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Approved by CAP, 9/18/07

Original Version Approved by the Board of Regents, January 2008

Revised Version approved by the Committee on Academic Programs, April 22, 2008

Georgia State University

Instructional Delivery Plan

Institution Contact: Dr. Timothy Renick, Associate Provost, Academic Programs

404-413-2580 or [email protected]

Dr. Sara C. Weigle, Chair, Committee on Academic Programs 404-413-5192 or [email protected]

Phone Number: Email: See above

Date Submitted: 9/19/07 File Name: IDPGSU_07_V2.doc.

Send electronically to:

Dr. Sandra Stone Vice Chancellor for Academic Programs and Planning [email protected]

and

Dr. Kris Biesinger Assistant Vice Chancellor for Instructional Technology [email protected]

and

Ms. Marci Middleton Director, Academic Program Coordination [email protected]

mailto:[email protected]



Approved by CAP, 9/18/07

References: USG Board of Regents Policy Manual: Section 303.03, Academic Affairs, Instruction Offered Externally See http://www.usg.edu/regents/policymanual/300.phtml.

USG Board of Regents Academic Affairs Handbook: Section 2.12, Off-Campus Instruction See http://www.usg.edu/academics/handbook/section2/.

http://www.usg.edu/regents/policymanual/300.phtml

http://www.usg.edu/academics/handbook/section2/

Institution Name: Instructional Delivery Plan

File Name Save file and name as IDPinstitutionabbreviation_year_version.doc. For example, the University of Georgia’s IDP file name would be IDPUGA_07.doc. If revised the same year, name IDPUGA_07_v2.doc.

Part I: Plans for Change, New and Discontinued Sites and Programs Complete summary information for all NEW external programs that your institution plans to offer within the next 3-5 years or plans to DISCONTINUE within that time period.

Off-campus Programs Off-campus Programs employ face-to-face instruction and interaction between instructor and students in an environment external to the institution’s primary campus. Use these codes to enter information for each site.

Field Entry or code

Site Name Name of location

Type of site OC = Off campus center H = Host campus consortium I = Instructional Site CS = Contract Site

Site continuation plans EC = Continuing Site ET = Existing site; plan to terminate N = New or planned

Degree Program Name of degree program

Program Status A = Plan to add D = Plan to discontinue

Off-campus Programs (new or to be discontinued)

Site Name Site Type Site Cont. Plans Degree Program

Program Status

OC, H, I, CS EC, ET, N A, D

GSU Buckhead Executive Education Center

OC EC M.B.A. (Executive) A

Central Perimeter Center, Atlanta OC EC M.B.A. (Executive) A

Scientific Atlanta/Cisco Learning Center, Atlanta

OC EC M.B.A. (Executive) A

United Arab Emirates University, Dubai

OC EC M.B.A. (Professional) A

Moscow State University, Moscow OC EC M.B.A. (Professional) A

Date Submitted: Version 1.1, 2/07 Page 1


Distance Education Programs In Distance Education Programs, the majority of courses required to earn the degree are delivered through one or more forms of distance technology, and the instructor of record and the student(s) are separated by time and/or geographic location. Enter information for programs that are FULLY distance, OTHER distance education programs, and alternate delivery formats.

FULLY Distance Education Programs (new or to be discontinued)

Primary Technologies

Program Name Internet Interactive Video CD-ROM Videotape Other

Master of Education in Mathematics Education X X X X X

Master of Education in Science Education X X X X X

OTHER Distance Education Programs (new or to be discontinued)



Alternate Delivery Formats In Alternate Delivery Formats, delivery deviates from traditional, degree programs offered by single institutions; used in conjunction with either off-campus or distance education programs. Examples include Collaborative Degrees and Dual Degrees.

Collaborative Degrees: Online degrees in which faculty from more than one institution join together to develop and deliver instruction. Each institution offers degree, and student receives degree from one institution, e.g., WebBSIT; WebMBA.

