The  Online  Learning  Consortium’s  Quality  Scorecard  for  Online  Programs  (QSC)   is  an  easy-­‐to-­‐use  process   for  measuring   and   quantifying   elements   of   quality  within   online   programs   in   higher  education.  By  evaluating  each   of   the  respective  quality  indicators  within   the  established  nine  categories,   an   administrator  of   online   programs   can   determine   strengths   and   weaknesses   of  their  program.  The   results  of   this  tool  identify  program  weaknesses  that  can  be  used  to  support  program   improvement  and  strategic  planning   initiatives.   The   Quality  Scorecard   could   also   be  used  to  demonstrate  to  accrediting  bodies,  elements  of  quality  within  the  program  as  well  as  an  overall  level  of  quality.The  Quality  Scorecard  2014  contains  75  unique  quality  indicators-­‐-­‐each  indicator  is  worth  up  to  three  points.  The  75  quality  indicators  are  within  nine  different  categories:  Institutional  Support;  Technology   Support;   Course   Development   and   Instructional   Design;   Course   Structure;  Teaching  and  Learning;  Social  and  Student  Engagement;  Faculty  Support;  Student  Support;  and  Evaluation  and  Assessment.The  administrator  will  first  determine  at  what  level  their  program  meets  the  intent  of  each  of  the  quality  indicators  after  examining   all  procedures  and   processes.   The  next   step  is   to  determine  how  that   score   can   be   substantiated  or  demonstrated   to  others.   The   following   describes   each  point  value.

0   points   =   Deficient.   The   administrator   does   not   observe   any   indications   of   the  quality  standard  in  place.1  point  =  Developing.   The   administrator  has  found  a   slight  existence  of   the  quality  standard  but  difficult  to  substantiate.  Much  improvement  is  still  needed  in  this  area.2  points   =   Accomplished.   The   administrator  has   found   there   to  be  moderate   use  and  can  substantiate   the  quality  standard.   Some   improvement  is  still  needed   in  this  area.3  points  =  Exemplary.  The  administrator  has  found  that  the  quality  standard  is  be-­‐ing   fully  implemented,   can   be   fully  substantiated,   and   there   is  little   to  no   need   for  improvement  in  this  area.

The  Quality  Scorecard  is  versatile  enough  to  be  used  to  demonstrate  the  overall  quality  of  online  programs,  no  matter  what  size   or  type   of   institution.    The  Quality  Scorecard  (version  1,   2010)  was  originally  developed  through  a  6-­‐month  Delphi  study  involving  43  experts  in  online  education  administration  (83%  had  more   than  nine  years  of  experience).  The  Quality  Scorecard  (version  2,   2014)  was  modified  using   a   portion  of   the   expert  panelists,   three   years  of   feedback,  and  adaptation  with  use  in  the   field.  The  following  range  of  scores  should  be  applied  after  scoring,  developing  justifications,  and  providing  artifacts  for  substantiation:

90-­‐100%  (202—225  points)  =  Exemplary80-­‐89%  (180—201  points)  =  Acceptable70-­‐79%  (157—179  points)  =  Marginal60-­‐69%  (134—156  points)  =  Inadequate<  59%  (<  133  points)  =  Unacceptable

Contact  the   Online   Learning   Consortium  at   (781)  583-­‐756  if   interested   in   a   formal   program  review  of  online  programs.

Note:  The  Quality  Scorecard  contains  adaptations  of   the  24  quality  standards  identified  by  the  Institute   for   Higher   Education   Policy   report,   Quality   on   the   Line:   Benchmarks   for   Success   in  Internet-­‐based  Distance  Education  (2000).

Introduction to the Quality Scorecard

Note: The order of quality indicators within each category does not signify rank of importance. They are provided in random order.

1© 2014 Online Learning Consortium

INSTITUTIONAL SUPPORT (27 POINTS) SCORE

1 The institution has a governance structure to enable clear, effective, and comprehensive decision making related to online education.

2 The institution has policy and guidelines that confirm a student who registers in an online course or program is the same student who participates in and completes the course or program and receives academic credit. This is done by verifying the identity of a student by using methods such as (a) a secure login and passcode, (b) proctored examinations, or (c) other technologies and practices that are effective in verifying student identity.

3 The institution has a policy for intellectual property of course materials; it specifically addresses online course materials and is publicly visible online.

4 The institution has defined the strategic value of online learning to its enterprise and stakeholders.

5 The organizational structure of the online program supports the institution’s mission, values, and strategic plan.

6 The online program’s strategic plan is reviewed for its continuing relevance, and periodically improved and updated.

7 The institution has a process for planning and allocating resources for the online program, including financial resources, in accordance with strategic planning.

8 The institution demonstrates sufficient resource allocation, including financial resources, in order to effectively support the mission of online education.

9 The institution has a governance structure to enable systematic and continuous improvement related to the administration of online education.

TECHNOLOGY SUPPORT (21 POINTS) SCORE

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, in accordance with established standards and regulatory requirements.*

Quality Scorecardfor the Administration of Online Programs

0 = Deficient 1 = Developing 2 = Accomplished 3 = Exemplary

2© 2014 Online Learning Consortium

0 = Not Observed 1 = Insufficient 2 = Moderate Use 3 = Meets Criterion Completely

Adapted from Institute for Higher Education Policy’s Quality on the Line: Benchmarks for Success in Internet-based Distance Education (2000).

*

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 institution has established a contingency plan for the continuance of data centers and support services in the event of prolonged service disruption.

6 Faculty, staff, and students are supported in the development and use of new technologies and skills.

7 Whether the institution maintains local data centers (servers), and/or contracts for outsourced, hosted services or cloud services, those systems are administered in compliance with established data management practices such as the Information Technology Service Management (ITSM) standards which include appropriate power protection, backup solutions, disaster recovery plans, etc.

COURSE DEVELOPMENT/INSTRUCTIONAL DESIGN(36 POINTS) SCORE

1 Guidelines regarding minimum requirements for course development, design, and delivery of online instruction (such as course syllabus elements, course materials, assessment strategies, faculty feedback) are followed.*

2 Course embedded technology actively supports the achievement of learning outcomes and delivery of course content, and superfluous use of technology is minimized.*

3 Instructional materials and course syllabi are reviewed periodically to ensure they meet online course and program learning outcomes.*

4 A course development process is followed that ensures courses are designed so that students develop the necessary knowledge and skills to meet measurable learning outcomes at the course and program level.*

5 A process is followed that ensures that permissions (Creative Commons, Copyright, Fair Use, Public Domain, etc.) are in place for appropriate use of online course materials.

6 Course assignments and activities are reviewed periodically to ensure they meet online course and program learning outcomes.*

7 Student-centered instruction is considered during the course development process.

0 = Deficient 1 = Developing 2 = Accomplished 3 = Exemplary

3© 2014 Online Learning Consortium

0 = Not Observed 1 = Insufficient 2 = Moderate Use 3 = Meets Criterion Completely

Adapted from Institute for Higher Education Policy’s Quality on the Line: Benchmarks for Success in Internet-based Distance Education (2000).

*

8 There is consistency in course development for student retention and quality.

9 Course design promotes both faculty and student engagement.

10 A process is followed for evaluating the effectiveness of current and emerging technologies to support the achievement of learning outcomes and delivery of course content.

11 Usability tests are conducted and applied, and recommendations based upon Web Content Accessibility Guidelines (WCAGs) are incorporated.

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).

COURSE STRUCTURE (24 POINTS) SCORE

1 The online course includes a syllabus outlining course objectives, learning outcomes, evaluation methods, books and supplies, technical and proctoring requirements, and other related course information, making course requirements transparent.*

2 The course structure ensures that all online students, regardless of location, have access to library/learning resources that adequately support online courses.*

3 Expectations for student assignment completion, grade policy, and faculty response are clearly provided in the course syllabus.*

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 accessible to the student, easy to use, and may be accessed by multiple operating systems and applications.

6 Instructional materials are easily accessed by students with disabilities via alternative instructional strategies and/or referral to special institutional resources.

7 Opportunities/tools are provided to encourage student-to-student collaboration (i.e., web conferencing, instant messaging, etc.) if appropriate.

8 Rules or standards for appropriate online student behavior are provided within the course.

0 = Deficient 1 = Developing 2 = Accomplished 3 = Exemplary

4© 2014 Online Learning Consortium

0 = Not Observed 1 = Insufficient 2 = Moderate Use 3 = Meets Criterion Completely

Adapted from Institute for Higher Education Policy’s Quality on the Line: Benchmarks for Success in Internet-based Distance Education (2000).

*

TEACHING AND LEARNING (15 POINTS) SCORE

1 Student-to-student and faculty-to-student interaction are essential characteristics and are encouraged and facilitated.*

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 to help locate, analyze, evaluate, synthesize, and ethically use a variety of information resources.

5 Instructors use specific strategies to create a presence in the course.

SOCIAL AND STUDENT ENGAGEMENT (3 POINTS) SCORE

1 Students should be provided a way to interact with other students in an online community (outside the course).

FACULTY SUPPORT (18 POINTS) SCORE

1 Technical assistance is provided for faculty during online course development and online teaching.*

2 The institution ensures faculty receive training, assistance, and support to prepare for course development and teaching online.*

3 Faculty receive training and materials related to Fair Use, plagiarism, and other relevant legal and ethical concepts.*

4 Faculty are provided ongoing professional development related to online teaching and learning.

5 Clear standards are established for faculty engagement and expectations concerning online teaching (e.g. response time, contact information, etc.).

6 Faculty are informed about emerging technologies and the selection and use of new tools.

0 = Deficient 1 = Developing 2 = Accomplished 3 = Exemplary

5© 2014 Online Learning Consortium

0 = Not Observed 1 = Insufficient 2 = Moderate Use 3 = Meets Criterion Completely

Adapted from Institute for Higher Education Policy’s Quality on the Line: Benchmarks for Success in Internet-based Distance Education (2000).

*

STUDENT SUPPORT (48 POINTS) SCORE

1 Before starting an online program, students are advised about the program to determine if they possess the self-motivation and commitment to learn online.*

2 Before starting an online program, students are advised about the program to determine if they have access to the minimum technology skills and equipment required by the course design.*

3 Before starting an online program, students receive (or have access to) information about the program, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services.*

4 Throughout the duration of the course/program, students have access to training and information they will need to secure required materials through electronic databases, interlibrary loans, government archives, news services, and other sources.*

5 Throughout the duration of the course/program, students have access to appropriate technical assistance and technical support staff.*

6 Support personnel are available to address student questions, problems, bug reporting, and complaints.*

7 Students have access to effective academic, personal, and career counseling.

8 Frequently Asked Questions (FAQs) are provided in order to respond to students’ most common questions regarding online education.

9 Students are provided non-instructional support services such as admission, financial assistance, registration/enrollment, etc.

10 Policy, processes, and resources are in place to support students with disabilities.

11 Students have access to required course materials in print and/or digital format, such as ISBN numbers for textbooks, book suppliers, and delivery modes prior to course enrollment.

12 Program demonstrates a student-centered focus rather than trying to fit existing on-campus services to the online student.

13 Efforts are made to engage students with the program and institution in order to minimize feelings of isolation and alienation.

14 The institution provides guidance/tutorials for students in the use of all forms of technologies used for course delivery.

0 = Deficient 1 = Developing 2 = Accomplished 3 = Exemplary

6© 2014 Online Learning Consortium

0 = Not Observed 1 = Insufficient 2 = Moderate Use 3 = Meets Criterion Completely

Adapted from Institute for Higher Education Policy’s Quality on the Line: Benchmarks for Success in Internet-based Distance Education (2000).

*

15 Tutoring is available as a learning resource.

16 Students are provided clear information for enlisting help from the institution.

EVALUATION AND ASSESSMENT (33 POINTS) SCORE

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 alignment, clarity, utility, appropriateness, and effectiveness.*

4 A process is in place and followed for the assessment of support services for faculty and students.

5 A process is in place and followed for the assessment of student retention in online courses and programs.

6 A process is in place and followed for the assessment of recruitment practices.

7 Program demonstrates compliance and review of accessibility standards (Section 508, etc.).

8 Course evaluations collect feedback on the effectiveness of instruction in relation to faculty performance evaluations.

9 A process is in place and followed for the institutional assessment of faculty online teaching performance.

10 A process is in place and followed for the assessment of stakeholder (e.g., learners, faculty, staff) satisfaction with the online program.

11 Course evaluations collect student feedback on quality of online course materials.

TOTAL SCORE OUT OF 225 POINTS

0 = Deficient 1 = Developing 2 = Accomplished 3 = Exemplary

Because$ the$ first$step$in$using$the$Quality$Scorecard$ for$the$Administration$of$Online$Programs$2014$Criteria$for$Excellence$is$to$selfCevaluate$the$current$condition$of$the$online$education$proCgram,$we$have$provided$a$rubric$for$assistance.$The$Scorecard$allows$a$score$of$0C3$points.$ $The$following$is$a$broad$description$for$each$of$the$points:

0*points*=*Deficient.$The$administrator$does$not$observe$any$indications$of$the$quality$standard$in$place.1*point* =*Developing.$ The$ administrator$has$ found$ a$ slight$ existence$ of$ the$quality$standard$but$difficult$to$substantiate.$Much$improvement$is$still$needed$in$this$area.2*points* =*Accomplished.$ The$administrator$has$ found$ there$ to$be$ moderate$use$and$can$substantiate$the$quality$standard.$Some$improvement$is$still$needed$in$this$area.3*points*=*Exemplary. $The$administrator$has$found$that$the$quality$standard$is$being$fully$implemented,$can$be$fully$substantiated,$and$there$is$little$to$no$need$for$improvement$in$this$area.

Based$upon$the$feedback$received$on$the$version$one$Scorecard,$we$understand$that$it$may$be$ difficult$at$ times$ to$ truly$ know$whether$to$ score$ the$ program$ a$ 1,$ 2,$ or$3.$Therefore,$we$have$provided$an$itemized$rubric$for$each$of$ the$75$standards$for$a$ toCtal$ of$ 225$ points.$ This$ is$ the$ same$ rubric$ the$ reviewers$ will$ use$ if$ programs/institutions$choose$to$have$an$Online$Learning$Consortium$formal$review$of$the$online$program(s).

THE QUALITY SCORECARD 2014 RUBRIC

Quality Scorecard Scoring Rubric 101

Qua

lity

Scor

ecar

d 20

14

Crite

ria

for

Exce

llenc

e in

the

Adm

inis

trat

ion

of O

nlin

e Pr

ogra

ms

0 =

Defi

cien

t1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

The

inst

itut

ion

has

a go

vern

ance

str

uctu

re t

o en

able

cle

ar, eff

ecti

ve, a

nd c

ompr

ehen

sive

de

cisi

on m

akin

g re

late

d to

onl

ine

educ

atio

n.

The

inst

itutio

n ha

s ha

d no

dis

cuss

ions

ab

out t

he o

nlin

e go

v-er

nanc

e st

ruct

ure

and

deci

sion

mak

ing

auth

ority

.

Gov

erna

nce,

resp

on-

sibi

litie

s, d

ecis

ion

mak

-in

g au

thor

ity a

nd o

r-ga

niza

tion

of o

nlin

e op

erat

ions

is h

apha

z-ar

d an

d it

is n

ot a

lway

s cl

ear w

hich

uni

t is

tak-

ing

the

lead

.

Gov

erna

nce,

res

pon-

sibi

litie

s, d

ecis

ion

mak

ing

auth

ority

and

or

gani

zatio

n of

onl

ine

oper

atio

ns is

som

e-w

hat a

mor

phou

s w

ith

mul

tiple

uni

ts h

avin

g sp

ecifi

c re

spon

sibi

li-tie

s.

