery modes for all required; instructional materials; digital format, e-packs, print format, etc. to ensure easy access. The Learning Management System utilized by all DL courses provides for these. 12. Program demonstrates a student-centered focus rather than trying to fit service to the distance education student in on-campus student services. a. At hiring, faculty is screened for a student-centered focus. b. Staff provided programs like Academic Advising or Career Development Services are responsive to online communication for students unable to participate directly with on campus services, and provide robust web environments with information to assist students. The advent of more secure video chat and could lead to the provision of psychological counseling services as well as less sensitive interactions with campus resources for Distance Learners, but this is still in its infancy and yet to be operational. Use of Skype services and live chat connections could be provided on a case by case basis depending on the topic and service being requested. 13. Efforts are made to engage students with the program and institution. a. Regular communication with all students and 24 hour access to on line services provide access to Distance Learning students. b. Use of Web sites, on line videos and electronic learning platforms for academic credit courses connects students with multiple formats for interaction. c. Students are notified by or via the Web of campus events. 14. Students are instructed in the appropriate ways of communicating with faculty and students. a. The Syllabus provides some of this to students. b. In addition, faculty may also include such information in the form of a course welcome or orientation to the course and online technology. c. Student conduct in the classroom is also discussed in the Student Guidebook Page 40

42 15. The institution provides guidance to students and faculty in the use of all forms of technologies used for course delivery. WEP e-learning services, AETS, CS and Library all offer training or provide training material corresponding to changes or updates to technology. 16. Tutoring is available as a learning resource. a. If students in online courses have brief questions, they can call the Writing Center for assistance. b. If students in online courses want feedback on a writing assignment, they can send the document as a Word attachment--along with information on the type of assistance they are seeking, the course name, and the due date--to the Writing Center Director via . c. Students who are taking online courses in addition to on campus courses are encouraged to visit the Writing Center in person if possible. d. The use of Smarthinking, an outside online writing assistance service offering extended-hour live support in addition to writing assignment critiques, has been piloted in several courses. The pilot is continuing in two virtual ENC 1102 courses this semester. e. Tutoring availability as a learning resource for students in online classes depends on the course that the student is enrolled. If it is a course in which tutoring in available in our Math & Science Walk-In Lab or through Supplemental Instruction, then students could take advantage of this opportunity by coming to campus for support. At this time, we do not offer online tutoring services. In addition to tutoring, students can also take advantage of Student Success Workshops to develop college skills such as time management, note-taking, test-taking, etc. Also, students can schedule an individual academic coaching session with a Retention Coordinator in order to set academic goals and ensure knowledge and access to other campus resources. f. Adobe Connect is now available for face to face tutoring. 17. Students are instructed in the appropriate ways of enlisting help from the program. Online programs provide instructions to students on how to solicit help. Evaluation and Assessment 1. The program is assessed through an evaluation process that applies specific established standards a. All programs are required to have a program assessment plan that describes outcomes, methods for assessment, and actions taken or to be taken following on review of assessment results. b. The program review process is standardized and conducted according to a seven-year schedule and by the Senate program Review team. 2. A variety of data (academic and administrative information) are used to regularly and frequently evaluate program effectiveness and to guide changes toward continual improvement. Data may include direct and indirect assessments of student learning and program efficacy measures including appropriate licensure results and post-graduation employment. Page 41

43 3. Intended learning outcomes at the course and program level are reviewed regularly to ensure clarity, utility and appropriateness. Faculty is asked to report on assessment activities and their outcomes annually and to make adjustments to assessment strategies to ensure clarity, utility and appropriateness. 4. A process is in place for the assessment of faculty and student support services. Each of the departments providing support services to faculty and students are required to assess their efficacy on an annual basis and this may include support for DL courses as well. 5. Course and program retention is assessed. D/W/F rates and program retention data are available but are not being used by most programs. 6. Recruitment and retention are examined and reviewed. These may be the topic of a program review but are not examined on a routine basis. 7. Program demonstrates compliance and review of accessibility standards. Accommodations for students who need them are available as required by law. 8. Course evaluations are examined in relation to faculty performance evaluations. SAI results are used by faculty in their performance evaluations. 9. Faculty performance is regularly assessed. Faculty is evaluated on an annual basis. 10. Alignment of learning outcomes from course to course exists. This may vary from program to program. 11. Course evaluations collect student feedback on quality of content and effectiveness of instruction. Yes. Page 42