Collaborative Degrees (new or to be discontinued) Collaborating Institutions



Dual Degrees: Institutions partner to offer degrees with other institutions. Student receives degrees from both institutions.

Dual Degrees (new or to be discontinued) Partner Institutions

Other Alternate Delivery Formats: Other configurations in which institution offer degrees externally. Briefly describe the type of arrangement and the degrees offered in any other alternate formats that your institution has developed.

Other Alternate Delivery Formats Degrees (new or to be discontinued)



Part II: Current Sites and Programs Complete summary information for all CURRENT external programs that your institution offers.

Off-campus Programs Use these codes to enter information for each site.

Field Entry or code

Site Name Name of location

Type of site OC = Off campus center H = Host campus consortium I = Instructional Site CS = Contract Site

Site continuation plans EC = Continuing Site ET = Existing site; plan to terminate N = New or planned

Degree Program Name of degree program

Program Status A = Plan to add D = Plan to discontinue

Current Off-campus Programs

Site Name Site Type Site Cont. Plans Degree Program

OC, H, I, CS EC, ET, N

Alpharetta Center OC EC M.B.A. (Professional)

Henry County OC EC M.B.A. (Professional)

Perimeter Center OC EC M.B.A. (Professional)

Scientific Atlanta/Cisco Learning and Development Center (Atlanta)

OC EC M.B.A. (Professional)

United Arab Emirates University (Dubai)

OC EC M.B.A. (Executive)

Moscow State University (Moscow) OC EC M.B.A. (Executive)



Distance Education Programs Enter information for current Distance Education programs that are FULLY distance, OTHER distance education programs, and alternate delivery formats.

Current FULLY Distance Education Programs



PhD Nursing X X X X

Master of Education in Reading, Language and Literacy

X X X X X

Master of Arts for Teachers with a Major in Reading, Language and Literacy Alternative Preparation

X X X X X

Masters of Education in Science Education X X X X X

Masters of Education in Mathematics Education X X X X X

OTHER Current Distance Education Programs



Current Alternate Delivery Formats In Alternate Delivery Formats, delivery deviates from traditional, degree programs offered by single institutions; used in conjunction with either off-campus or distance education programs. Examples include Collaborative Degrees and Dual Degrees.

Collaborative Degrees: Online degrees in which faculty from more than one institution join together to develop and deliver instruction. Each institution offers degree, and student receives degree from one institution, e.g., WebBSIT; WebMBA.

Current Collaborative Degrees Collaborating Institutions



Dual Degrees: Institutions partner to offer degrees with other institutions. Student receives degrees from both institutions.

Current Dual Degrees Partner Institutions

PhD Public Policy Georgia Institute of Technology

Other Alternate Delivery Formats: Other configurations in which institution offer degrees externally. Briefly describe the type of arrangement and the degrees currently offered in any other alternate formats that your institution has developed.

Other Alternate Delivery Formats Current Degrees



Part III: Academic Programs and Delivery Methods A. Strategic Plan Describe your institution’s strategic plan to offer external instruction for the next three years. Identify disciplines, degree levels, delivery methods, and resource investments. Describe how these programs advance the mission of the institution. Georgia State’s external instruction is driven by the following goals in its 2005 Strategic Plan:

1. “Provide learning opportunities and a learning-centered environment that support individual styles and life circumstances of students” (p. 17).

2. ”Remain current in the application of computing and information technologies, congruent with the needs of the Net Gen students” (p. 33).

The initiation of proposals for distance delivery of programs originates with the departments offering the programs. Because they are closest to their constituencies, departments are at the best organizational level for realizing and acting on the need for distance delivery approaches.