Gov

erna

nce,

res

pons

i-bi

litie

s, d

ecis

ion

mak

ing

auth

ority

and

org

aniz

a-tio

n of

onl

ine

oper

atio

ns

is d

elib

erat

e an

d cl

ear;

lin

es o

f aut

hori

ty fo

r su

ppor

ting

units

are

de-

linea

ted

(e.g

., in

a s

hare

d se

rvic

es a

gree

men

t).

2Th

e in

stit

utio

n ha

s po

licy

and

guid

elin

es t

hat

confi

rm a

stu

dent

who

reg

iste

rs in

an

onlin

e co

urse

or

prog

ram

is t

he s

ame

stud

ent

who

pa

rtic

ipat

es in

and

com

plet

es t

he c

ours

e or

pr

ogra

m a

nd r

ecei

ves

acad

emic

cre

dit.

Thi

s is

do

ne b

y ve

rify

ing

the

iden

tity

of a

stu

dent

by

usin

g m

etho

ds s

uch

as (a

) a s

ecur

e lo

gin

and

pass

cod

e, (b

) pro

ctor

ed e

xam

inat

ions

, or

(c)

othe

r te

chno

logi

es a

nd p

ract

ices

tha

t ar

e ef

-fe

ctiv

e in

ver

ifyi

ng s

tude

nt id

enti

ty.

The

inst

itutio

n is

in

the

proc

ess

of d

evel

-op

ing

polic

ies

and

guid

elin

es th

at s

up-

port

lear

ner a

uthe

nti-

catio

n.

The

inst

itutio

n ha

s cl

earl

y st

ated

pol

icie

s an

d gu

idel

ines

that

su

ppor

t lea

rner

au

then

ticat

ion;

the

inst

itutio

n m

inim

ally

su

ppor

ts o

ne o

r m

ore

stud

ent i

dent

ifica

tion

met

hods

.

The

inst

itutio

n ha

s cl

earl

y st

ated

pol

icie

s an

d gu

idel

ines

that

su

ppor

t lea

rner

au

then

ticat

ion;

the

inst

itutio

n su

ppor

ts

and

cons

iste

ntly

de-

ploy

s on

e or

mor

e st

uden

t ide

ntifi

catio

n m

etho

ds.

The

inst

itutio

n ha

s cl

earl

y st

ated

pol

icie

s an

d gu

idel

ines

that

sup

-po

rt le

arne

r au

then

tica-

tion;

the

inst

itutio

n su

p-po

rts

and

cons

iste

ntly

de

ploy

s on

e or

mor

e st

uden

t ide

ntifi

catio

n m

etho

ds; t

he in

stitu

tion

cont

inua

lly a

sses

ses

fu-

ture

opt

ions

bas

ed o

n em

ergi

ng te

chno

logi

es.

Ins$tu$o

nal*Sup

port*(2

7*po

ints)

102 Quality Scorecard 2014 Handbook

3Th

e in

stit

utio

n ha

s a

polic

y fo

r in

telle

ctua

l pr

oper

ty o

f cou

rse

mat

eria

ls; i

t sp

ecifi

cally

ad

dres

ses

onlin

e co

urse

mat

eria

ls, a

nd is

pu

blic

ly v

isib

le o

nlin

e.

No

inst

itutio

nal p

olic

y ha

s be

en e

stab

lishe

d th

at a

ddre

sses

the

owne

rshi

p of

onl

ine

cour

se m

ater

ials

.

A po

licy

for i

ntel

lect

ual

prop

erty

of c

ours

e m

ater

ials

has

bee

n es

tabl

ishe

d bu

t doe

s no

t spe

cific

ally

incl

ude

onlin

e co

urse

mat

eri-

als.

A po

licy

for i

ntel

lect

ual

prop

erty

of c

ours

e m

ater

ials

has

bee

n es

tabl

ishe

d; it

spe

cifi-

cally

add

ress

es o

nlin

e co

urse

mat

eria

ls.

A po

licy

for i

ntel

lect

ual

prop

erty

of c

ours

e m

ate-

rials

has

bee

n es

tab-

lishe

d; it

spe

cific

ally

ad-

dres

ses

onlin

e co

urse

m

ater

ials

; is

publ

icly

vis

i-bl

e on

line;

and

a p

roce

ss

is in

pla

ce to

ens

ure

fac-

ulty

mem

bers

or o

ther

‘kn

owle

dge

expe

rts’

are

awar

e of

the

polic

y be

fore

co

urse

dev

elop

men

t be-

gins

.

4Th

e in

stit

utio

n ha

s de

fine

d th

e st

rate

gic

valu

e of

onl

ine

lear

ning

to

its

ente

rpri

se a

nd

stak

ehol

ders

.

The

inst

itutio

n un

der-

stan

ds w

hat i

s ne

eded

to

eng

age

an o

nlin

e in

itiat

ive

and

is in

the

proc

ess

of b

uild

ing

a vi

abili

ty c

ase.

The

inst

itutio

n is

wor

k-in

g to

bui

ld is

cap

abili

-tie

s (e

.g.,

lead

ersh

ip,

budg

etar

y su

ppor

t, su

ppor

t ser

vice

s) in

or

der t

o re

aliz

e th

e st

rate

gic

valu

e of

on-

line

lear

ning

.

The

inst

itutio

n es

tab-

lishe

s se

nior

lead

er-

ship

pos

ition

s to

ste

w-

ard

the

onlin

e in

itiat

ive

with

cle

ar b

udge

tary

su

ppor

t gui

delin

es;

ther

e is

a c

omm

itmen

t to

dev

elop

the

nece

s-sa

ry s

ervi

ces

to s

up-

port

stu

dent

s an

d fa

c-ul

ty m

embe

rs; b

ut

onlin

e le

arni

ng h

as y

et

to b

ecom

e a

clea

r par

t of

the

inst

itutio

n’s

mis

sion

/vis

ion.

Onl

ine

lear

ning

is p

art o

f th

e in

stitu

tion’

s m

issi

on/

visi

on; t

he in

stitu

tion

has

esta

blis

hed

seni

or le

ad-

ersh

ip p

ositi

ons

to s

tew

-ar

d th

e w

ork

with

cle

ar

budg

etar

y su

ppor

t gui

de-

lines

; the

re is

a c

omm

it-m

ent t

o de

velo

p th

e ne

c-es

sary

ser

vice

s to

sup

-po

rt s

tude

nts

and

facu

lty

mem

bers

.

5Th

e or

gani

zati

onal

str

uctu

re o

f the

onl

ine

prog

ram

sup

port

s th

e in

stit

utio

n's

mis

sion

, va

lues

, and

str

ateg

ic p

lan.

The

inst

itutio

n is

en-

gagi

ng in

exp

lora

tory

co

nver

satio

ns a

bout

on

line

educ

atio

n.

The

inst

itutio

n is

in th

e be

ginn

ing

stag

es o

f re

aliz

ing

how

an

onlin

e pr

ogra

m s

uppo

rts

the

inst

itutio

n’s

mis

sion

, va

lues

, and

str

ateg

ic

plan

.

The

onlin

e pr

ogra

m is

cl

early

tied

to th

e in

sti-

tutio

n’s

mis

sion

, val

-ue

s, a

nd s

trat

egic

pl

an.

The

onlin

e pr

ogra

m is

po

sitio

ned

with

in th

e or

gani

zatio

nal s

truc

ture

to

ens

ure

succ

ess;

it is

cl

early

tied

to th

e in

stitu

-tio

n’s

mis

sion

, val

ues,

an

d st

rate

gic

plan

.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 103

6Th

e on

line

prog

ram

's s

trat

egic

pla

n is

revi

ewed

fo

r its

con

tinu

ing

rele

vanc

e, a

nd p

erio

dica

lly

impr

oved

and

upd

ated

.

No

evid

ence

exi

sts

whi

ch s

uppo

rts

the

indi

cato

r.

The

onlin

e pr

ogra

m is

in

the

proc

ess

of d

e-ve

lopi

ng it

s ow

n st

ra-

tegi

c pl

an ti

ed to

the

inst

itutio

nal p

lan.

The

onlin

e pr

ogra

m

has

its o

wn

stra

tegi

c pl

an ti

ed to

the

inst

itu-

tiona

l pla

n; th

e pl

an is

pe

riodi

cally

revi

ewed

to

asc

erta

in it

con

tinu-

ing

rele

vanc

e.

The

onlin

e pr

ogra

m h

as

its o

wn

stra

tegi

c pl

an ti

ed

to th

e in

stitu

tiona

l pla

n;

the

plan

is p

erio

dica

lly

revi

ewed

to a

scer

tain

it

cont

inui

ng re

leva

nce;

ba

sed

on th

e re

view

, it i

s im

prov

ed a

nd u

pdat

ed.

7Th

e in

stit

utio

n ha

s a

proc

ess

for

plan

ning

and

re

sour

ce a

lloca

tion

for

the

onlin

e pr

ogra

m,

incl

udin

g fi

nanc

ial r

esou

rces

, in

acco

rdan

ce

wit

h st

rate

gic

plan

ning

.

The

onlin

e pr

ogra

m is

co

nsid

ered

a ‘s

tart

-up’

an

d is

not

tied

to th

e in

stitu

tion’

s st

rate

gic

plan

ning

pro

cess

es

spec

ifica

lly w

ith re

gard

to

reso

urce

allo

ca-

tions

.

The

onlin

e pr

ogra

m

stru

ggle

s to

real

ize

stra

tegi

c im

port

ance

w

hen

it co

mes

to

proc

esse

s as

soci

ated

w

ith in

stitu

tiona

l pla

n-ni

ng a

nd re

sour

ce a

l-lo

catio

n.

Plan

ning

and

reso

urce

al

loca

tion

(e.g

., fin

an-

cial

reso

urce

s) p

roc-

esse

s as

soci

ated

with

on

line

lear

ning

are

tie

d to

the

inst

itutio

n’s

over

all s

trat

egic

str

at-

egy.

Onl

ine

lear

ning

is c

onsi

d-er

ed ‘m

issi

on c

ritic

al’;

plan

ning

and

reso

urce

al

loca

tion

(e.g

., fin

anci

al

reso

urce

s) p

roce

sses

as-

soci

ated

with

onl

ine

lear

ning

are

tied

to th

e in

stitu

tion’

s ov

eral

l str

a-te

gic

stra

tegy

.

8Th

e in

stit

utio

n de

mon

stra

tes

suff

icie

nt

reso

urce

allo

cati

on, i

nclu

ding

fina

ncia

l re

sour

ces,

in o

rder

to e

ffec

tive

ly s

uppo

rt th

e m

issi

on o

f onl

ine

educ

atio

n.

The

onlin

e pr

ogra

m is

co

nsid

ered

a ‘s

tart

-up’

an

d is

not

tied

to th

e in

stitu

tion’

s st

rate

gic

plan

ning

pro

cess

es

spec

ifica

lly w

ith re

gard

to

reso

urce

allo

ca-

tions

.

The

onlin

e pr

ogra

m

cons

iste

ntly

str

uggl

es

to g

arne

r suf

ficie

nt

reso

urce

allo

catio

n (e

.g.,

finan

cial

re-

sour

ces)

to e

ffect

ivel

y su

stai

n th

e pr

ogra

m.

The

inst

itutio

n de

m-

onst

rate

s su

ffici

ent

reso

urce

allo

catio

n to

ef

fect

ivel

y su

stai

n th

e on

line

prog

ram

.

Onl

ine

lear

ning

is c

onsi

d-er

ed ‘m

issi

on c

ritic

al’; t

he

inst

itutio

n de

mon

stra

tes

suffi

cien

t res

ourc

e al

loca

-tio

n to

effe

ctiv

ely

sust

ain

and

also

to g

row

the

on-

line

prog

ram

.

9Th

e in

stit

utio

n ha

s a

gove

rnan

ce s

truc

ture

to

enab

le s

yste

mat

ic a

nd c

onti

nuou

s im

prov

e-m

ent

rela

ted

to t

he a

dmin

istr

atio

n of

onl

ine

educ

atio

n.

The

inst

itutio

n ha

s ha

d no

dis

cuss

ions

abo

ut

the

onlin

e go

vern

ance

st

ruct

ure.

Gov

erna

nce,

resp

on-

sibi

litie

s, d

ecis

ion

mak

-in

g au

thor

ity a

nd o

r-ga

niza

tion

of o

nlin

e op

erat

ions

is h

apha

z-ar

d in

hibi

ting

syst

em-

atic

and

con

tinuo

us

impr

ovem

ent.

Gov

erna

nce,

resp

onsi

-bi

litie

s, d

ecis

ion

mak

-in

g au

thor

ity a

nd o

r-ga

niza

tion

of o

nlin

e op

erat

ions

is s

ome-

wha

t am

orph

ous

with

m

ultip

le u

nits

hav

ing

spec

ific

resp

onsi

bilit

ies

com

plic

atin

g sy

stem

-at

ic a

nd c

ontin

uous

im

prov

emen

t.

Gov

erna

nce,

resp

onsi

bili-

ties,

dec

isio

n m

akin

g au

thor

ity a

nd o

rgan

iza-

tion

of o

nlin

e op

erat

ions

is

del

iber

ate

and

clea

r; th

e go

vern

ance

str

uctu

re

enab

les

syst

emat

ic a

nd

cont

inuo

us re

view

and

im

prov

emen

t.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

104 Quality Scorecard 2014 Handbook

Techno

logy*Sup

port*(2

1*po

ints)

0 =

Def

icie

nt1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

A d

ocum

ente

d te

chno

logy

pla

n th

at in

clud

es

elec

tron

ic s

ecur

ity

mea

sure

s (e

.g.,

pass

wor

d pr

otec

tion

, enc

rypt

ion,

sec

ure

onlin

e or

pr

octo

red

exam

s, e

tc.)

is in

pla

ce a

nd o

pera

-ti

onal

to

ensu

re q

ualit

y, in

acc

orda

nce

wit

h es

tabl

ishe

d st

anda

rds

and

regu

lato

ry

requ

irem

ents

.*

No

evid

ence

is p

ro-

vide

d w

hich

illu

min

ates

th

at th

e pr

ogra

m/

inst

itutio

n ha

s di

s-cu

ssed

or i

s en

gagi

ng

in a

tech

nolo

gy p

lan-

ning

pro

cess

.

The

prog

ram

/in

stitu

tion

is in

the

proc

ess

of d

evel

op-

ing

a te

chno

logy

pl

an.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed a

nd d

isse

mi-

nate

d a

tech

nolo

gy

plan

to s

tude

nts

and

facu

lty w

hich

in-

clud

es e

lect

roni

c se

-cu

rity

mea

sure

s; th

e te

chno

logy

pla

n is

de

velo

ped

in a

ccor

-da

nce

with

est

ab-

lishe

d st

anda

rds

and

regu

lato

ry r

equi

re-

men

ts.

The

prog

ram

/inst

itutio

n ha

s de

velo

ped

and

dis-

sem

inat

ed a

tech

nolo

gy

plan

to s

tude

nts

and

facu

lty w

hich

incl

udes

el

ectr

onic

sec

urity

m

easu

res;

the

tech

nol-

ogy

plan

is d

evel

oped

in

acco

rdan

ce w

ith e

stab

-lis

hed

stan

dard

s an

d re

gula

tory

req

uire

-m

ents

; fac

ulty

mem

bers

ar

e tr

aine

d on

str

ateg

ies

used

to e

nsur

e qu

ality

an

d ad

here

nce

to s

tan-

dard

s.

