Developing and Sustaining an Online

Education Program: Jump starting an on-ground to an online program?

Enna E. Trevathan, RN, MSN, MBA, DNP, CNL

Abstract

Online education has become an increasingly popular means of delivering

educational programs across many disciplines. Several universities and colleges

have found online education to be helpful in meeting increasing enrollment

demands. Whether directly or indirectly, the needs for sustaining this modality have

also provided additional resources that support both students and faculty. A number

of challenges, however, are associated with developing this type of program. The

purpose of this presentation is to share some of the challenges and successes that

University of San Francisco School of Nursing and Health Professions (USF-

SONHP) has experienced in developing the RN/MSN Online program. Also,

highlighted will be some of the methods and models employed to develop this

program from face to face (F2F) to online. What are the concerns or issues related to

buy-in, planning, engagement, development, implementation, efficacy, management,

funding, return on investment (ROI) and student successes?

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Learning Objectives

At the end of this presentation, the attendees will be able to:

Understand the mechanics of planning, developing, implementing and continuously evaluate a new online program.

Create and/or obtain the tools necessary to start an online program from an on-ground model.

Engage the right stakeholders early on in the process. Avoid some of the pitfalls of new program development. Have a successful launch!

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Where to Start?

Have you decided on a program? Who is going first? And why?

Planning session Stakeholders Prospectus Project management Accreditation WASC Other

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Where to Start Part II

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Where to Start Part III

Budget development What infrastructures are already in existence? ITS Learning Management System Communications/Marketing Support Services: Library, CIT, CTE, One Stop

Tuition/Fees Late registration fees Regular school calendar or special online course

delivery calendar?

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New Program Development (NCAP)

What is your internal process? Do you have a specific form to complete to inform the required

departments?

College Curriculum Committee

Core Advisory Committee

Department and/or School Curriculum Committee

The budget office

Facilities

CIT/CTE/ITS

Do you have the blessings of the Board, the President, the Provost, the Dean and specially the Faculty?

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6 to 12 Final Preparation New faculty/staff is hired Space renovations completed, as necessary Student recruitment begins Program Start-up Funds become available Initial student applications processed Student prospects handled Advisory board consulted re: program development, student enrollment 6 to launch Execution and Roll-Out Initial students admitted to program Plan for regular consultation with advisory board established First students welcomed; program launched

Sample Forms Requirements

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More NCAP Timeline Continue

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Last but not Least

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Admissions

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Marketing

Develop a separate marketing budget

Marketing efforts: Centralized, decentralized, partnership

Interactive: Paid search, online portal listings, Email, internet

Advertising: Newspaper, journals, etc.

Search: From website efforts

Reporting weekly or monthly progress

Landing Page Testing old and new design

Breakdown of leads per channel category

New Infographics Director approved #1 (Nurses Essential to Delivering Cost-Effective Care); Topic #2 (Nurses Preventative)

Website Conduct teleconference to review initial designs

Spring Webinar ADN Student webinar - BSN

Upload of webinar recordings to the website for future use

Stock Images for marketing use refresh as often as possible

PR Strategy in progress Professor Connors new article has been published in the Huffington Post: How Books@Work Is Bringing Humanities to the Front Line

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State Authorization

USF continues to make a good faith effort to monitor the laws in each state, authorization regulations for distance education varies from state to state. Prospective students should check this site for updates in USF's state authorization statuses.

http://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-list

Due to regulations regarding online degree programs in higher education, effective November 1, 2011, the University of San Francisco is unable to accept applications for admission to online degree programs from students residing in Alabama, Arkansas, Iowa, Massachusetts, Maryland, North Carolina and Wisconsin. For questions, please contact the Office of Online Education at 415-422-4962. Please reference www.usfca.edu/state-auth for the most updated list.

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http://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-listhttp://myusf.usfca.edu/provost/vice-provost/compliance/state-authorization-status-list

Course Development Who are the developers? Do you have any? Who are the subject matter experts (SMEs)? Will the developers received a monetary stipend or course load relief? Do you have internal instructional designers or do you have to hire external

designers?

Do you have the capabilities to produce multimedia and interactive modules? Lecture capture? Do you have a recording studio?

Who will do the final Quality Control?Assurance (QC/QA) of the course contents and mechanics prior to release?

Do you have the capabilities to make the courses fully accessible? ADA compliant? Copyright issues or opportunities? Who will be responsible and accountable for quarterly/semi annual or annual

reviews or remodel?

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Personnel Resources & Needs

Who will teach and administer the program? Scheduling

Regular 9 months Year around 3 semesters

New FTE, # of FTEs Teaching across various modalities/program? Totally dedicated to online teaching?

Adjunct faculty Contractual # of units allowed to teach in a semester? Specialty requirements?

Program Director course load relief?

Support staff Per program/across programs/per # of enrollees? Levels: Program Assistant/Department Supervisor/Program Administrator?