Currently, a Professional MBA (PMBA) Program and an Executive MBA Program in the Robinson College of Business are offered at various off-campus centers. Delivery is principally face-to-face with liberal use of electronic communication and access to learning resources. These programs advance Georgia State’s mission by making graduate programs more accessible to students in the Atlanta metropolitan area and in strategic parts of the globe. Offering the programs at the off-campus locations allows students to maximize their learning time by traveling to a nearby location rather than spending additional commuting time to go to the downtown campus, and it gives students outside the metro area to benefit from the Georgia State business faculty, building important economic connections between Georgia and the world.

Georgia State University has also established a series of online versions of Masters in Education degree programs to provide better access for the State of Georgia’s teachers to crucial degree program in mathematics, science, language and literacy.

B. Local, Regional, State Needs, and Student Demand Document local, regional, and/or state needs and student demand for programs. Local and state needs and student demand for graduate business programs are propelled by increasing economic activity in the immediate Atlanta area and the growing presence of Atlanta as a hub for regional and international business. Demand for the PMBA program has increased faster than anticipated, leading to the college scheduling additional cohorts of students sooner than planned initially. Meeting demand for teacher education--especially in areas of math, science, and literacy—is crucial to the economic and social progress of the State of Georgia.

C. New Facilities Investments, Locations, Acquisition and Operating Costs, Financing, Other Commitments

If any of the plans for these offerings include using new facilities or new technologies, explain how the institution plans to address associated costs.



Due to community demand, Georgia State University has expanded its Professional MBA program to Henry County by renting space in that area. Additionally, for the convenience of students, the Executive MBA program is housed in improved rental space in the Buckhead, Perimeter, and greater Atlanta areas. The university expects to continue increasing the number of courses offered through distributed learning, the virtual classroom in cyberspace and other electronic media. While primarily offsite, the real impact of distributed learning is qualitative, and the university will adapt through the modification of existing space to better accommodate the needs of distributed learning. For example, when the SunTrust building tower becomes available for occupancy as office space, Georgia State University will immediately make plans to convert the vacated floors of the General Classroom Building to classroom space. As the enrollment of the university continues, Georgia State University will continue to review its logistics and finances.

D. New Technology Investments Provide information about projected lifespan of new technology, value, and improved learning outcomes. New technologies are continually under review and may be suggested to meet a need or to improve instruction. Suggestions come from faculty, students, staff, vendors, the BOR and other USG institutions. Once the need for a new technology has been identified and that need is shown to benefit the campus, a strenuous review process begins. This process includes identifying those needs in detail, reviewing white papers and research sites (i.e., Gartner), bringing in top vendors for demonstrations, building a ranked matrix of features which end users complete, and then making a decision with the shareholders. Projected lifespan is generally revealed during the research process.

Once funding is acquired and support determined, technologies are usually reviewed annually. Currently IS&T supports and maintains the major instructional technologies, or is in contact with groups who host these technologies, including uLearn (formerly called WebCT Vista and is BOR maintained), vClass (hosted by Elluminate), eTraining (hosted by Element K), Voice Tools (hosted by Wimba), MS Office, and Respondus.

Continued value of such products is determined via email, surveys, and anecdotal evidence from faculty, students and staff.

The most recent technology investment was Wimba’s Voice Tools. With this product, students are able to (1) have live discussions with their instructors and other students at any time, (2) create threaded voice discussions, and (3) send voice and audio email messages to their instructors and other students, using the University's course management tool or from a website. Instructors will be able to easily embed voice messages within their online courses to provide students with explanations of complex ideas, assignments, or introducing new topics. They are perfect for any type of vocal exercises in any subject or discipline and support traditional communicative styles of learning by giving students multiple methods of speaking and listening. This product is especially helpful for students with disabilities, thus improving accessibility of course materials. This product will be renewed in subsequent years based on its continued use and value to student learning.

On reflection, we think it may be important to include the Student Technology Fee process as an important component here. Most of these proposals focus on impact of student learning outcomes



and must show relationship to the University Strategic Plan. Further, since they are requested by academic and support units in response to demonstrated need, file reports of actual use, and are vetted by a University-wide committee with support from IS&T for technology infrastructure considerations and support from facilities for renovations requirements, we think they show value and support for student outcomes within the context of our University, College, and Unit learning environments. Since these projects have supported a variety of educational delivery systems, they are important to the IDP process.