2Th

e te

chno

logy

del

iver

y sy

stem

s ar

e hi

ghly

re-

liabl

e an

d op

erab

le w

ith

mea

sura

ble

stan

dard

s be

ing

utili

zed

such

as

syst

em d

ownt

ime

trac

k-in

g or

task

ben

chm

arki

ng.*

To d

ate,

the

tech

nol-

ogy

syst

em p

erfo

rm-

ance

is n

ot c

ontin

ually

m

onito

red,

trac

ked,

an

d re

port

ed.

Tech

nolo

gy d

eliv

ery

syst

em p

erfo

rm-

ance

is c

ontin

ually

m

onito

red,

trac

ked,

an

d re

port

ed.

The

prog

ram

/in

stitu

tion

view

s its

te

chno

logy

del

iver

y sy

stem

s as

‘mis

sion

cr

itica

l’; s

yste

m p

er-

form

ance

is c

ontin

u-al

ly m

onito

red,

tr

acke

d, a

nd r

e-po

rted

.

The

prog

ram

/inst

itutio

n vi

ews

its te

chno

logy

de-

liver

y sy

stem

s as

‘mis

-si

on c

ritic

al’;

syst

em p

er-

form

ance

is c

ontin

ually

m

onito

red,

trac

ked,

and

re

port

ed; s

yste

m b

ack-

ups

are

in p

lace

for

all

nece

ssar

y te

chni

cal s

ys-

tem

s (p

refe

rabl

y w

ith

off-

site

bac

kups

in c

ase

of a

clo

sure

due

to d

is-

aste

r).

Quality Scorecard Scoring Rubric 105

3A

cent

raliz

ed s

yste

m p

rovi

des

supp

ort f

or

build

ing

and

mai

ntai

ning

the

onlin

e ed

ucat

ion

in

fras

truc

ture

.*

The

onlin

e pr

ogra

m is

in

‘sta

rt-u

p’ a

nd h

as

yet t

o de

velo

p a

sys-

tem

for

build

ing

and

supp

ortin

g th

e on

line

infr

astr

uctu

re.

The

prog

ram

/in

stitu

tion

has

a di

s-tr

ibut

ed s

yste

m

(e.g

., se

vera

l fun

c-tio

nal u

nits

are

in-

volv

ed) f

or b

uild

ing

and

mai

ntai

ning

the

onlin

e in

fras

truc

-tu

re.

The

prog

ram

/in

stitu

tion

has

in-

vest

ed in

a c

entr

al-

ized

sys

tem

for

build

-in

g an

d m

aint

aini

ng

the

onlin

e in

fras

truc

-tu

re.

The

prog

ram

/inst

itutio

n ha

s in

vest

ed in

a c

en-

tral

ized

sys

tem

for

build

ing

and

mai

ntai

n-in

g th

e on

line

infr

a-st

ruct

ure;

it is

team

-ba

sed,

col

labo

rativ

e,

com

preh

ensi

ve, a

ctio

n-or

ient

ed a

nd n

on-

hier

arch

ical

; per

spec

-tiv

es o

f key

sta

keho

ld-

ers

are

cont

inua

lly a

s-se

ssed

to im

prov

e th

e sy

stem

.

4Th

e co

urse

del

iver

y te

chno

logy

is c

onsi

dere

d a

mis

sion

cri

tica

l ent

erpr

ise

syst

em a

nd

supp

orte

d as

suc

h.

The

cour

se d

eliv

ery

tech

nolo

gy is

not

con

-si

dere

d im

port

ant;

it is

m

ore

like

an a

fter

-th

ough

t tha

n a

plan

ned

serv

ice.

The

cour

se d

eliv

ery

tech

nolo

gy is

con

-si

dere

d im

port

ant,

but n

ot y

et v

iew

ed

as ‘m

issi

on c

ritic

al’

and

is s

uppo

rted

as

such

.

The

cour

se d

eliv

ery

tech

nolo

gy is

con

sid-

ered

‘mis

sion

cri

tical

’ an

d is

sup

port

ed a

s su

ch.

The

cour

se d

eliv

ery

tech

nolo

gy is

con

sid-

ered

‘mis

sion

cri

tical

’ an

d is

sup

port

ed a

s su

ch; t

he p

rogr

am/

inst

itutio

n us

es m

etri

cs

and

benc

hmar

king

for

upgr

adin

g an

d im

prov

-in

g te

chno

logi

es.

5Th

e in

stit

utio

n ha

s es

tabl

ishe

d a

cont

in-

genc

y pl

an fo

r th

e co

ntin

uanc

e of

dat

a ce

n-te

rs a

nd s

uppo

rt s

ervi

ces

in t

he e

vent

of p

ro-

long

ed s

ervi

ce d

isru

ptio

n.

The

inst

itutio

n ha

s ye

t to

exp

lore

dev

elop

ing

a co

ntin

genc

y pl

an in

th

e ev

ent o

f a p

ro-

long

ed s

ervi

ce d

isru

p-tio

n.

The

inst

itutio

n is

in

the

proc

ess

of e

s-ta

blis

hing

a c

ontin

-ge

ncy

plan

in th

e ev

ent o

f a p

ro-

long

ed s

ervi

ce d

is-

rupt

ion.

The

inst

itutio

n ha

s es

tabl

ishe

d a

cont

in-

genc

y pl

an in

the

even

t of a

pro

long

ed

serv

ice

disr

uptio

n.

The

inst

itutio

n ha

s es

-ta

blis

hed

a co

ntin

genc

y pl

an in

the

even

t of a

pr

olon

ged

serv

ice

dis-

rupt

ion;

moc

k di

sast

er

drill

s ar

e co

nduc

ted

pe-

riod

ical

ly to

ens

ure

back

-up

and

rest

orat

ion

proc

esse

s ar

e vi

able

an

d m

aint

ain

data

in-

tegr

ity; g

oals

hav

e be

en

esta

blis

hed

for

timel

y sy

stem

rec

over

y.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

106 Quality Scorecard 2014 Handbook

6Fa

cult

y, s

taff

, and

stu

dent

s ar

e su

ppor

ted

in

the

deve

lopm

ent

and

use

of n

ew t

echn

olog

ies

and

skill

s.

No

evid

ence

is p

ro-

vide

d th

at fa

culty

, staff

or

stu

dent

use

new

te

chno

logi

es a

nd h

ow

they

are

sup

port

ed.

Entr

epre

neur

ial f

ac-

ulty

mem

bers

are

ex

plor

ing

new

tech

-no

logi

es a

nd d

evel

-op

ing

thei

r in

divi

d-ua

l ski

lls w

ith li

m-

ited

inst

itutio

nal

supp

ort.

The

prog

ram

/in

stitu

tion

prov

ides

su

ffic

ient

ser

vice

s to

su

ppor

t fac

ulty

, sta

ff

and

stud

ents

in th

e us

e of

new

tech

nolo

-gi

es.

The

prog

ram

/inst

itutio

n pr

ovid

es s

uffic

ient

ser

v-ic

es to

sup

port

facu

lty,

staf

f and

stu

dent

s in

the

use

of n

ew te

chno

lo-

gies

; gui

des,

info

rma-

tion

shee

ts, o

r tu

tori

als

are

deve

lope

d; h

elp-

desk

sup

port

sta

ff a

re

know

ledg

eabl

e; fa

culty

w

orks

hops

or

othe

r in

-se

rvic

e tr

aini

ng is

con

-du

cted

to e

nsur

e fa

culty

ha

ve th

e ne

cess

ary

skill

s to

use

new

tech

nolo

-gi

es.

7W

heth

er t

he in

stit

utio

n m

aint

ains

loca

l dat

a ce

nter

s (s

erve

rs),

and/

or c

ontr

acts

for

out-

sour

ced,

hos

ted

serv

ices

or

clou

d se

rvic

es,

thos

e sy

stem

s ar

e ad

min

iste

red

in c

ompl

i-an

ce w

ith

esta

blis

hed

data

man

agem

ent

prac

tice

s su

ch a

s th

e In

form

atio

n Te

chno

l-og

y Se

rvic

e M

anag

emen

t (I

TSM

) sta

ndar

ds

whi

ch in

clud

es a

ppro

pria

te p

ower

pro

tec-

tion

, bac

kup

solu

tion

s, a

nd d

isas

ter

reco

very

pl

ans,

etc

.

The

inst

itutio

n ha

s ye

t to

est

ablis

h pa

ram

e-te

rs o

r a

plan

with

re-

gard

to d

ata

man

-ag

emen

t sta

ndar

ds.

No

docu

men

tatio

n is

pro

vide

d to

kno

w

whe

ther

dat

a ce

n-te

rs (l

ocal

or

out-

sour

ced,

hos

ted

or

clou

d se

rvic

es) a

re

adm

inis

tere

d in

co

mpl

ianc

e w

ith

esta

blis

hed

data

m

anag

emen

t pra

c-tic

es s

uch

as IT

SM

stan

dard

s.

Dat

a ce

nter

s (lo

cal o

r ou

tsou

rced

, hos

ted

or c

loud

ser

vice

s) a

re

adm

inis

tere

d in

co

mpl

ianc

e w

ith e

s-ta

blis

hed

data

man

-ag

emen

t pra

ctic

es

such

as

ITSM

sta

n-da

rds.

Dat

a ce

nter

s (lo

cal o

r ou

tsou

rced

, hos

ted

or

clou

d se

rvic

es) a

re a

d-m

inis

tere

d in

com

pli-

ance

with

est

ablis

hed

data

man

agem

ent p

rac-

tices

suc

h as

ITSM

sta

n-da

rds;

the

onlin

e pr

o-gr

am a

dmin

istr

atio

n do

cum

ents

con

tinua

l co

mpl

ianc

e.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 107

Course'Develop

men

t'and

'Instruc3on

al'Design'(36'po

ints)

0 =

Def

icie

nt1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

Gui

delin

es r

egar

ding

min

imum

req

uire

men

ts

for

cour

se d

evel

opm

ent,

des

ign,

and

del

iver

y of

onl

ine

inst

ruct

ion

(suc

h as

cou

rse

sylla

bus

elem

ents

, cou

rse

mat

eria

ls, a

sses

smen

t st

rate

gies

, fac

ulty

feed

back

) ar

e fo

llow

ed.*

No

evid

ence

is p

ro-

vide

d w

hich

indi

cate

s gu

idel

ines

reg

ardi

ng

min

imum

sta

ndar

ds

exis

t.

The

prog

ram

/in

stitu

tion

has

be-

gun

the

proc

ess

of

deve

lopi

ng g

uide

-lin

es c

once

rnin

g m

inim

um s

tand

ards

.

Gui

delin

es e

xist

, but

th

e pr

ogra

m/

inst

itutio

n ha

s ye

t to

fully

dep

loy

them

ac

ross

all

cour

ses.

Gui

delin

es e

xist

and

evi

-de

nce

(e.g

., exe

mpl

ary

cour

ses)

is p

rese

nted

w

hich

show

case

s the

st

anda

rds a

re fu

lly d

e-pl

oyed

acr

oss a

ll cou

rses

.

2Co

urse

em

bedd

ed t

echn

olog

y ac

tive

ly s

up-

port

s th

e ac

hiev

emen

t of

lear

ning

out

com

es

and

deliv

erin

g co

urse

con

tent

and

sup

erfl

u-ou

s us

e of

tec

hnol

ogy

is m

inim

ized

.*

No

evid

ence

is p

ro-

vide

d w

hich

sup

port

s th

e us

e of

tech

nolo

gy

to a

chie

ve th

e co

urse

le

arni

ng o

utco

mes

.

Lim

ited

evid

ence

is

prov

ided

whi

ch

supp

orts

the

use

of

tech

nolo

gy to

ac

hiev

e le

arni

ng

outc

omes

; the

re is

w

ides

prea

d us

e of

su

perf

luou

s te

ch-

nolo

gy.

Evid

ence

exi

sts

whi

ch

show

case

that

the

inst

itutio

n is

mak

ing

prog

ress

tow

ard

the

use

of te

chno

logy

to

achi

eve

lear

ning

out

-co

mes

and

is li

miti

ng

the

supe

rfluo

us u

se

of te

chno

logy

.

The

prog

ram

/inst

itutio

n ha

s gu

idel

ines

and

sta

n-da

rds

for i

nves

tigat

ing

tech

nolo

gies

; cou

rse

em-

bedd

ed te

chno

logy

ac-

tivel

y su

ppor

ts th

e ac

hiev

emen

t of l

earn

ing

outc

omes

in a

ll co

urse

s an

d su

perf

luou

s us

e of

te

chno

logy

is m

inim

ized

.

3In

stru

ctio

nal m

ater

ials

and

cou

rse

sylla

bi

are

revi

ewed

per

iodi

cally

to

ensu

re t

hey

mee

t th

e on

line

cour

se's

and

pro

gram

's

lear

ning

out

com

es.*

No

peri

odic

rev

iew

pr

oces

s of

inst

ruc-

tiona

l mat

eria

ls a

nd

cour

se s

ylla

bi e

xist

s.

The

prog

ram

/in

stitu

tion

has

de-

velo

ped

a pl

an to

pe

riodi

cally

revi

ew

cour

se s

ylla

bi b

ut

few

revi

ews

have

oc

curr

ed.

Peri

odic

rev

iew

of

inst

ruct

iona

l mat

eri-

als

and

cour

se s

ylla

bi

occu

rs, b

ut o

n an

ad

hoc

basi

s.

The

prog

ram

/inst

itutio

n ha

s a

cons

isten

t and

syst

em-

wid

e pe

riodi

c rev

iew

pro

c-es

s of i

nstru

ctio

nal m

ater

ials

and

cour

se sy

llabi

to d

eter

-m

ine

curr

ency

, rel

evan

ce,

and

mea

sura

bilit

y. 4

A c

ours

e de

velo

pmen

t pr

oces

s is

follo

wed

th

at e

nsur

es c

ours

es a

re d

esig

ned

so t

hat

stud

ents

dev

elop

the

nec

essa

ry k

now

ledg

e an

d sk

ills

to m

eet

mea

sura

ble

lear

ning

out

-co

mes

at

the

cour

se a

nd p

rogr

am le

vel.

*

Ther

e is

no

indi

catio

n co

urse

s ar

e de

sign

ed

to e

nsur

e le

arni

ng

outc

omes

are

met

.

Onl

ine

cour

ses

are

desi

gned

to m

eet

lear

ning

out

com

es,

but n

o co

nsis

tent

m

echa

nism

exi

sts

to

ensu

re c

ours

e an

d pr

ogra

m le

arni

ng

outc

omes

are

met

.

Onl

ine

cour

ses a

re d

e-sig

ned

to m

eet l

earn

ing

outc

omes

and

a

mec

hani

sm e

xists

to

ensu

re co

urse

and

pro

-gr

am le

arni

ng o

utco

mes

ar

e m

et; h

owev

er, a

d-he

renc

e va

ries a

cros

s co

urse

s and

pro

gram

s.

All o

nlin

e co

urse

s ar

e de

sign

ed to

ens

ure

stu-

dent

s de

velo

p th

e ne

c-es

sary

kno

wle

dge

and

skill

s at

bot

h th

e co

urse

an

d pr

ogra

m le

vel;

em-

phas

is is

pla

ced

on b

oth

form

ativ

e an

d su

mm

a-tiv

e as

sess

men

t cri

teri

a.

108 Quality Scorecard 2014 Handbook

5A

proc

ess

is fo

llow

ed th

at e

nsur

es th

at p

erm

is-

sion

s (C

reat

ive

Com

mon

s, C

opyr

ight

, Fai

r Use

, Pu

blic

Dom

ain,

etc

.) ar

e in

pla

ce fo

r app

ropr

iate

us

e of

onl

ine

cour

se m

ater

ials

.