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Completing the Circle

Student Course Surveys Student Faculty Surveys Faculty surveys Collaboration among course instructors/course designers/course

developers/program director on course review needs & effectiveness?

Have you develop a course review needs? Quarterly? As needed? Expedited?

Student Handbook (May be generic with Online component) Faculty Handbook

Highlight of Online teaching gems Who are the gurus or support systems?

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Training & Development Initial baseline training on Online teaching

Who is excited about Online Teaching?

Who do you have to cajole or coerce?

Certification requirement for Online teaching Advance training on current LMS Continuous training

Monthly meetings

Avenues to share best practices

Special webinars

Course leaders Advisors

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Landing page

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SONHP Online Course Development Calendar

Semester

Approximate Development

Start Date

Course Name

Faculty Interested in Developing Course

Spring 2012 A

(Jan 3 Feb 27)

August 2011

PSCA Graduate Writing (4 units)

N501 Transitions to Nursing (2 units)

Spring 2012 B

(Feb 28 Apr 23)

September

2011

N505 Community Health (3 units)

N506 Community Health Practicum (2

units)

Summer 2012 A

(May 1 June 25)

December

2011

N603 Assessment (3 units)

Summer 2012 B

(June 26 Aug 20)

January 2011

N600 Foundations of Graduate Nursing

(2 units)

N613 Intro to CNL Role (1 unit)

Fall 2012 A

(Aug 28 Oct 22)

March 2012

N642 Epidemiology and Population

Statistics (4 units)

Fall 2012 B

(Oct 23 Dec 17)

May 2012

N612 Advanced Patho and Pharm (3u)

Spring 2013 A

(Jan 2 Feb 26)

August 2012

N639 Nursing Inquiry (4 units)

Spring 2013 B

(Feb 27 Apr 23)

September

2012

N614- Healthcare Systems Leadership

(3u)

Summer 2013 A

(Apr 30 June 24)

November

2012

N629 Financial Resources Management

(3 units __________________________________

N623- CNL: Team Manager (1 unit)

_______________________

Summer 2013 B

(June 25 Aug 19)

January 2013

N648 Healthcare Policy & Ethics (3 units)

Fall 2013 A

(Aug 27 Oct 21)

March 2013

N640 Informatics (2 units)

__________________________________ N615- CNL as Educator

_______________________

Fall 2013 B

(Oct 22 Dec 16)

May 2013

N628 CNL: Outcomes Manager (1 unit)

Spring 2014 A B

(TBA)

TBA

N651: Role Synthesis (2 units)

N563: RN-CNL Internship (2 units)

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ADN to MSN (2 years +1 semester) BSN to MSN (2 Years)

Course Hours Units Course Hours Units

Foundation Courses Foundation Courses

NURS 500 Graduate Writing and Research 4

NURS 501 Transitions to CNL Graduate Education 2

NURS 505 Community Health Nursing 3

NURS 506 Community Health Nursing Practicum 90* 2

NURS 600 Foundations of CNL Leadership 2 NURS 600 Foundations of CNL Leadership 2

NURS 603 Assessment Across the Lifespan 3 NURS 603 Assessment Across the Lifespan 3

NURS 613 Introduction to the CNL Role - 1 NURS 613 Introduction to the CNL Role - 1

Core Courses Core Courses

NURS 642 Epidemiology and Populations Statistics 4

NURS 642 Epidemiology and Populations Statistics

4

NURS 612 Advanced Pathophysiology and Pharmacology 3

NURS 612 Advanced Pathophysiology and Pharmacology

3

NURS 639 Nursing Inquiry 4 NURS 639 Nursing Inquiry 4

NURS 614 Healthcare Systems Leadership 3 NURS 614 Healthcare Systems Leadership 3

NURS 629 Financial Resource Management 3 NURS 629 Financial Resource Management 3

NURS 623 CNL Role: Team Manager & Leader 60 1 NURS 623 CNL Role: Team Manager & Leader 60 1

NURS 648 Healthcare Policy & Ethics 3 NURS 648 Healthcare Policy & Ethics 3

NURS 628 CNL Role: Clinical Outcomes Manager 60 1 NURS 628 CNL Role: Clinical Outcomes Manager 60 1

NURS 615 CNL Role: Educator 60 1 NURS 615 CNL Role: Educator 60 1

NURS 640 Healthcare Informatics 2 NURS 640 Healthcare Informatics 2

Capstone Courses Capstone Courses

NURS 651 CNL Role: Role Synthesis 2 NURS 651 CNL Role: Role Synthesis 2

NURS 653 RN-CNL Internship 220 2 NURS 653 RN-CNL Internship 220 2

TOTAL 490 46 TOTAL 400 35

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Forecasting & Tracking

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Initial vs. Tentative Corrected Projections 2014

WS A SP B SU A SU B FA A FA B Total

2011 - - - - - - -

2012 12 - 21 - 54 - 87

2013 51 - 36 - 58 - 145

2014 51 - 36 - 58 - 145

2015 51 - 36 - 58 - 145

2016 51 - 36 - 58 - 145

2017 51 - 36 - 58 - 145

2018 51 - 36 - 58 - 145

2019 51 - 33 - 32 - 116

2020 11 - - - - - 11

2021 - - - - - - -

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Initial vs. Adjusted Projection Based on 8 week/semester model

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Registration Activities

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Lessons Learned and More to Be Learned

Positive outcome: Your online endeavor may have a positive impact on your on-ground program delivery! Uh?