Part IV: Infrastructure and Services This section addresses the elements of program delivery that ensure that quality is maintained and is organized into the following categories: • Infrastructure and Services Common to All External Programs • Infrastructure and Services Unique to Off-campus Programs • Infrastructure and Services Unique to Distance Education Outline information about infrastructure and services that are common to all external programs and not de-pendent upon delivery format. Briefly site actual process, policy, procedure, or practice for all components.

Infrastructure and Services Common to All External Programs B. Curriculum and Instruction

Educational content and student outcomes

The process for institutional review and approval of an External Academic Degree Program at Georgia State University is the same approval process as all programs as outlined in the University Senate approved policy dated October 5, 2006, for the Creation of New Degree Programs and Majors.

http://www2.gsu.edu/~wwwsen/committees/apace/policies/procedures.html

Process for Approval of Proposal to Deliver Degree Programs at Off-Campus Sites, By Distance Education, and/or by Alternate Delivery Formats (Approved by the Committee for Academic Programs, September 18, 2007):

Important notes: Units proposing a new degree program (rather than a new means of delivery for an existing degree program), must submit a Proposal for a New Degree Program (in conformity with guidelines specified under the University policy “Procedures for the Creation of an Academic Program” found at http://www2.gsu.edu/~wwwsen/committees/apace/policies/) in addition to speaking to the seven points outlined below. Units which already are approved to offer a degree at an off-campus location and wish to offer the same degree at new off-campus location may submit for expedited review by CAP an abbreviated proposal addressing issues specific to the new site, e.g. security issues, disability access.

All existing degree programs that propose to deliver 50% or more of their credits toward a degree at off-campus locations, by distance learning, or by alternate delivery formats must submit a proposal to be considered by the Senate’s Committee on Academic Programs (CAP). Included with this proposal should be the written support of the college(s) that will deliver the courses in the degree program. Upon a recommendation by CAP and the support of the Provost, the degree program will be added to Georgia State’s Instructional Delivery Plan (IDP) on file with the Board of Regents.


http://www2.gsu.edu/~wwwsen/committees/apace/policies/procedures.html

http://www2.gsu.edu/~wwwsen/committees/apace/policies/


The proposal submitted should be structured using the following template.

1) Describe the degree program in general, including the degree level, administering department and college, degree requirements, admission into the program, and so forth. Include details about the nature of the program (both existing and planned), its intended size, and the rationale behind the off-campus delivery and/or the application of distance education and/or alternate instructional delivery methods to this particular program.

2) Describe the proposed means of delivery in detail. If this program is to be offered at an off-campus site, please describe the physical facilities where instruction will take place. If this is to be delivered through technology, please describe the primary technologies to be used, e.g., internet, interactive video, CD-Rom, videotape.

If this is a collaborative degree, who are the collaborating institutions?

If this is a dual degree program, who are the institutional partners?

If the program entails course work involving multiple departments and/or units, have all affected parties been consulted? Please attach evidence of appropriate consultations.

3) Set forth the resources (administrative, fiscal and operational support) needed to offer the program, including (but not limited to) instructional resources. How many faculty will be employed and with what training? What equipment and facilities will be needed? How does the program intend to acquire needed resources and funding? Include a faculty roster of those who will be teaching in the proposed program.

4) Describe how the degree program will meet the following specific challenges that may emerge from the off-campus delivery , distance education and/or by alternate delivery formats:

(a) How will instructors be trained/prepared to deliver the course in the proposed format?

(b) How will the instructor be made available to students?

(c) How will the integrity of course assignments be maintained? (e.g., How will exams, written assignments, and oral assignments be assured to be the work of the enrolled student?)