The

proc

ess

for

ensu

r-in

g pe

rmis

sion

s is

not

in

pla

ce a

nd c

anno

t be

subs

tant

iate

d.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed a

pla

n to

pro

-vi

de tr

aini

ng, g

uide

s an

d/or

tool

s to

en-

sure

that

per

mis

sion

s ar

e in

pla

ce.

Trai

ning

, gui

des,

tool

s ar

e pr

ovid

ed a

nd a

pr

oces

s is

in p

lace

that

en

sure

s pe

rmis

sion

s ar

e so

ught

; how

ever

, ad

here

nce

varie

s ac

ross

cou

rses

and

pr

ogra

ms.

Trai

ning

, gui

des,

and

tool

s ar

e pr

ovid

ed a

nd a

con

sis-

tent

pro

cess

is fo

llow

ed

acro

ss a

ll co

urse

s an

d pr

ogra

ms

to e

nsur

e ap

-pr

opria

te p

erm

issi

ons

are

in p

lace

; int

erna

l che

cks

are

in p

lace

.

6Co

urse

ass

ignm

ents

and

act

ivit

ies

are

revi

ewed

pe

riod

ical

ly to

ens

ure

they

mee

t the

onl

ine

cour

se's

and

pro

gram

's le

arni

ng o

utco

mes

.*

No

perio

dic

revi

ew

proc

ess

of c

ours

e as

-si

gnm

ents

and

act

ivi-

ties

exis

ts.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed a

pla

n to

per

i-od

ical

ly re

view

cou

rse

assi

gnm

ents

and

ac-

tiviti

es to

ens

ure

they

m

eet t

he c

ours

e le

arni

ng o

utco

mes

.

Perio

dic

revi

ew o

f co

urse

ass

ignm

ents

an

d ac

tiviti

es o

ccur

s,

but o

n an

ad

hoc

basi

s.

The

prog

ram

/inst

itutio

n ha

s a

cons

isten

t and

syst

em-

wid

e pe

riodi

c rev

iew

pro

c-es

s of c

ours

e as

signm

ents

an

d ac

tiviti

es; r

ubric

s or s

elf-

asse

ssm

ent t

ools

are

pro-

vided

; issu

es o

f aca

dem

ic di

shon

esty

are

raise

d.

7St

uden

t-ce

nter

ed in

stru

ctio

n is

con

side

red

duri

ng t

he c

ours

e de

velo

pmen

t pr

oces

s.

No

evid

ence

exi

sts

that

cou

rses

are

de-

velo

ped

with

a

stud

ent-

cent

ered

fo

cus.

No

form

al tr

aini

ng

exis

ts, b

ut s

ome

cour

ses

are

de-

sign

ed w

ith a

st

uden

t-ce

nter

ed

focu

s (u

se o

f st

uden

t-ce

nter

ed

assi

gnm

ents

and

co

nstr

uctiv

ist a

ctiv

i-tie

s).

Trai

ning

is p

rovi

ded

and

the

prog

ram

/in

stitu

tion

is m

akin

g an

effo

rt to

ens

ure

cour

ses

are

deve

lope

d w

ith a

stu

dent

-ce

nter

ed fo

cus

(use

of

stud

ent-c

ente

red

as-

sign

men

ts a

nd c

on-

stru

ctiv

ist a

ctiv

ities

).

Appr

opria

te tr

aini

ng is

pr

ovid

ed a

nd th

e pr

ogra

m/in

stitu

tion

en-

sure

s st

uden

t-cen

tere

d in

stru

ctio

n (e

.g.,

assi

gn-

men

ts c

onne

ct w

ith th

e le

arne

rs’ li

fe, e

ngag

e st

u-de

nt in

lear

ning

how

they

le

arn)

is a

t the

hea

rt o

f the

co

urse

dev

elop

men

t pr

oces

s fo

r all

cour

ses.

8Th

ere

is c

onsi

sten

cy in

cou

rse

deve

lopm

ent

for

stud

ent

rete

ntio

n an

d qu

alit

y.N

o co

urse

s ar

e de

vel-

oped

with

con

sist

ency

in

ord

er to

sup

port

st

uden

t ret

entio

n an

d qu

ality

.

Som

e co

urse

s ar

e de

velo

ped

with

con

-si

sten

cy b

ut ju

st a

fe

w c

ours

es a

re

cons

iste

nt.

Mos

t cou

rses

are

de-

velo

ped

with

con

sis-

tenc

y w

hich

sup

port

s st

uden

t ret

entio

n an

d qu

ality

.

All c

ours

es a

re d

evel

oped

w

ith a

con

sist

ent n

avig

a-tio

nal s

truc

ture

that

sup

-po

rts

stud

ent r

eten

tion

and

qual

ity; c

ours

es a

re

peer

revi

ewed

bef

ore,

du

ring

and

afte

r del

iver

y;

feed

back

or o

ther

met

rics

are

used

to re

fine

cour

se

desi

gn.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 109

9Co

urse

des

ign

prom

otes

bot

h fa

cult

y an

d st

uden

t en

gage

men

t.

No

evid

ence

exi

sts

that

cou

rses

are

de-

sign

ed to

pro

mot

e fa

culty

and

stu

dent

en

gage

men

t.

The

prog

ram

/in

stitu

tion

incl

udes

fa

culty

-stu

dent

en-

gage

men

t in

the

cour

se d

esig

n pr

oc-

ess.

Fac

ulty

rec

eive

lit

tle to

no

trai

ning

fo

r co

urse

des

ign.

The

prog

ram

/in

stitu

tion

incl

udes

fa

culty

-stu

dent

en-

gage

men

t in

the

cour

se d

esig

n pr

oc-

ess

Trai

ning

is p

ro-

vide

d, b

ut n

o ev

alua

-tio

n oc

curs

for

leve

ls

of fa

culty

and

stu

-de

nt e

ngag

emen

t.

Appr

opria

te tr

aini

ng is

pr

ovid

ed to

sho

wca

se

stra

tegi

es th

at p

rom

ote

both

facu

lty a

nd s

tude

nt

enga

gem

ent a

nd a

pro

c-es

s is

in p

lace

to

eval

uate

/ass

ess

leve

ls,

met

hods

and

freq

uenc

y of

eng

agem

ent.

10A

proc

ess i

s fol

low

ed fo

r eva

luat

ing

the

effe

ctiv

e-ne

ss o

f cur

rent

and

em

ergi

ng te

chno

logi

es to

su

ppor

t the

ach

ieve

men

t of l

earn

ing

outc

omes

an

d de

liver

ing

cour

se c

onte

nt.

Ther

e is

no

evid

ence

th

at th

e pr

ogra

m/

inst

itutio

n ha

s a

proc

-es

s in

pla

ce fo

r ev

alu-

atin

g th

e ef

fect

iven

ess

of c

urre

nt a

nd e

mer

g-in

g te

chno

logi

es.

A pl

an is

in p

lace

to

eval

uate

the

effe

c-tiv

enes

s of

cur

rent

an

d em

ergi

ng te

ch-

nolo

gies

, but

it is

yet

to

be

depl

oyed

.

A pr

oces

s is

in p

lace

to

eva

luat

e cu

rren

t an

d em

ergi

ng te

ch-

nolo

gies

, but

it is

not

fo

llow

ed c

onsi

sten

tly

acro

ss a

ll co

urse

s an

d pr

ogra

ms.

A co

nsist

ent p

roce

ss is

in

plac

e an

d fo

llow

ed a

cros

s al

l cou

rses

and

pro

gram

s to

eva

luat

e th

e ef

fect

ive-

ness

of c

urre

nt a

nd e

mer

g-in

g te

chno

logi

es to

sup-

port

lear

ning

out

com

es

and

enco

urag

e co

nten

t ex

pert

s to

be fa

milia

r with

in

nova

tive

tech

nolo

gies

.

11U

sabi

lity

test

s ar

e co

nduc

ted

and

appl

ied

and

reco

mm

enda

tion

s ba

sed

upon

Web

Con

tent

Ac-

cess

ibili

ty G

uide

lines

(WCA

Gs)

are

inco

rpor

ated

.

No

evid

ence

exi

sts

that

usa

bilit

y te

sts

are

bein

g co

nsid

ered

or

cond

ucte

d.

Dis

cuss

ions

are

un-

derw

ay a

nd p

lans

ar

e be

ing

deve

lope

d co

ncer

ning

how

to

cond

uct u

sabi

lity

test

ing,

but

no

ac-

tion

has

been

take

n to

dat

e.

The

prog

ram

/in

stitu

tion

is c

on-

duct

ing

usab

ility

te

sts,

but

the

rec-

omm

enda

tions

hav

e ye

t to

be in

clud

ed in

al

l cou

rses

and

pro

-gr

ams.

The

prog

ram

/inst

itutio

n ha

s a

form

al a

nd c

onsi

s-te

ntly

app

lied

proc

ess

of

cond

uctin

g us

abili

ty te

sts

acro

ss a

ll co

urse

s an

d pr

ogra

ms;

revi

ew re

c-om

men

datio

ns a

re in

-co

rpor

ated

into

cou

rses

.

12Cu

rric

ulum

dev

elop

men

t is

a c

ore

resp

onsi

bil-

ity

for

facu

lty

(i.e.

, fac

ulty

sho

uld

be in

volv

ed

in e

ithe

r th

e de

velo

pmen

t or

the

dec

isio

n m

akin

g fo

r th

e on

line

curr

icul

um c

hoic

es).

Facu

lty m

embe

rs h

ave

no in

volv

emen

t in

cur-

ricu

lum

dev

elop

men

t.

Adm

inis

trat

ive

per-

sonn

el h

ave

an a

ctiv

e ro

le in

the

deve

lop-

men

t and

dec

isio

n m

akin

g fo

r onl

ine

curr

icul

a, b

ut a

re

supp

orte

d by

facu

lty

mem

bers

.

Facu

lty m

embe

rs h

ave

an a

ctiv

e ro

le in

the

deve

lopm

ent a

nd d

e-ci

sion

mak

ing

for o

n-lin

e cu

rric

ula,

but

are

su

ppor

ted

by a

dmin

is-

trat

ive

pers

onne

l.

Facu

lty m

embe

rs a

re

inte

gral

in b

oth

the

de-

velo

pmen

t and

dec

isio

n m

akin

g fo

r al

l onl

ine

curr

icul

a.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

110 Quality Scorecard 2014 Handbook

Course'Structure'(2

4'po

ints)

0 =

Defi

cien

t1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

The

onlin

e co

urse

incl

udes

a s

ylla

bus

outl

in-

ing

cour

se o

bjec

tive

s, le

arni

ng o

utco

mes

, ev

alua

tion

met

hods

, boo

ks a

nd s

uppl

ies,

te

chni

cal a

nd p

roct

orin

g re

quir

emen

ts, a

nd

othe

r re

late

d co

urse

info

rmat

ion,

mak

ing

cour

se r

equi

rem

ents

tra

nspa

rent

.*

No

evid

ence

exi

sts

that

th

e pr

ogra

m/in

stitu

tion

has

sylla

bi re

quire

-m

ents

or s

tand

ards

.

Text

book

and

any

re

quir

ed m

ater

ial/

reso

urce

s ar

e m

ade

avai

labl

e to

stu

dent

s in

adv

ance

of t

heir

co

urse

reg

istr

atio

n;

the

use

of s

ylla

bi

requ

irem

ents

or

stan

dard

s va

ries

ac

ross

the

cour

ses

or p

rogr

am.

Sylla

bi p

aram

eter

s/st

anda

rds

are

pro-

vide

d to

all

facu

lty

mem

bers

and

all

on-

line

cour

ses

incl

ude

a sy

llabu

s; te

xtbo

ok

and

any

requ

ired

m

ater

ial/r

esou

rces

ar

e m

ade

avai

labl

e to

st

uden

ts in

adv

ance

of

thei

r co

urse

reg

is-

trat

ion.

Trai

ning

and

syl

labi

pa

ram

eter

s/st

anda

rds

(bas

ed o

n pr

ogra

m/

inst

itutio

nal r

equi

re-

men

ts) a

re p

rovi

ded

to a

ll fa

culty

mem

bers

; all

on-

line

cour

ses

incl

ude

a sy

l-la

bus;

text

book

and

any

re

quire

d m

ater

ial/

reso

urce

s ar

e m

ade

avai

labl

e to

stu

dent

s in

ad

vanc

e of

thei

r cou

rse

regi

stra

tion;

the

prog

ram

/in

stitu

tion

ensu

res

con-

sist

ency

in s

ylla

bi p

lace

-m

ent i

n th

e LM

S fo

r all

onlin

e co

urse

s.

2Th

e co

urse

str

uctu

re e

nsur

es t

hat

all o

nlin

e st

uden

ts, r

egar

dles

s of

loca

tion

, hav

e ac

cess

to

libr

ary/

lear

ning

res

ourc

es t

hat

adeq

uate

ly

supp

ort

onlin

e co

urse

s.*

The

prog

ram

/inst

itutio

n ha

s no

pla

n to

ens

ure

onlin

e st

uden

ts h

ave

acce

ss to

the

nece

ssar

y lib

rary

/lear

ning

re-

sour

ces.

The

prog

ram

/in

stitu

tion

has

a pl

an

and

is in

the

proc

ess

of g

aini

ng th

e ne

ces-

sary

acc

ess

to

libra

ry/le

arni

ng re

-so

urce

s (e

.g.,

tuto

r-in

g, w

ritin

g ce

nter

) fo

r onl

ine

lear

ners

.

The

prog

ram

/in

stitu

tion

is b

uild

ing

out i

ts a

cces

s to

en-

sure

onl

ine

stud

ents

ha

ve a

cces

s to

libr

ary/

lear

ning

reso

urce

s (e

.g.,

tuto

ring,

writ

ing

cent

er).

The

prog

ram

/ins

titut

ion

ensu

res

all o

nlin

e st

u-de

nts

have

acc

ess

to a

ll lib

rary

/lea

rnin

g re

-so

urce

s (e

.g.,

tuto

ring

, w

ritin

g ce

nter

) no

mat

-te

r th

eir

geog

raph

ic

loca

tion.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 111

3Ex

pect

atio

ns fo

r st

uden

t as

sign

men

t co

mpl

e-ti

on, g

rade

pol

icy,

and

facu

lty

resp

onse

are

cl

earl

y pr

ovid

ed in

the

cou

rse

sylla

bus.

*

The

prog

ram

/in

stitu

tion

has

no p

lan

to e

nsur

e re

quir

ed

elem

ents

for

sylla

bi

and

facu

lty r

espo

nse

time.

is n

ot a

ddre

ssed

.

Info

rmat

ion

is p

ro-

vide

d fo

r all

facu

lty

mem

bers

so

cour

se

sylla

bi in

clud

e ke

y ex

pect

atio

ns a

nd

grad

ing

polic

ies

but

facu

lty re

spon

se ti

me

is n

ot a

ddre

ssed

.

Facu

lty m

embe

rs a

re

prov

ided

info

rmat

ion

conc

erni

ng k

ey e

xpec

-ta

tions

for s

ylla

bi a

nd

grad

ing

polic

ies;

the

prog

ram

/inst

itutio

n ha

s a

reco

mm

ende

d fa

culty

resp

onse

tim

e.