Starting a new program on Jan 2 is asking for a whole lot! Happy New Year!!! A carousel course delivery design is mostly effective for less than 50 students! A majority of students attending online program especially within a 50 miles radius from the

campus are juggling much more than a 40 hour work week!

Depending on the program, be ready to experience a 10% or more in LOAs! You will be extremely lucky (smart) to meet your original goals of enrollment! Have a back up

plan!

2 eight weeks session in a semester may not be ideal for some programsDefinitely not for this graduate nursing program!

Expect a higher number of request for Incompletes! Your on-ground instructors may navigate to online teaching! What do you do now? Or vice versa! Have a planned periodic curriculum review committee! More than 3 months may be needed to conduct a full course development! Higher Ed says! State Regulations want what? By When? Oh no! I have 3 students in that state! And many more!

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Are You & Your Teams Ready to Take the Plunge?

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Upcoming Deadlines

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Last Minute News & Development Hello WCETers

Money, money, money. Turns out that for GenX, a passion for learning drives them to graduate school, while for Millennials its all about the Benjamins. Meanwhile a new report from the Lumina Foundation points out that a college education yields more than just money.

Coding bootcamps are popping up on campus, or in partnerships, both for credit and not for credit.

And a new study shows that nearly three quarters of all students work while attending college, and unfortunately not in their area of study.

I look forward to seeing many of you in just 13 days! Dont forget to download the app, login and make your personalized schedule!

Have a wonderful week,

Cali

WICHE Cooperative for Educational Technologies (WCET) accelerates the adoption of effective practices and policies, advancing excellence in technology-enhanced teaching and learning in higher education.

WCET, the leader in the practice, policy, and advocacy of technology enhanced learning in higher education

http://wcet.wiche.edu/ 37

https://campustechnology.com/articles/2015/10/21/money-motivates-millennials-to-pursue-masters-degrees-passion-for-learning-draws-gen-xers.aspxhttps://campustechnology.com/articles/2015/10/21/money-motivates-millennials-to-pursue-masters-degrees-passion-for-learning-draws-gen-xers.aspxhttp://www.ccdaily.com/Pages/Campus-Issues/Yielding-more-than-just-money.aspxhttp://www.educationdive.com/news/southern-new-hampshire-u-partners-with-flatiron-school-coding-bootcamp/408135/https://www.insidehighered.com/news/2015/10/09/lynn-university-and-general-assembly-team-credit-bearing-study-abroadhttp://chronicle.com/blogs/wiredcampus/university-run-boot-camps-offer-students-marketable-skills-but-not-course-credit/57494?cid=wc&utm_source=wc&utm_medium=en&elq=dde47f806d074cf4bda28ef6a011185d&elqCampaignId=1604&elqaid=6560&elqat=1&elqTrackId=f36ec873http://chronicle.com/blogs/wiredcampus/university-run-boot-camps-offer-students-marketable-skills-but-not-course-credit/57494?cid=wc&utm_source=wc&utm_medium=en&elq=dde47f806d074cf4bda28ef6a011185d&elqCampaignId=1604&elqaid=6560&elqat=1&elqTrackId=f36ec873https://www.insidehighered.com/news/2015/10/28/study-calls-stronger-connection-between-jobs-and-educationhttps://crowd.cc/s/9mEc

References

Provident, I., Salls, J., Dolhi, C., Schreiber, J., Mattila, A., & Eckel, E. (2015). Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students. Online Learning, 19(3), 128-143.

Murphy, C. A., & Stewart, J. C. (2015). The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap. Online Learning, 19(3), 91-110.

Heckman, R., sterlund, C. S., & Saltz, J. (2015). Blended Learning at the Boundary: Designing a New Internship. Online Learning, 19(3), 111-127.

LaPointe Terosky, A., & Heasley, C. (2015). Supporting Online Faculty through a Sense of Community and Collegiality. Online Learning, 19(3), 147-161.

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Thanks for Attending

Jump Starting an On-ground to an Online

Program!

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Many More Thanks to

Dean Karshmer for believing in me and allowing me the opportunity to take the plunge and not drown!

Pearson- Embanet- Compass for partnering with us! My slim but mighty staff!

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