(d) How will students make use of support services (library, learning support and tutoring, advising, counseling, disability services, career guidance, bookstore, testing and evaluation, technical support, etc.) if needed?



6) Specifically speak to how the integrity of student assessment in the program will be ensured. How does the program evaluate students off-campus or at a distance to ensure academic integrity? How are placement tests or departmental tests administered?

7) Specifically speak to how the program will be assessed overall with regard to meeting its stated learning outcomes. (Please attach the learning outcomes and assessment plan for the existing degree program, and include revisions that will be necessary to assess the program as newly delivered.) When and how will program assessment be conducted? How will data be collected regarding achievement of learning outcomes, retention and progression of students, and the effectiveness of instruction, and how will this data be used to make determinations about the comparable performance of students and the continuation of the program?

Appropriate technology

Georgia State University will continue to support a robust course management system hosted by the BOR as well as technologies that support delivery at a distance. Some of these technologies include vClass; our VOIP system which is hosted by Elluminate; and eTraining, an online training program consisting of four libraries and over 400 titles hosted by Element K. Additionally, all students currently have student email accounts, elocker space (web space), and access to Norton antivirus software that can be downloaded to their personal computers. CatChat, the university's wireless network, is available at the Alpharetta Center, Brookhaven Center, Buckhead, Henry County and (GWCC) Georgia World Congress Center sites.

Instructional materials

Instructional materials are available online, distributed personally, and/or available in other electronic formats.

C. Faculty

Training, professional development, and support

All GSU external degrees must be offered by existing academic units (instructional units, schools, or colleges).

For programs offered by distance education, the offering unit must provide an inventory of faculty with the expertise required to deliver this type of instruction. If an adequate inventory of qualified faculty is not yet available, the offering unit must identify the methods to be used to ensure the appropriate preparation of the faculty. In addition, a comprehensive evaluation plan specific to the program and modality of instruction must be



developed and included in the program proposal.

Training is available to faculty in multiple forms. Faculty has access to eTraining, one-on-one training sessions, workshops, tutorials, and online documentation. eTraining consists of self-study, web-based modules in approximately 450 titles. One-on-one training is available on all of the tools that may be used for teaching at a distance (uLearn, vClass, Respondus, Wimba Voice Tools, etc). All one-on-one training sessions offered by IS&T incorporate best practices and are pedagogically based. Workshops are either scheduled or conducted based on department requests and cover a variety of topics on teaching at a distance, course design, writing learning outcomes, etc. A Designer Resources course is available in uLearn to all faculty and encompasses tutorials, simulations, and text documentation.

Support is offered to faculty through Information Systems & Technology (UETS and the Help Center). UETS provides instructional design services, creation of web-based materials, uLearn support, digital media services, and technology training. The UETS website (www.gsu.edu/uets) provides a detailed list of web resources. Faculty also receives assistance through their college support groups, the Instructional Technology Center in the College of Education, and the Library. The BOR provides support for uLearn (GeorgiaView) through the Online Support Center. Vendors such as Element K, Elluminate and Wimba offer phone and online support.

The Center for Teaching and Learning http://www2.gsu.edu/~wwwctl/ provides support to all GSU faculty. The CTL offers seminars, teaching consultations help with teaching portfolios, course planning, assessment of student learning and student evaluations, and writing syllabi.

Credentialing requirements, ratios, and processes

No provisions are made for separate criteria for appointment of faculty to teach in external degree programs. In most cases, courses in these programs will be taught by full-time members of the faculty of the offering unit. When part-time or adjunct faculty is utilized, the standards for these appointments will be the same as those for on-campus assignments.