Info

rmat

ion/

trai

ning

is

prov

ided

for a

ll fa

culty

m

embe

rs s

o co

urse

syl

-la

bi in

clud

e ke

y ex

pect

a-tio

ns a

nd g

radi

ng p

oli-

cies

; the

pro

gram

/in

stitu

tion

has

a re

quire

d fa

culty

resp

onse

tim

e;

the

resp

onse

tim

e is

re

gula

rly e

valu

ated

.

4Li

nks

or e

xpla

nati

ons

of te

chni

cal s

uppo

rt a

re

avai

labl

e in

the

cour

se (i

.e.,

each

cou

rse

pro-

vide

s su

gges

ted

solu

tion

s to

pot

enti

al te

chni

cal

issu

es a

nd/o

r lin

ks fo

r tec

hnic

al a

ssis

tanc

e).

No

evid

ence

exi

sts

whi

ch il

lust

rate

s th

at

prov

idin

g lin

ks o

r ex

-pl

anat

ions

of t

echn

ical

su

ppor

t are

use

d in

on

line

clas

ses.

Som

e on

line

cour

ses

prov

ide

links

or

ex-

plan

atio

ns o

f tec

hni-

cal s

uppo

rt.

The

maj

ority

of o

nlin

e co

urse

pro

vide

link

s or

exp

lana

tions

of

tech

nica

l sup

port

.

All o

nlin

e co

urse

s co

n-si

sten

tly p

rovi

de li

nks,

ex

plan

atio

ns o

r FA

Q’s

of

tech

nica

l sup

port

.

5In

stru

ctio

nal m

ater

ials

are

eas

ily a

cces

sibl

e to

the

stu

dent

, eas

y to

use

, wit

h an

abi

lity

to

be a

cces

sed

by m

ulti

ple

oper

atin

g sy

stem

s an

d ap

plic

atio

ns.

At th

e pr

esen

t tim

e, n

o at

tent

ion

has

been

gi

ven

to th

e ac

cess

ibil-

ity o

f ins

truc

tiona

l ma-

teria

ls.

The

prog

ram

/in

stitu

tion

has

a pl

an to

ens

ure

in-

stru

ctio

nal m

ater

ials

fo

r al

l cou

rses

are

ea

sily

acc

essi

ble;

ea

sy to

use

; can

be

acce

ssed

by

mul

tiple

op

erat

ing

syst

ems.

The

prog

ram

/in

stitu

tion

has

a pr

oces

s to

ens

ure

inst

ruct

iona

l mat

eri-

als

for

all c

ours

es a

re

easi

ly a

cces

sibl

e;

easy

to u

se; c

an b

e ac

cess

ed b

y m

ultip

le

oper

atin

g sy

stem

s;

how

ever

, it i

s no

t us

ed c

onsi

sten

tly

depl

oyed

acr

oss

all

cour

ses.

The

prog

ram

/inst

itutio

n ha

s co

nsis

tent

bus

ines

s pr

oces

ses

to e

nsur

e in

-st

ruct

iona

l mat

eria

ls fo

r al

l cou

rses

are

eas

ily

acce

ssib

le; e

asy

to u

se;

can

be a

cces

sed

by m

ul-

tiple

ope

ratin

g sy

stem

s;

and

UX

desi

gn p

rinc

iple

s ar

e in

here

nt to

cou

rse

desi

gn.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

112 Quality Scorecard 2014 Handbook

6In

stru

ctio

nal m

ater

ials

are

eas

ily a

cces

sed

by

stud

ents

wit

h di

sabi

litie

s vi

a al

tern

ativ

e in

-st

ruct

iona

l str

ateg

ies

and/

or re

ferr

al to

spe

cial

in

stit

utio

nal r

esou

rces

.

No

evid

ence

exi

sts

whi

ch il

lust

rate

s th

at

the

prog

ram

/in

stitu

tion

is p

repa

red

to off

er in

stru

ctio

nal

mat

eria

ls th

at a

re e

as-

ily a

cces

sibl

e by

stu

-de

nts

with

dis

abili

ties.

The

prog

ram

/in

stitu

tion

has

con-

sist

ent b

usin

ess

proc

esse

s to

ens

ure

inst

ruct

iona

l mat

eri-

als

for

all c

ours

es

are

easi

ly a

cces

sibl

e by

stu

dent

s w

ith

disa

bilit

ies.

The

prog

ram

/in

stitu

tion

has

cons

is-

tent

bus

ines

s pr

oc-

esse

s to

ens

ure

in-

stru

ctio

nal m

ater

ials

fo

r al

l cou

rses

are

ea

sily

acc

essi

ble

by

stud

ents

with

dis

abili

-tie

s.

Trai

ning

is p

rovi

ded

to

facu

lty a

nd th

e pr

ogra

m/in

stitu

tion

has

cons

iste

nt b

usin

ess

proc

esse

s to

ens

ure

in-

stru

ctio

nal m

ater

ials

for

all c

ours

es a

re e

asily

ac

cess

ible

by

stud

ents

w

ith d

isab

ilitie

s; p

rovi

de

links

to r

elev

ant r

e-so

urce

s.

7O

ppor

tuni

ties

/too

ls a

re p

rovi

ded

to e

ncou

r-ag

e st

uden

t-st

uden

t co

llabo

rati

on (i

.e.,

web

co

nfer

enci

ng, i

nsta

nt m

essa

ging

, etc

.) if

ap

prop

riat

e.

No

evid

ence

is p

ro-

vide

d w

hich

sup

port

s th

e us

e of

op

port

uniti

es/t

ools

to

enco

urag

e st

uden

t-st

uden

t col

labo

ratio

n.

Entr

epre

neur

ial f

ac-

ulty

mem

bers

are

ex

plor

ing

vari

ous

oppo

rtun

ities

/too

ls

to e

ncou

rage

st

uden

t-st

uden

t col

-la

bora

tion

on a

cl

ass-

by-c

lass

bas

is

but i

t is

not c

onsi

s-te

nt th

roug

hout

the

prog

ram

/inst

itutio

n.

Info

rmat

ion

is p

ro-

vide

d to

facu

lty to

hi

ghlig

ht o

ppor

tuni

ties/

tool

s av

aila

ble

to e

n-co

urag

e st

uden

t-st

uden

t col

labo

ratio

n an

d te

chni

cal s

uppo

rt

is p

rovi

ded

as n

eede

d.

In a

dditi

on, r

esou

rces

ar

e pr

ovid

ed.

Trai

ning

is p

rovi

ded

to

facu

lty to

sho

wca

se

oppo

rtun

ities

/too

ls a

vail-

able

to e

ncou

rage

st

uden

t-stu

dent

col

labo

-ra

tion;

the

prog

ram

/in

stitu

tion

enco

urag

es

colla

bora

tion

whe

re a

p-pr

opria

te; a

nd te

chni

cal

supp

ort i

s pr

ovid

ed a

s ne

eded

. In

add

ition

, re-

sour

ces

are

prov

ided

.

8Ru

les

or s

tand

ards

for

appr

opri

ate

onlin

e st

uden

t be

havi

or a

re p

rovi

ded

wit

hin

the

cour

se.

No

evid

ence

is p

ro-

vide

d w

hich

sup

port

s a

focu

s on

rul

es o

r st

an-

dard

s of

beh

avio

r w

ithin

the

prog

ram

/in

stitu

tion.

Whi

le r

ules

or

stan

-da

rds

exis

t with

in

the

prog

ram

/in

stitu

tion,

they

are

br

oad

with

lim

ited

appl

icat

ion

to o

nlin

e co

urse

s.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed r

ules

, sta

n-da

rds,

or

code

s of

co

nduc

t foc

usin

g on

ap

prop

riat

e st

uden

t be

havi

or fo

r on

line

stud

ents

.

The

prog

ram

/inst

itutio

n ha

s de

velo

ped

rule

s,

stan

dard

s, o

r cod

es o

f co

nduc

t foc

usin

g on

ap-

prop

riate

stu

dent

beh

av-

ior f

or o

nlin

e st

uden

ts

and

mak

es th

ose

cons

is-

tent

ly a

vaila

ble

(thro

ugh

the

LMS

or o

ther

mea

ns)

for a

ll co

urse

s.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

6In

stru

ctio

nal m

ater

ials

are

eas

ily a

cces

sed

by

stud

ents

wit

h di

sabi

litie

s vi

a al

tern

ativ

e in

-st

ruct

iona

l str

ateg

ies

and/

or re

ferr

al to

spe

cial

in

stit

utio

nal r

esou

rces

.

No

evid

ence

exi

sts

whi

ch il

lust

rate

s th

at

the

prog

ram

/in

stitu

tion

is p

repa

red

to off

er in

stru

ctio

nal

mat

eria

ls th

at a

re e

as-

ily a

cces

sibl

e by

stu

-de

nts

with

dis

abili

ties.

The

prog

ram

/in

stitu

tion

has

ad-

hoc

busi

ness

pro

c-es

ses

to e

nsur

e in

-st

ruct

iona

l mat

eria

ls

for

all c

ours

es a

re

easi

ly a

cces

sibl

e by

st

uden

ts w

ith d

is-

abili

ties.

The

prog

ram

/in

stitu

tion

has

cons

is-

tent

bus

ines

s pr

oc-

esse

s to

ens

ure

in-

stru

ctio

nal m

ater

ials

fo

r al

l cou

rses

are

ea

sily

acc

essi

ble

by

stud

ents

with

dis

abili

-tie

s.

Trai

ning

is p

rovi

ded

to

facu

lty a

nd th

e pr

ogra

m/in

stitu

tion

has

cons

iste

nt b

usin

ess

proc

esse

s to

ens

ure

in-

stru

ctio

nal m

ater

ials

for

all c

ours

es a

re e

asily

ac

cess

ible

by

stud

ents

w

ith d

isab

ilitie

s; p

rovi

de

links

to r

elev

ant r

e-so

urce

s.

7O

ppor

tuni

ties

/too

ls a

re p

rovi

ded

to e

ncou

r-ag

e st

uden

t-st

uden

t co

llabo

rati

on (i

.e.,

web

co

nfer

enci

ng, i

nsta

nt m

essa

ging

, etc

.) if

ap

prop

riat

e.

No

evid

ence

is p

ro-

vide

d w

hich

sup

port

s th

e us

e of

op

port

uniti

es/t

ools

to

enco

urag

e st

uden

t-st

uden

t col

labo

ratio

n.

Entr

epre

neur

ial f

ac-

ulty

mem

bers

are

ex

plor

ing

vari

ous

oppo

rtun

ities

/too

ls

to e

ncou

rage

st

uden

t-st

uden

t col

-la

bora

tion

on a

cl

ass-

by-c

lass

bas

is

but i

t is

not c

onsi

s-te

nt th

roug

hout

the

prog

ram

/inst

itutio

n.

Info

rmat

ion

is p

ro-

vide

d to

facu

lty to

hi

ghlig

ht o

ppor

tuni

ties/

tool

s av

aila

ble

to e

n-co

urag

e st

uden

t-st

uden

t col

labo

ratio

n an

d te

chni

cal s

uppo

rt

is p

rovi

ded

as n

eede

d.

In a

dditi

on, r

esou

rces

ar

e pr

ovid

ed.

Trai

ning

is p

rovi

ded

to

facu

lty to

sho

wca

se

oppo

rtun

ities

/too

ls a

vail-

able

to e

ncou

rage

st

uden

t-stu

dent

col

labo

-ra

tion;

the

prog

ram

/in

stitu

tion

enco

urag

es

colla

bora

tion

whe

re a

p-pr

opria

te; a

nd te

chni

cal

supp

ort i

s pr

ovid

ed a

s ne

eded

. In

add

ition

, re-

sour

ces

are

prov

ided

.

8Ru

les

or s

tand

ards

for

appr

opri

ate

onlin

e st

uden

t be

havi

or a

re p

rovi

ded

wit

hin

the

cour

se.

No

evid

ence

is p

ro-

vide

d w

hich

sup

port

s a

focu

s on

rul

es o

r st

an-

dard

s of

beh

avio

r w

ithin

the

prog

ram

/in

stitu

tion.

Whi

le r

ules

or

stan

-da

rds

exis

t with

in

the

prog

ram

/in

stitu

tion,

they

are

br

oad

with

lim

ited

appl

icat

ion

to o

nlin

e co

urse

s.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed r

ules

, sta

n-da

rds,

or

code

s of

co

nduc

t foc

usin

g on

ap

prop

riat

e st

uden

t be

havi

or fo

r on

line

stud

ents

.

The

prog

ram

/inst

itutio

n ha

s de

velo

ped

rule

s,

stan

dard

s, o

r cod

es o

f co

nduc

t foc

usin

g on

ap-

prop

riate

stu

dent

beh

av-

ior f

or o

nlin

e st

uden

ts

and

mak

es th

ose

cons

is-

tent

ly a

vaila

ble

(thro

ugh

the

LMS

or o

ther

mea

ns)

for a

ll co

urse

s.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 113

Teaching)and

)Learning)(15)po

ints)

0 =

Def

icie

nt1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

Stud

ent-t

o-St

uden

t and

Fac

ulty

-to-S

tude

nt in

ter-

actio

n ar

e es

sent

ial c

hara

cter

istic

s and

are

en-

cour

aged

and

faci

litat

ed.*

No

evid

ence

is p

rovi

ded

whi

ch s

uppo

rts

the

use

of o

ppor

tuni

ties/

tool

s to

enc

oura

ge s

tude

nt-

stud

ent a

nd/o

r stu

dent

-fa

culty

col

labo

ratio

n.

Entr

epre

neur

ial f

ac-

ulty

mem

bers

are

ex

plor

ing

vario

us

oppo

rtun

ities

/too

ls to

en

cour

age

stud

ent-

stud

ent a

nd s

tude

nt-

facu

lty in

tera

ctio

n on

a

clas

s-by

-cla

ss b

asis

.

Trai

ning

is p

rovi

ded

to

facu

lty to

sho

wca

se

oppo

rtun

ities

/too

ls

avai

labl

e to

enc

oura

ge

stud

ent-s

tude

nt a

nd

stud

ent-f

acul

ty in

ter-

actio

n an

d th

e pr

ogra

m/in

stitu

tion

enco

urag

es a

nd fa

cili-

tate

s in

tera

ctio

n.

Trai

ning

is p

rovi

ded

to

facu

lty to

sho

wca

se

oppo

rtun

ities

/too

ls a

vail-

able

to e

ncou

rage

st

uden

t-stu

dent

and

st

uden

t-fac

ulty

inte

rac-

tion;

the

prog

ram

/in

stitu

tion

enco

urag

es

and

faci

litat

es in

tera

ctio

n;

stud

ents

are

pro

vide

d re

quire

men

ts o

r sta

n-da

rds

for i

nter

actio

n; in

-te

ract

ion

is a

sses

sed;

su

ppor

t is

prov

ided

as

need

ed to

ass

ist f

acul

ty

mem

bers

in e

valu

atin

g an

d ad

optin

g ne

w te

ch-

nolo

gies

.

2Fe

edba

ck o

n st

uden

t ass

ignm

ents

and

que

stio

ns

is c

onst

ruct

ive

and

prov

ided

in a

tim

ely

man

ner.

*

The

prog

ram

/inst

itutio

n pr

ovid

es n

o po

licy

or

reco

mm

enda

tion

to

facu

lty m

embe

rs c

on-

cern

ing

prov

idin

g on

-lin

e st

uden

ts c

onst

ruc-

tive

and

timel

y fe

ed-

back

.

Facu

lty m

embe

rs

wor

k in

depe

nden

tly

to e

nsur

e fe

edba

ck is

co

nstr

uctiv

e an

d pr

o-vi

ded

in a

tim

ely

man

ner.