Evaluations All faculty members are evaluated each semester via a mandatory online evaluation process. Students are required to complete each course/faculty evaluation prior to seeing their grade for that course or prior to requesting an unofficial or official transcript. Students are sent email reminders throughout the evaluation period to encourage submission. Evaluations provide feedback related to delivery, content, and stated course outcomes. The evaluation tool and period were voted on and approved by the university senate. Online evaluations are activated for students beginning two weeks before finals through one week after grade submission. Faculty and departments are provided reports within one week of the end of the


http://www.gsu.edu/uets


evaluation process. D. Student Support

Library services The Georgia State University Library provides access to over 350 electronic databases, 189 from its own collection and the remaining number through the GALILEO (GeorgiA LIbrary LEarning Online) statewide consortium. Together, the electronic database collections provide access to over 14,000 full-text periodicals. Both GALILEO and Georgia State’s licensed databases are available for off campus access to currently enrolled students, faculty, and staff.

GSU students, faculty and staff have access to the library collections of all 36 institutions in The University System of Georgia (USG). GALILEO Interconnected Libraries (GIL), an extension of the GALILEO project in Georgia, provides a single universal, web-based catalog for the book collections of the member schools of the University System. Using the Universal Catalog, USG patrons are able to initiate requests for books directly from other libraries using a web-based service called GIL Express. Materials eligible for borrowing can be requested for delivery to any USG school and returned to any USG school.

Online resources and services, including online reference assistance, tutorials and research guides, are also available to provide students at external sites and in online classes with library support. Access to reference assistance from a librarian is available by way of chat software, instant messaging, email, and telephone.

The library also offers and continues to develop online research guides and online tutorials for subject disciplines and specific course work. These research guides and tutorials can be seamlessly integrated into uLearn , allowing students to use library resources without exiting the courseware.

Learning support and tutoring

Distance learning students have access to learning support and tutoring via several online tools (i.e., Ask a Librarian (online), the Online WAC and the online support center for uLearn (technical questions only)). Distance learners also have access to eTraining, one-on-one training sessions, workshops, tutorials, and online documentation.

Advising Distance learning students have access to advisors via phone, email vClass (VOIP using Elluminate), and appointments that can be arranged in person. Additionally, some off campus sites (i.e., Alpharetta and Brookhaven) have campus administrators who coordinate and arrange advising services for students as needed. Additionally, parity with on-campus programs in the



area of advising will be ensured administrative review. Counseling Distance learning students have access to mental health educational

materials through Lifeshops and through online screening assessments on the Counseling Center's web site at http://www2.gsu.edu/~wwwcou/ . Additionally, students have access to Ulifeline resource materials and self evaluations through the web site. Distance learning students who can come to the Counseling Center can make an appointment for assessment and referral. Additionally, any student in a crisis can access the web site's emergency link to review referrals, including the 24 hour national mental health crisis line.

Disability services Distance learning presents unique challenges necessitating consultation with instructors, increased creativity and involvement by the student with a disability in the accommodation process. For accommodations, the Office of Disability Services adheres to its policies and procedures outlined at www.gsu.edu/disability. These accommodations are determined on an individual basis. The student can make contact with the office via phone, email and fax. In addition, for off-campus sites, the following assistance is available for students with disabilities. The Alpharetta Center has a Braille computer workstation, Braille Printer, hydraulic lift desk, hydraulic lift chair, voice recognition software, Head Master Plus (operates mouse by head movements), and zoom text. The Brookhaven Center has zoom text and voice recognition software.

Career guidance Students have access to a wide range of career planning and job search services through the online career services system and the University Career Services website at www.gsu.edu/career. Career assessments; local, regional and national job listings, including internships and career opportunities; and career and job search information is readily available.

Bookstore Georgia State University bookstore offers online ordering 7 days a week, 24 hours a day with shipping to any location in the world. .

Testing and evaluation

uLearn provides multiple tools for online testing and evaluation and is available to all instructors and courses. The quizzing feature in uLearn affords randomization of questions and answers, no print code (so students can’t copy and paste) and the ability to set begin and end dates and times for a quiz. Each department or college may establish their own guidelines for student


http://www.gsu.edu/career


evaluations through the use of quizzes and exams and multiple alternative assessments (i.e., projects, case studies, presentations, etc). Departments may opt to enlist testing centers at remote locations close to students for proctored exams.