Facu

lty m

embe

rs re

-ce

ive

trai

ning

con

cern

-in

g pr

ovid

ing

timel

y (w

hat a

re th

e re

com

-m

ende

d tim

efra

mes

) an

d co

nstr

uctiv

e fe

ed-

back

(use

of r

ubric

s,

etc.

); m

ost c

ours

e sy

l-la

bi p

rovi

de a

n ov

er-

view

of f

eedb

ack

time-

lines

.

Facu

lty m

embe

rs re

ceiv

e tr

aini

ng c

once

rnin

g pr

o-vi

ding

tim

ely

(wha

t are

th

e re

com

men

ded

time-

fram

es) a

nd c

onst

ruct

ive

feed

back

(use

of r

ubric

s,

etc.

); al

l cou

rse

sylla

bi

prov

ide

an o

verv

iew

of

feed

back

tim

elin

es.

114 Quality Scorecard 2014 Handbook

Qua

lity

Scor

ecar

d 20

14

Crite

ria

for

Exce

llenc

e in

the

Adm

inis

trat

ion

of O

nlin

e Pr

ogra

ms

0 =

Defi

cien

t1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

The

inst

itut

ion

has

a go

vern

ance

str

uctu

re t

o en

able

cle

ar, eff

ecti

ve, a

nd c

ompr

ehen

sive

de

cisi

on m

akin

g re

late

d to

onl

ine

educ

atio

n.

The

inst

itutio

n ha

s ha

d no

dis

cuss

ions

ab

out t

he o

nlin

e go

v-er

nanc

e st

ruct

ure

and

deci

sion

mak

ing

auth

ority

.

Gov

erna

nce,

resp

on-

sibi

litie

s, d

ecis

ion

mak

-in

g au

thor

ity a

nd o

r-ga

niza

tion

of o

nlin

e op

erat

ions

is h

apha

z-ar

d an

d it

is n

ot a

lway

s cl

ear w

hich

uni

t is

tak-

ing

the

lead

.

Gov

erna

nce,

res

pon-

sibi

litie

s, d

ecis

ion

mak

ing

auth

ority

and

or

gani

zatio

n of

onl

ine

oper

atio

ns is

som

e-w

hat a

mor

phou

s w

ith

mul

tiple

uni

ts h

avin

g sp

ecifi

c re

spon

sibi

li-tie

s.

Gov

erna

nce,

res

pons

i-bi

litie

s, d

ecis

ion

mak

ing

auth

ority

and

org

aniz

a-tio

n of

onl

ine

oper

atio

ns

is d

elib

erat

e an

d cl

ear;

lin

es o

f aut

hori

ty fo

r su

ppor

ting

units

are

de-

linea

ted

(e.g

., in

a s

hare

d se

rvic

es a

gree

men

t).

2Th

e in

stit

utio

n ha

s po

licy

and

guid

elin

es t

hat

confi

rm a

stu

dent

who

reg

iste

rs in

an

onlin

e co

urse

or

prog

ram

is t

he s

ame

stud

ent

who

pa

rtic

ipat

es in

and

com

plet

es t

he c

ours

e or

pr

ogra

m a

nd r

ecei

ves

acad

emic

cre

dit.

Thi

s is

do

ne b

y ve

rify

ing

the

iden

tity

of a

stu

dent

by

usin

g m

etho

ds s

uch

as (a

) a s

ecur

e lo

gin

and

pass

cod

e, (b

) pro

ctor

ed e

xam

inat

ions

, or

(c)

othe

r te

chno

logi

es a

nd p

ract

ices

tha

t ar

e ef

-fe

ctiv

e in

ver

ifyi

ng s

tude

nt id

enti

ty.

The

inst

itutio

n is

in

the

proc

ess

of d

evel

-op

ing

polic

ies

and

guid

elin

es th

at s

up-

port

lear

ner a

uthe

nti-

catio

n.

The

inst

itutio

n ha

s cl

earl

y st

ated

pol

icie

s an

d gu

idel

ines

that

su

ppor

t lea

rner

au

then

ticat

ion;

the

inst

itutio

n m

inim

ally

su

ppor

ts o

ne o

r m

ore

stud

ent i

dent

ifica

tion

met

hods

.

The

inst

itutio

n ha

s cl

earl

y st

ated

pol

icie

s an

d gu

idel

ines

that

su

ppor

t lea

rner

au

then

ticat

ion;

the

inst

itutio

n su

ppor

ts

and

cons

iste

ntly

de-

ploy

s on

e or

mor

e st

uden

t ide

ntifi

catio

n m

etho

ds.

The

inst

itutio

n ha

s cl

earl

y st

ated

pol

icie

s an

d gu

idel

ines

that

sup

-po

rt le

arne

r au

then

tica-

tion;

the

inst

itutio

n su

p-po

rts

and

cons

iste

ntly

de

ploy

s on

e or

mor

e st

uden

t ide

ntifi

catio

n m

etho

ds; t

he in

stitu

tion

cont

inua

lly a

sses

ses

fu-

ture

opt

ions

bas

ed o

n em

ergi

ng te

chno

logi

es.

Ins$tu$o

nal*Sup

port*(2

7*po

ints)

3St

uden

ts le

arn

appr

opria

te m

etho

ds fo

r eff

ectiv

e re

sear

ch, i

nclu

ding

ass

essm

ent o

f the

val

idity

of

reso

urce

s and

the

abili

ty to

mas

ter r

esou

rces

in

an o

nlin

e en

viro

nmen

t.*

The

prog

ram

/inst

itutio

n pr

ovid

es n

o su

ppor

t to

facu

lty w

ith re

gard

to

help

ing

stud

ents

lear

n ap

prop

riate

met

hods

fo

r effe

ctiv

e re

sear

ch.

The

prog

ram

/in

stitu

tion

has

a pl

an

to p

rovi

de tu

toria

ls,

web

reso

urce

s, o

r ot

her f

orm

s to

hel

p st

uden

t lea

rn a

ppro

-pr

iate

met

hods

for

effe

ctiv

e re

sear

ch;

how

ever

, the

y ar

e ye

t to

dep

loy

the

plan

.

The

prog

ram

/in

stitu

tion

crea

tes

vario

us tu

toria

ls, w

eb

reso

urce

s, o

r for

ms

to

help

stu

dent

s le

arn

appr

opria

te m

etho

ds

for e

ffect

ive

rese

arch

an

d fa

culty

are

offe

red

trai

ning

.

The

prog

ram

/inst

itutio

n cr

e-at

es va

rious

tuto

rials,

web

re

sour

ces ,

or fo

rms t

o te

ach

appr

opria

te m

etho

ds fo

r ef

fect

ive re

sear

ch; fa

culty

m

embe

rs a

re a

war

e of

thes

e re

sour

ces a

nd co

nsist

ently

pr

ovid

e lin

ks to

thes

e to

ols;

facu

lty a

lso p

rovid

e in

form

a-tio

n on

how

to a

sses

s the

va

lidity

of r

esou

rces

. Fac

ulty

ar

e of

fere

d tra

inin

g.

4St

uden

ts a

re p

rovi

ded

acce

ss to

libr

ary

prof

es-

sion

als

and

reso

urce

s to

hel

p lo

cate

, ana

lyze

, ev

alua

te, s

ynth

esiz

e, a

nd e

thic

ally

use

a v

ari-

ety

of in

form

atio

n re

sour

ces.

The

libra

ry h

as n

o tu

to-

rials

, web

reso

urce

s, o

r fo

rms

to s

uppo

rt o

nlin

e st

uden

ts.

Som

e on

line

cour

ses

shar

e in

form

atio

n on

ho

w to

acc

ess

libra

ry

prof

essi

onal

s w

heth

er th

ey a

re

gene

ralis

ts o

r spe

cial

-is

ts; l

imite

d tu

toria

ls,

web

reso

urce

s, o

r fo

rms

are

prov

ided

fo

r onl

ine

stud

ents

.

The

libra

ry cr

eate

s var

i-ou

s tut

oria

ls, w

eb re

-so

urce

s, or

form

s to

help

st

uden

ts le

arn

how

to

use

all o

f the

libra

ry re

-so

urce

s (e.

g., in

terli

brar

y lo

an, e

lect

roni

c doc

u-m

ent d

elive

ry, e

-rese

rve

syst

em); m

ost o

nlin

e co

urse

s sha

re in

form

a-tio

n on

how

to a

cces

s lib

rary

pro

fess

iona

ls w

heth

er th

ey a

re g

ener

-al

ists o

r spe

cialis

ts.

The

libra

ry cr

eate

s var

ious

tu

toria

ls, w

eb re

sour

ces,

or

form

s to

help

stud

ents

lear

n ho

w to

use

all o

f the

libra

ry

reso

urce

s (e.

g., in

terli

brar

y lo

an, e

lect

roni

c doc

umen

t de

liver

y, e-

rese

rve

syst

em);

all o

nlin

e co

urse

s sha

re in

-fo

rmat

ion

on h

ow to

acc

ess

libra

ry p

rofe

ssio

nals

whe

ther

they

are

gen

eral

ists

or sp

ecia

lists

.

5In

stru

ctor

s us

e sp

ecifi

c st

rate

gies

to c

reat

e a

pres

ence

in th

e co

urse

. Th

e pr

ogra

m/

inst

itutio

n pr

ovid

es n

o su

ppor

t, tr

aini

ng, r

e-so

urce

s, o

r pol

icy

for

to fa

culty

mem

bers

co

ncer

ning

str

ateg

ies

for c

reat

ing

cour

se

pres

ence

.

The

prog

ram

/in

stitu

tion

has

com

-m

unic

ated

to fa

culty

th

e im

port

ance

of

inst

ruct

or p

rese

nce

but h

as n

ot p

rovi

ded

trai

ning

, gui

delin

es,

or re

sour

ces.

The

prog

ram

/in

stitu

tion

has

com

-m

unic

ated

to fa

culty

th

e im

port

ance

of i

n-st

ruct

or p

rese

nce

and

prov

ided

som

e re

-so

urce

s bu

t not

trai

n-in

g or

gui

delin

es.

The

prog

ram

/inst

itutio

n ha

s com

mun

icate

d to

fac-

ulty

the

impo

rtan

ce o

f in-

stru

ctor

pre

senc

e, p

ro-

vide

d m

odel

s and

re-

sour

ces,

and

trai

ning

and

gu

idel

ines

. Ins

truc

tor

cour

se p

rese

nce

is co

nsid

-er

ed h

ighl

y im

port

ant.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 115

Social'and

'Stude

nt'Engagem

ent'(3'po

ints)

0 =

Defi

cien

t1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

Stud

ents

sho

uld

be p

rovi

ded

a w

ay t

o in

tera

ct

wit

h ot

her

stud

ents

in a

n on

line

com

mun

ity

(out

side

the

cou

rse)

.

Ther

e is

no

evid

ence

th

at th

e in

stitu

tion

mak

es eff

orts

to e

n-ga

ge s

tude

nts

out-

side

the

onlin

e cl

ass-

room

.

Effor

ts a

re m

ade

to

deve

lop

an o

nlin

e co

mm

unity

but

eff

orts

ar

e sp

orad

ic a

nd in

-co

nsis

tent

.

The

prog

ram

or

the

inst

itutio

n pr

ovid

es

an o

nlin

e co

mm

u-ni

ty w

ith o

ne c

onsi

s-te

nt m

etho

d su

ch a

s a

Face

book

gro

up

page

that

is r

egul

arly

up

date

d an

d us

ed to

cr

eate

stu

dent

co

mm

unity

.

The

prog

ram

or

the

in-

stitu

tion

prov

ides

an

onlin

e co

mm

unity

with

m

ore

than

one

con

sis-

tent

met

hod

such

as

pers

onal

lear

ning

co

mm

uniti

es a

nd F

ace-

book

.

116 Quality Scorecard 2014 Handbook

Faculty

(Sup

port((1

8(po

ints)

0 =

Def

icie

nt1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

Tech

nica

l ass

ista

nce

is p

rovi

ded

for f

acul

ty d

urin

g on

line

cour

se d

evel

opm

ent a

nd o

nlin

e te

achi

ng.*

The

prog

ram

/inst

itutio

n ha

s lim

ited

tech

nica

l re

sour

ces

and

can

pro-

vide

ver

y lit

tle te

chni

cal

supp

ort.

The

prog

ram

/in

stitu

tion

has

min

imal

te

chni

cal s

uppo

rt re

-so

urce

s to

ass

ist f

acul

ty

mem

bers

dur

ing

both

co

urse

dev

elop

men

t an

d te

achi

ng.

The

prog

ram

/in

stitu

tion

has

ade-

quat

e te

chni

cal s

up-

port

reso

urce

s to

as

sist

facu

lty m

em-

bers

dur

ing

both

co

urse

dev

elop

men

t an

d te

achi

ng.

The

prog

ram

/inst

itutio

n ha

s ad

equa

te te

chni

cal s

uppo

rt re

sour

ces t

o as

sist f

acul

ty

mem

bers

dur

ing b

oth

cour

se

deve

lopm

ent a

nd te

achi

ng;

tuto

rials

and

web

reso

urce

s ha

ve b

een

crea

ted

to au

g-m

ent f

acul

ty n

eeds

; the

tech

-ni

cal s

uppo

rt re

sour

ces a

re

cons

ider

ed ‘m

issio

n cr

itical’

. 2

The

inst

itut

ion

ensu

res

facu

lty

rece

ive

trai

ning

, as

sist

ance

, and

sup

port

to p

repa

re fa

cult

y fo

r co

urse

dev

elop

men

t and

teac

hing

onl

ine.

*

No

evid

ence

is p

rovi

ded

conc

erni

ng fa

culty

trai

n-in

g.

A fa

culty

dev

elop

men

t pl

an is

in p

lace

and

so

me

ad h

oc tr

aini

ng

occu

rs.

The

prog

ram

/in

stitu

tion

prov

ides

re

gula

r tra

inin

g ba

sed

on s

peci

fic

cour

se o

r pro

gram

ne

eds.

The

prog

ram

/inst

itutio

n pr

ovid

es re

gula

r, co

mpr

e-he

nsive

and

cons

isten

t co

urse

dev

elop

men

t sup

-po

rt, t

rain

ing

and

ongo

ing

assis

tanc

e (e

.g., m

ento

ring

prog

ram

s) a

nd th

e tr

aini

ng

is pr

ovid

ed u

sing

diffe

rent

m

odel

s of d

elive

ry (e

.g.,

virtu

al m

odul

es, h

ando

uts,

live

trai

ning

).

3Fa

cult

y re

ceiv

e tr

aini

ng a

nd m

ater

ials

rela

ted

to F

air U

se, p

lagi

aris

m, a

nd o

ther

rele

vant

lega

l an

d et

hica

l con

cept

s.*

No

evid

ence

exi

sts

that

fa

culty

mem

bers

are

pr

ovid

ed tr

aini

ng o

r ot

her m

ater

ials

rela

ted

to F

air U

se, p

lagi

aris

m,

etc.

Som

e lim

ited

trai

ning

ex

ists

for f

acul

ty m

em-

bers

.

Facu

lty m

embe

rs a

re

prov

ided

trai

ning

, ch

eckl

ists

, tip

she

ets

and

enga

ge in

dis

-cu

ssio

ns c

once

rnin

g Fa

ir U

se, p

lagi

aris

m

and

othe

r rel

evan

t le

gal a

nd e

thic

al

conc

epts

.

Facu

lty m

embe

rs a

re p

ro-

vided

trai

ning

, che

cklis

ts, t

ip

shee

ts a

nd e

ngag

e in

dis

-cu

ssio

ns co

ncer

ning

Fair

Use

, pla

giar

ism a

nd o

ther

re

leva

nt le

gal a

nd e

thica

l co

ncep

ts; t

he p

rogr

am/

inst

itutio

n ha

s a b

usin

ess

proc

ess i

n pl

ace

to a

sses

s co

mpl

ianc

e.

Quality Scorecard Scoring Rubric 117

4Fa

cult

y ar

e pr

ovid

ed o

n-go

ing

prof

essi

onal

de

velo

pmen

t re

late

d to

onl

ine

teac

hing

and

le

arni

ng.

No

evid

ence

is p

rovi

ded

whi

ch s

uppo

rts

a co

m-

mitm

ent t

o on

goin

g pr

ofes

sion

al d

evel

op-

men

t for

onl

ine

facu

lty

mem

bers

.

The

prog

ram

/in

stitu

tion

prov

ides

pr

ofes

sion

al d

evel

op-

men

t for

facu

lty m

em-

bers

on

an a

d ho

c ba

-si

s.

The

prog

ram

/in

stitu

tion

prov

ides

on

goin

g pr

ofes

sion

al

deve

lopm

ent f

or

facu

lty m

embe

rs

focu

sed

on te

achi

ng

and

lear

ning

.

The

prog

ram

/inst

itutio

n pr

o-vid

es o

ngoi

ng p

rofe

ssio

nal

deve

lopm

ent f

or fa

culty

m

embe

rs fo

cuse

d on

teac

h-in

g an

d le

arni

ng; d

evel

op-

men

t opp

ortu

nitie

s are

pro

-vid

ed th

roug

h va

rious

del

iv-

ery f

orm

ats;

the

need

s of

facu

lty m

embe

rs a

re co

nsid

-er

ed w

hen

deve

lopi

ng a

tra

inin

g sc

hedu

le o

f top

ics.

5Cl

ear

stan

dard

s ar

e es

tabl

ishe

d fo

r fa

cult

y en

gage

men

t an

d ex

pect

atio

ns a

roun

d on

line

teac

hing

(e.g

. res

pons

e ti

me,

con

tact

info

rmat

ion,

etc

.).

To d

ate,

no

disc

ussi

ons

or p

lann

ing

was

evi

dent

w

ith re

gard

to e

stab

lish-

ing

clea

ring

stan

dard

s.

The

prog

ram

/in

stitu

tion

is in

the

proc

ess

of e

stab

lishi

ng

clea

r sta

ndar

ds fo

r fac

-ul

ty e

ngag

emen

t and

ex

pect

atio

ns.

The

prog

ram

/in

stitu

tion

has

esta

b-lis

hed

clea

r sta

n-da

rds

for f

acul

ty e

n-ga

gem

ent a

nd e

x-pe

ctat

ions

; ens

ure

appr

opria

te p

erso

n-ne

l and

sys

tem

s ar

e in

pla

ce to

com

mu-

nica

te s

tand

ards

and

m

onito

r fac

ulty

per

-fo

rman

ce.

The

prog

ram

/inst

itutio

n ha

s es

tabl

ished

clea

r sta

ndar

ds

for f

acul

ty e

ngag

emen

t and

ex

pect

atio

ns; e

nsur

e ap

-pr

opria

te p

erso

nnel

and

sy

stem

s are

in p

lace

to

com

mun

icate

stan

dard

s an

d m

onito

r fac

ulty

per

-fo

rman

ce; c

reat

e an

d im

-pl

emen

t onl

ine

facu

lty ce

rti-

ficat

ion

cour

ses;

enga

ge a

co

nsist

ent p

erfo

rman

ce

revie

w p

roce

ss.

6Fa

cult

y ar

e in

form

ed a

bout

em

ergi

ng te

ch-

nolo

gies

and

the

sele

ctio

n an

d us

e of

new

to

ols.

No

evid

ence

is p

rovi

ded

whi

ch il

lust

rate

s ho

w

emer

ging

tech

nolo

gies

ar

e se

lect

ed o

r use

d.

Entr

epre

neur

ial f

acul

ty

mem

bers

are

iden

tify-

ing,

sel

ectin

g, a

nd u

sing

em

ergi

ng te

chno

logi

es

and

new

tool

s w

ith li

m-

ited

prog

ram

/in

stitu

tiona

l sup

port

or

enga

gem

ent.

Facu

lty m

embe

rs a

re

cons

iste

ntly

in-

form

ed a

bout

em

ergi

ng te

chno

lo-

gies

, the

ir se

lect

ion

and

use;

the

prog

ram

/inst

itutio

n su

ppor

ts e

mer

ging

te

chno

logi

es (e

.g.,

ince

ntiv

es, s

tipen

ds,

softw

are

acqu

isi-

tion)

.

Facu

lty m

embe

rs a

re co

n-sis

tent

ly in

form

ed a

bout

em

ergi

ng te

chno

logi

es,

thei

r sel

ectio

n an

d us

e; th

e pr

ogra

m/in

stitu

tion

clear

ly su

ppor

ts e

mer

ging

tech

-no

logi

es (e

.g., i

ncen

tives

, st

ipen

ds, s

oftw

are

acqu

isi-

tion)

; wor

ksho

ps, g

uide

s, tu

toria

ls ar

e cr

eate

d to

as-

sist f

acul

ty in

inte

grat

ing

tech

nolo

gy in

supp

ort o

f le

arni

ng o

utco

mes

.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

118 Quality Scorecard 2014 Handbook

Stud

ent'S

uppo

rt'(4

8'po

ints)

0 =

Defi

cien

t1

= D

evel

opin

g2

= Ac

com

plis

hed

3 =

Exem

plar

y1

Befo

re s

tart

ing

an o

nlin

e pr

ogra

m, s

tude

nts

are

advi

sed

abou

t th

e pr

ogra

m t

o de

term

ine

if t

hey

poss

ess

the

self

-mot

ivat

ion

and

com

-m

itm

ent

to le

arn

onlin

e. *

Ther

e is

no

evid

ence

to

sugg

est s

tude

nts

are

advi

sed

abou

t onl

ine

prog

ram

rea

dine

ss.

A defin

ed a

dvis

ing

proc

ess

is in

pla

ce

and

embe

dded

into

bu

sine

ss p

roce

sses

be

fore

a le

arne

r st

arts

onl

ine

clas

ses.

A defin

ed a

dvis

ing

proc

ess

is in

pla

ce

and

embe

dded

into

bu

sine

ss p

roce

sses

be

fore

a le

arne

r st

arts

onl

ine

clas

ses;

de

velo

p pr

oces

ses

for

lear

ners

to s

elf-

asse

ss th

eir

mot

iva-

tion

and

com

mit-

men

t.

A de

fined

adv

isin

g pr

oc-

ess

is in

pla

ce a

nd e

m-

bedd

ed in

to b

usin

ess

proc

esse

s be

fore

a

lear

ner s

tart

s on

line

clas

ses;

pro

cess

es a

re

deve

lope

d fo

r lea

rner

s to

se

lf-as

sess

mot

ivat

ion

and

com

mitm

ent;

tuto

ri-al

s an

d ch

eckl

ists

are

pr

ovid

ed; ‘

test

driv

es’ o

r ot

her d

ecis

ion

supp

ort

tool

s ar

e of

fere

d.

2Be

fore

sta

rtin

g an

onl

ine

prog

ram

, stu

dent

s ar

e ad

vise

d ab

out

the

prog

ram

to

dete

rmin

e if

the

y ha

ve a

cces

s to

the

min

imum

tec

hnol

-og

y sk

ills

and

equi

pmen

t re

quir

ed b

y th

e co

urse

des

ign.

*

Ther

e is

no

evid

ence

th

at s

tude

nts

are

ad-

vise

d ab

out m

inim

um

tech

nolo

gy s

kills

or

equi

pmen

t.

Info

rmat

ion

avai

l-ab

le to

pro

spec

tive

stud

ents

is in

com

-pl

ete

and/

or n

ot

avai

labl

e be

fore

en-

rolli

ng.

Info

rmat

ion

avai

labl

e to

pro

spec

tive

stu-

dent

s is

com

plet

e,

but n

ot a

vaila

ble

prio

r to

enr

ollin

g an

d st

artin

g an

onl

ine

prog

ram

.

Pros

pect

ive

stud

ents

are

pr

ovid

ed in

form

atio

n co

ncer

ning

requ

ired

on-

line

tool

s so

they

can

m

ake

info

rmed

dec

i-si

ons;

nec

essa

ry in

form

a-tio

n is

eas

y to

find

on

the

web

site

and

mad

e av

ail-

able

bef

ore

enro

lling

.

3Be

fore

sta

rtin

g an

onl

ine

prog

ram

, stu

dent

s re

ceiv

e (o

r ha

ve a

cces

s to

) inf

orm

atio

n ab

out

prog

ram

s, in

clud

ing

adm

issi

on r

equi

rem

ents

, tu

itio

n an

d fe

es, b

ooks

and

sup

plie

s, t

echn

i-ca

l and

pro

ctor

ing

requ

irem

ents

, and

stu

dent

su

ppor

t se

rvic

es. *

Ther

e is

no

evid

ence

th

at s

tude

nts

rece

ive

impo

rtan

t inf

orm

atio

n be

fore

sta

rtin

g an

on-

line

prog

ram

.

Info

rmat

ion

avai

labl

e to

pro

spec

tive

stu-

dent

s is

inco

mpl

ete

and/

or n

ot a

vaila

ble

befo

re e

nrol

ling.

Info

rmat

ion

avai

labl

e to

pro

spec

tive

stu-

dent

s is

com

plet

e, b

ut

not a

lway

s av

aila

ble

prio

r to

enro

lling

and

st

artin

g an

onl

ine

prog

ram

.

Pros

pect

ive

stud

ents

are

pr

ovid

ed p

rogr

am in

-fo

rmat

ion

so th

ey c

an

mak

e in

form

ed d

eci-

sion

s be

fore

enr

ollin

g;

nece

ssar

y in

form

atio

n is

ea

sy to

find

on

the

web

-si

te.

Quality Scorecard Scoring Rubric 119

4Th

roug

hout

the

dura

tion

of t

he c

ours

e/pr

ogra

m, s

tude

nts

have

acc

ess

to tr

aini

ng a

nd

info

rmat

ion

they

will

nee

d to

sec

ure

requ

ired

m

ater

ials

thro

ugh

elec

tron

ic d

atab

ases

, int

er-

libra

ry lo

ans,

gov

ernm

ent a

rchi

ves,

new

ser

v-ic

es, a

nd o

ther

sou

rces

.*

The

libra

ry h

as n

o tu

-to

rial

s, w

eb r

esou

rces

or

form

s to

sup

port

on

line

stud

ents

.

Som

e on

line

cour

ses

shar

e in

form

atio

n on

how

to a

cces

s lib

rary

pro

fess

iona

ls

whe

ther

they

are

ge

nera

lists

or

spe-

cial

ists

; lim

ited

tuto

-ri

als,

web

res

ourc

es

or fo

rms

are

pro-

vide

d fo

r on

line

stu-

dent

s.

The

libra

ry h

as v

ario

us

tuto

rials

, web

re-

sour

ces

or fo

rms

to

help

stu

dent

s le

arn

how

to u

se a

ll of

the

libra

ry re

sour

ces

(e.g

., in

terli

brar

y lo

an, e

lec-

tron

ic d

ocum

ent d

eliv

-er

y, e

-res

erve

sys

tem

); m

ost o

nlin

e co

urse

s sh

are

info

rmat

ion

on

how

to a

cces

s lib

rary

pr

ofes

sion

als

whe

ther

th

ey a

re g

ener

alis

ts o

r sp

ecia

lists

.

The

libra

ry h

as v

ario

us

tuto

rials

, web

reso

urce

s or

form

s to

hel

p st

uden

ts

lear

n ho

w to

use

all

of th

e lib

rary

reso

urce

s (e

.g.,

inte

rlibr

ary

loan

, ele

c-tr

onic

doc

umen

t del

iver

y,

e-re

serv

e sy

stem

) em

-be

dded

in e

ach

cour

se; a

ll on

line

cour

ses

shar

e in

-fo

rmat

ion

on h

ow to

ac-

cess

libr

ary

prof

essi

onal

s w

heth

er th

ey a

re g

ener

al-

ists

or s

peci

alis

ts.

5Th

roug

hout

the

dura

tion

of t

he c

ours

e/pr

ogra

m, s

tude

nts

have

acc

ess

to a

ppro

pria

te

tech

nica

l ass

ista

nce

and

tech

nica

l sup

port

st

aff.

*

Ther

e is

no

evid

ence

th

at s

tude

nts

have

ac-

cess

to te

chni

cal a

ssis

-ta

nce

and

supp

ort.

Stud

ents

hav

e ac

-ce

ss to

tech

nica

l su

ppor

t, bu

t sup

port

is

inco

nsis

tent

and

/or

not

pro

vide

d du

r-in

g pe

ak h

ours

ba

sed

on th

e st

u-de

nt’s

time

zone

.

Stud

ents

hav

e ac

cess

to

con

sist

ent t

echn

i-ca

l ass

ista

nce

and

supp

ort b

ut in

stru

c-tio

ns fo

r ac

cess

ing

supp

ort a

re u

ncle

ar

and

hour

s ar

e lim

ited

but a

re p

rovi

ded

dur-

ing

peak

hou

rs.

Stud

ents

hav

e ac

cess

to

cons

iste

nt te

chni

cal

supp

ort a

nd h

ave

clea

r in

stru

ctio

ns o

n ho

w to

ac

cess

; tec

hnic

al s

uppo

rt

serv

ices

are

pro

vide

d 24

X7X3

65.

6Su

ppor

t pe

rson

nel a

re a

vaila

ble

to a

ddre

ss

stud

ent

ques

tion

s, p

robl

ems,

bug

rep

orti

ng,

and

com

plai

nts.

*

No

evid

ence

is p

ro-

vide

d of

how

stu

dent

s m

ay a

ddre

ss th

eir

ques

tions

and

issu

es.

It is

unc

lear

how

all

type

s of

stu

dent

qu

estio

ns, p

rob-

lem

s, a

nd b

ug r

e-po

rtin

g is

han

dled

ac

ross

cou

rses

and

pr

ogra

ms.

Clea

r an

d co

nsis

tent

su

ppor

t is

avai

labl

e an

d bu

sine

ss p

roc-

esse

s su

rrou

ndin

g th

e fu

ll ra

nge

of s

tu-

dent

issu

es (e

.g.,

ques

tions

, pro

blem

s,

bug

repo

rts,

com

-pl

aint

s) is

doc

u-m

ente

d.

Clea

r an

d co

nsis

tent

su

ppor

t is

avai

labl

e an

d bu

sine

ss p

roce

sses

sur

-ro

undi

ng th

e fu

ll ra

nge

of s

tude

nt is

sues

(e.g

., qu

estio

ns, p

robl

ems,

bu

g re

port

s, c

ompl

aint

s)

is d

ocum

ente

d; s

uppo

rt

staff

mon

itor

re-

emer

ging

issu

es to

en-

sure

miti

gatio

n of

any

sy

stem

ic p

robl

ems.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

120 Quality Scorecard 2014 Handbook

7St

uden

ts h

ave

acce

ss t

o eff

ecti

ve a

cade

mic

, pe

rson

al, a

nd c

aree

r co

unse

ling.

No

evid

ence

is p

ro-

vide

d to

dem

onst

rate

ho

w s

tude

nts

acce

ss

any

coun

selin

g se

rv-

ices

.