Technical support Technical support is provided by multiple resources including the instructor; the OSC (Online Support Center), a BOR service for uLearn; open access labs located in the off-campus sites; vendors hosting vClass and eTraining; and the University’s Help Center for problems with student email and elocker (web) space. Technical assistance with library databases and library related applications is provided by the library (see section on Library Resources above).

Curriculum, course & degree requirements

The basic curriculum of the program is equivalent to the authorized unit’s approved program. The criteria for electives or substitutions for specific requirements are equivalent at all locations.

Costs and payment policies

Student costs and associated fees are posted online and available to students at any time. At present we do not have differential costs for off-site or distance courses. The eTuition option is not used.

Faculty/student interaction

Students have the opportunity to interact with faculty in the classroom of off-campus locations, via appointments (in-person and online), online interaction using the University’s course management system and/or vClass (VOIP), email, etc.

Communications There are multiple communication systems for distance learning students to receive information on a timely basis including email, websites, and the learning management systems. All students, whether on campus or off, have access to the student email system. Campus announcements and information are sent to students through this system. Students may point the student email system to other email systems if they desire. General announcements on uLearn (GeorgiaView) for downtimes due to maintenance or upgrades are posted in the Announcements section of uLearn.

• Course information

Course information is available online to all students through the GSU website. Instructors may also communicate with students via uLearn using the Mail, Discussions, or Announcement tools. Instructors may set office hours using vClass or make announcements during vClass sessions. Course information may be made available through uLearn, vClass, or the student email system.

• Access to resources

Students have the same access to resources currently available to our on-campus students.

E. Administrative, Fiscal, and Operational Support

Cross-department External degree programs at GSU must be offered by existing academic



planning and coordination

units. These units retain control and authority over these programs, and institutional review of these programs occurs as an integral part of the University’s existing program review process administered by the Associate Provost for Institutional Effectiveness.

Operational plan See below (Budget)

Budget Before a proposal for an external degree is approved by the Committee on Academic Programs and included in the Instructional Delivery Plan, the offering unit must provide a budget including a realistic estimate of the costs associated with the program. This includes a detailed estimate of the costs of developing and implementing a quality program. Consequently, each program budget must contain detailed estimates–specified separately for authorized and cooperating units--concerning faculty and staff positions, library, laboratory, and other specialized facility resource requirements, travel and other significant operating expenses. If the support for the program is the result of an internal reallocation of resources, explicit details will be included in the proposal. The budget must reflect the start-up costs of the program, projected costs for completion of the first cycle of students, and additional costs associated with any future cycles of students.

F. Other

Compliance with law and policy

See below

Security With regard to the use of copyrighted materials in external education, instructors are directed to the guidelines established in the Regents Guide to Understanding Copyright and Fair Use and the Regents Guide to the TEACH Act. In addition, the University Libraries provide services to help instructors follow these guidelines, including password-protected reserves. To ensure compliance, these reserves require the changing of passwords each semester.

In accordance with the Security Review Policy, where appropriate, IS&T Information Security department staff will conduct risk assessments of technologies/processes that are being evaluated and/or used at Georgia State University. http://www2.gsu.edu/~wwwccs/doc/uccs/policy/pol/securityreview.htm

Moreover, all distance education or off-campus offerings are subject to the University Information Systems Use Policies. http://www2.gsu.edu/~wwwccs/doc/uccs/policy/pol/archpolicy.htm>

The handling of sensitive or confidential data is subject to review by the GSU Chief Information Security Officer.

Contracts, licenses, and

The Associate Provost for Academic Programs is responsible for



policies identifying and resolving any issues related to contracts, licenses, policies or practices arising as a result of distance education or off-campus offerings.

Safety

The Georgia State University Police Department's function is to provide law enforcement, security, and safety services to the University community and the immediate surrounding communities directly affecting the activities of the University. Georgia State University Police Support Services provides fee-based security services to sponsoring departments on an as-needed/as-available basis. Programs, centers, and students that are located away from the main campus can request these services online.

It is the responsibility of the offering unit to ensure that appropriate arrangements have been made for the safety and security and accessibility of the students and faculty. A review of these arrangements is conducted by our University Police prior to the initiation of any new external campus delivery method.

G. Evaluation and Assessment

Evaluation methods

Each proposal submitted to the Committee on Academic Programs for an external degree offered by distance education will include an indication of how students will meet the educational goals of the degree program. In addition, each proposal will have an evaluation plan, including methods to be used in evaluating student learning outcomes, student retention, student



and faculty satisfaction, and information and instructional support. The evaluation plan will also include a description of the plans for formative and summative evaluation of the program. No distinction will be made between off-campus and on-campus programs regarding assessment and evaluation.

Data collection and reporting

Each program will be assessed via the established academic review process as to whether it is meeting its stated learning outcomes. Review will assess: when and how program assessment is conducted; how data will be collected regarding achievement of learning outcomes; and measure retention and progression of students. The effectiveness of instruction and the resulting data will be used to make determinations about the comparable performance of students and the continuation of the program.

Retention and participation

See above.

Program review Program Management – Each program proposal will contain a specified plan for program maintenance and program quality. This plan will provide contact persons at cooperating units, a detailed timetable, and complete plans for application and matriculation of students. In addition, specific plans will be provided concerning the schedule of courses, the duration of the program, program review, and possible duplication with other programs in the immediate area.



Infrastructure and Services Unique to Off-campus Programs (Not applicable) Outline information about infrastructure and services unique to off-campus programs. Site actual process, policy, procedure, or practice for each component. If there are differences by specific location in the way services are rendered, discuss them. However, if services are managed in a uniform way, then address all off-campus programs together.

B. Curriculum and Instruction Site(s): Degree(s):




C. Faculty Site(s): Degree(s):


Example: All faculty who teach at off-campus locations are required to attend one session that reviews all of the procedures surrounding delivery of instruction away from campus. Topics include relevant campus policies on how to address student issues that might arise, who to contact for help, services provided on-site and online, travel reimbursement, etc.



Evaluations

D. Student Support Site(s): Degree(s):

Library services


Advising

Counseling

Disability services

Career guidance

Bookstore


Technical support






Communications




Site(s): Degree(s):

Cross-department planning and coordination

Operational plan

Budget

F. Other Site(s): Degree(s):


Security

Contracts, licenses, and policies

Safety

G. Evaluation and Assessment Site(s): Degree(s):

Evaluation methods



Program review



Infrastructure and Services Unique to Distance Education (Not applicable) Outline information about infrastructure and services unique to distance education. Briefly site actual process, policy, procedure, or practice for each component. If there are differences tied to specific technologies or to specific academic programs, address them individually. Otherwise, explanation can address all distance education programs.

B. Curriculum and Instruction All DE programs? ___ Specific Technologies: Specific Degree(s):




C. Faculty All DE programs? ___ Specific Technologies: Specific Degree(s):


Example: All faculty who teach online are required to have participated in an online teaching course offered by our IT staff or to show evidence of experience teaching online prior to coming to our institution. The course covers topics such as managing instruction, communicating with students, and setting appropriate expectations. More information about this course is located at URL.



Evaluations

D. Student Support All DE programs? ___ Specific Technologies: Specific Degree(s):

Library services


Advising

Counseling

Disability services

Career guidance

Bookstore


Technical support






Communications




All DE programs? ___ Specific Technologies: Specific Degree(s):

Cross-department planning and coordination

Operational plan

Budget

F. Other All DE programs? ___ Specific Technologies: Specific Degree(s):


Security

Contracts, licenses, and policies

Safety

G. Evaluation and Assessment All DE programs? ___ Specific Technologies: Specific Degree(s):

Evaluation methods



Program review


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