Evid

ence

dem

on-

stra

tes

stud

ents

ha

ve a

cces

s to

onl

y on

e ty

pe o

f cou

nsel

-in

g se

rvic

es; l

imite

d ch

anne

ls a

re a

vail-

able

.

Evid

ence

dem

on-

stra

tes

that

stu

dent

s ha

ve a

cces

s to

two

type

s of

cou

nsel

ing

serv

ices

; lim

ited

chan

nels

are

ava

il-ab

le.

Evid

ence

dem

onst

rate

s th

at o

nlin

e st

uden

ts h

ave

acce

ss to

a fu

ll ar

ray

of

coun

selin

g se

rvic

es, i

n-cl

udin

g ac

adem

ic a

dvis

-er

s, a

men

tal h

ealth

/ps

ycho

logy

cou

nsel

ing

cent

er, a

nd c

aree

r ser

v-ic

es re

sour

ces;

ser

vice

s ar

e pr

ovid

ed th

roug

h va

rious

cha

nnel

s (e

.g.,

in-

pers

on, t

elep

hone

, e-m

ail

or w

eb c

onfe

renc

ing)

.

8Fr

eque

ntly

Ask

ed Q

uest

ions

(FAQ

s) a

re p

rovi

ded

in o

rder

to re

spon

d to

stu

dent

s' m

ost c

omm

on

ques

tions

rega

rdin

g on

line

educ

atio

n.

No

evid

ence

is p

ro-

vide

d to

dem

onst

rate

FA

Qs

are

avai

labl

e.

FAQ

s ar

e in

com

plet

e or

out

-of-

date

or

diffi

cult

to fi

nd.

FAQ

s co

ver

a w

ide

vari

ety

of c

omm

only

as

ked

ques

tions

and

ar

e ea

sy fo

r st

uden

ts

to lo

cate

and

are

up-

to-d

ate.

FAQ

s co

ver a

wid

e va

riety

of

com

mon

ly a

sked

qu

estio

ns a

nd a

re e

asy

for s

tude

nts

to lo

cate

an

d ar

e up

-to-d

ate;

FAQ

’s ar

e co

ntin

ually

upd

ated

ba

sed

on s

tude

nt n

eeds

; FA

Q’s

may

be

supp

orte

d by

tuto

rials

, che

cksh

eets

, in

fogr

aphi

cs o

r oth

er

supp

ort t

ools

to a

ssis

t st

uden

ts.

9St

uden

ts a

re p

rovi

ded

noni

nstr

uctio

nal s

uppo

rt

serv

ices

suc

h as

adm

issi

on, f

inan

cial

ass

ista

nce,

re

gist

ratio

n/en

rollm

ent,

etc.

Ther

e is

no

evid

ence

th

at s

tude

nts

are

pro-

vide

d no

n-in

stru

ctio

nal

supp

ort t

hrou

ghou

t th

eir

prog

ram

.

Ther

e is

evi

denc

e th

at s

tude

nts

are

prov

ided

par

tial s

erv-

ices

dur

ing

thei

r on-

line

prog

ram

. Acc

ess

to s

ervi

ces

may

be

uncl

ear o

r lim

ited.

Ther

e is

evi

denc

e th

at

stud

ents

are

pro

vide

d m

any

non-

inst

ruct

iona

l se

rvic

es d

urin

g th

eir

onlin

e pr

ogra

m. A

cces

s to

ser

vice

s is

unc

lear

or

limite

d.

Stud

ents

are

pro

vide

d no

n-in

stru

ctio

nal s

uppo

rt

for a

ll en

rolle

d co

urse

s an

d ac

cess

is c

lear

ly d

em-

onst

rate

d th

roug

h m

ulti-

ple

chan

nels

(e.g

., in

-pe

rson

, pho

ne,

e-m

ail,

web

con

fere

ncin

g);

supp

ort s

ervi

ces

are

con-

tinua

lly e

valu

ated

and

up-

date

d ba

sed

on s

tude

nt

need

s.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 121

10Po

licy,

pro

cess

es, a

nd r

esou

rces

are

in p

lace

to

sup

port

stu

dent

s w

ith

disa

bilit

ies.

Ther

e is

no

evid

ence

th

at s

tude

nts

with

dis

-ab

ilitie

s ar

e su

ppor

ted.

Ther

e is

evi

denc

e of

su

ppor

t for

stu

dent

s w

ith d

isab

ilitie

s, b

ut

polic

ies

and

proc

-es

ses

are

not e

vi-

dent

.

The

prog

ram

/in

stitu

tion

has

poli-

cies

, pro

cess

es a

nd

reso

urce

s to

sup

port

st

uden

ts w

ith d

isab

ili-

ties;

how

ever

stu

-de

nts

with

dis

abili

ties

rece

ive

inco

nsis

tent

su

ppor

t or

inst

ruc-

tions

for

acce

ss a

re

uncl

ear.

The

prog

ram

/inst

itutio

n ha

s co

nsis

tent

pol

icie

s,

proc

esse

s, a

nd re

sour

ces

to s

uppo

rt s

tude

nts

with

di

sabi

litie

s; it

is c

lear

that

th

e in

stitu

tion

is w

orki

ng

to in

corp

orat

e th

e re

le-

vant

sta

ndar

ds a

nd/o

r be

st p

ract

ices

; doc

umen

-ta

tion

incl

udes

spe

cific

co

urse

info

rmat

ion

as

wel

l as

how

stu

dent

s ac

-ce

ss re

leva

nt s

ervi

ces.

11St

uden

ts h

ave

acce

ss to

requ

ired

cou

rse

mat

e-ri

als

in p

rint

and

/or d

igit

al fo

rmat

, suc

h as

ISBN

nu

mbe

rs fo

r tex

tboo

ks, b

ook

supp

liers

, and

de

liver

y m

odes

pri

or to

cou

rse

enro

llmen

t.

Ther

e is

no

evid

ence

th

at s

tude

nts

have

ac-

cess

to re

quire

d m

ate-

rials

prio

r to

enro

ll-m

ent.

Acce

ss to

req

uire

d co

urse

mat

eria

ls

vari

es b

y co

urse

and

is

inco

nsis

tent

.

Acce

ss to

requ

ired

cour

se m

ater

ials

is

cons

iste

nt a

cros

s th

e pr

ogra

m, b

ut s

tude

nts

mus

t be

enro

lled

for

acce

ss.

Acce

ss to

requ

ired

cour

se

mat

eria

ls is

con

sist

ent

and

stud

ents

hav

e ac

cess

pr

ior t

o en

rollm

ent.

12Pr

ogra

m d

emon

stra

tes

a st

uden

t-ce

nter

ed

focu

s ra

ther

tha

n tr

ying

to fi

t ex

isti

ng o

n-ca

mpu

s se

rvic

es t

o th

e on

line

stud

ent.

Ther

e is

no

evid

ence

pr

esen

ted.

Serv

ices

app

ear

to

be p

rim

arily

for

on-

cam

pus

stud

ents

.

Evid

ence

is w

ritt

en

for

onlin

e st

uden

ts

but i

s in

com

plet

e.

The

prog

ram

dem

on-

stra

tes

a fo

cus

on th

e on

line

stud

ent a

nd th

e on

line

serv

ices

ava

ilabl

e.

13Eff

orts

are

mad

e to

eng

age

stud

ents

wit

h th

e pr

ogra

m a

nd in

stit

utio

n in

ord

er t

o m

inim

ize

feel

ings

of i

sola

tion

and

alie

nati

on.

Ther

e is

no

evid

ence

th

at th

e in

stitu

tion

mak

es eff

orts

to e

n-ga

ge s

tude

nts

outs

ide

the

clas

sroo

m.

Effor

ts a

re m

ade

to

enga

ge s

tude

nts

but

effor

ts a

re s

pora

dic

and

inco

nsis

tent

.

The

prog

ram

or

the

inst

itutio

n en

gage

st

uden

ts.

Both

the

inst

itutio

n an

d th

e pr

ogra

m e

ngag

e st

u-de

nts;

eng

agem

ent i

s in

-te

grat

ed in

to a

ll ac

tiviti

es

and

is in

tent

iona

l.

14Th

e in

stit

utio

n pr

ovid

es g

uida

nce/

tuto

rial

s fo

r st

uden

ts in

the

use

of a

ll fo

rms

of t

ech-

nolo

gies

use

d fo

r co

urse

del

iver

y.

Ther

e is

no

evid

ence

th

at s

tude

nts

are

pro-

vide

d w

ith g

uida

nce

conc

erni

ng u

se o

f te

chno

logy

.

Ther

e is

evi

denc

e th

at g

uida

nce

is

avai

labl

e fo

r stu

dent

s bu

t gui

danc

e pr

o-vi

ded

is c

onfu

sing

or

uncl

ear.

Inst

ruct

ions

fo

r acc

ess

may

be

need

ed.

Gui

danc

e is

pro

vide

d fo

r on

ly th

e pr

imar

y te

chno

logy

use

d fo

r co

urse

del

iver

y. In

-st

ruct

ions

for

acce

ss

are

clea

r.

Gui

danc

e, fa

ct s

heet

s,

info

grap

hics

are

pro

vide

d fo

r all

type

s of

tech

nolo

-gi

es u

sed

in c

ours

ewor

k an

d m

ay in

clud

e vi

deo

tuto

rials

. Ins

truc

tions

for

acce

ss a

re c

lear

and

con

-si

sten

t acr

oss

all c

ours

es.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

122 Quality Scorecard 2014 Handbook

15Tu

tori

ng is

ava

ilabl

e as

a le

arni

ng r

esou

rce.

Th

ere

is n

o ev

iden

ce

that

stu

dent

s ca

n ac

-ce

ss tu

tori

ng s

ervi

ces.

Tuto

ring

acc

ess

is

inco

nsis

tent

and

in

stru

ctio

ns fo

r ac

-ce

ss m

ay b

e un

clea

r.

Tuto

ring

is a

vaila

ble

and

acce

ssib

le; t

he

prog

ram

/inst

itutio

n de

mon

stra

tes

how

tu

tori

ng is

mad

e av

aila

ble

as a

lear

ning

re

sour

ce.

Tuto

ring

is a

vaila

ble

and

acce

ssib

le; t

he p

rogr

am/

inst

itutio

n de

mon

stra

tes

how

tuto

ring

is m

ade

avai

labl

e as

a le

arni

ng

reso

urce

; mul

tiple

cha

n-ne

ls a

re p

rovi

ded

(e.g

., e-

mai

l, ph

one,

cha

t, w

eb

conf

eren

cing

); tu

tori

ng

serv

ices

are

ava

ilabl

e w

hen

lear

ners

nee

d th

em.

16St

uden

ts a

re p

rovi

ded

clea

r in

form

atio

n fo

r en

listi

ng h

elp

from

the

inst

itut

ion.

Ther

e is

no

evid

ence

th

at s

tude

nts

are

pro-

vide

d in

stru

ctio

ns fo

r en

listin

g he

lp.

Stud

ents

are

pro

-vi

ded

info

rmat

ion

to

enlis

t hel

p bu

t ser

v-ic

es a

re li

mite

d, a

c-ce

ss is

unc

lear

and

/or

min

imal

cha

nnel

s ar

e av

aila

ble.

Stud

ents

hav

e ac

cess

to

bot

h on

e-tim

e se

rv-

ices

and

repe

ated

se

rvic

es, b

ut in

form

a-tio

n is

not

cle

ar a

nd/o

r ch

anne

ls a

re li

mite

d.

Stud

ents

hav

e cl

ear

in-

form

atio

n in

ord

er to

ac

cess

to b

oth

one-

time

and

repe

ated

ser

vice

s;

mul

tiple

cha

nnel

s (e

.g.,

e-m

ail,

phon

e, c

hat,

web

con

fere

ncin

g) a

re

prov

ided

for

enlis

ting

assi

stan

ce; s

ervi

ce

stan

dard

s ar

e m

oni-

tore

d ov

er ti

me

and

impr

ovem

ents

mad

e.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

15Tu

tori

ng is

ava

ilabl

e as

a le

arni

ng r

esou

rce.

Th

ere

is n

o ev

iden

ce

that

stu

dent

s ca

n ac

-ce

ss tu

tori

ng s

ervi

ces.

Tuto

ring

acc

ess

is

inco

nsis

tent

and

in

stru

ctio

ns fo

r ac

-ce

ss m

ay b

e un

clea

r.

Tuto

ring

is a

vaila

ble

and

acce

ssib

le; t

he

prog

ram

/inst

itutio

n de

mon

stra

tes

how

tu

tori

ng is

mad

e av

aila

ble

as a

lear

ning

re

sour

ce.

Tuto

ring

is a

vaila

ble

and

acce

ssib

le; t

he p

rogr

am/

inst

itutio

n de

mon

stra

tes

how

tuto

ring

is m

ade

avai

labl

e as

a le

arni

ng

reso

urce

; mul

tiple

cha

n-ne

ls a

re p

rovi

ded

(e.g

., e-

mai

l, ph

one,

cha

t, w

eb

conf

eren

cing

); tu

tori

ng

serv

ices

are

ava

ilabl

e w

hen

lear

ners

nee

d th

em.

16St

uden

ts a

re p

rovi

ded

clea

r in

form

atio

n fo

r en

listi

ng h

elp

from

the

inst

itut

ion.

Ther

e is

no

evid

ence

th

at s

tude

nts

are

pro-

vide

d in

stru

ctio

ns fo

r en

listin

g he

lp.

Stud

ents

are

pro

-vi

ded

info

rmat

ion

to

enlis

t hel

p bu

t ser

v-ic

es a

re li

mite

d, a

c-ce

ss is

unc

lear

and

/or

min

imal

cha

nnel

s ar

e av

aila

ble.

Stud

ents

hav

e ac

cess

to

bot

h on

e-tim

e se

rv-

ices

and

repe

ated

se

rvic

es, b

ut in

form

a-tio

n is

not

cle

ar a

nd/o

r ch

anne

ls a

re li

mite

d.

Stud

ents

hav

e cl

ear

in-

form

atio

n in

ord

er to

ac

cess

to b

oth

one-

time

and

repe

ated

ser

vice

s;

mul

tiple

cha

nnel

s (e

.g.,

e-m

ail,

phon

e, c

hat,

web

con

fere

ncin

g) a

re

prov

ided

for

enlis

ting

assi

stan

ce; s

ervi

ce

stan

dard

s ar

e m

oni-

tore

d ov

er ti

me

and

impr

ovem

ents

mad

e.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 123

Evalua&o

n)and)Assessmen

t)(33)points)

0 =

Def

icien

t1

= D

evel

opin

g2

= Ac

com

plish

ed3

= Ex

empl

ary

1Th

e pr

ogra

m is

ass

esse

d th

roug

h an

eva

lua-

tion

pro

cess

tha

t ap

plie

s sp

ecif

ic e

stab

lishe

d st

anda

rds.

*

The

prog

ram

/inst

itutio

n do

es n

ot h

ave

a pl

an o

r pr

oces

s to

eval

uate

the

onlin

e pr

ogra

m.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed a

pro

gram

ev

alua

tion

plan

to

perio

dica

lly a

sses

s th

e pr

ogra

m. M

ostly

per

-fo

rmed

on

ad h

oc

basi

s.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed o

r fol

low

spe

-ci

fic s

tand

ards

whi

ch

are

cons

iste

ntly

and

pe

riodi

cally

use

d to

as

sess

/eva

luat

e th

e pr

ogra

m.

The

prog

ram

/inst

itutio

n ha

s dev

elop

ed o

r fol

low

sp

ecifi

c sta

ndar

ds w

hich

ar

e co

nsist

ently

and

per

i-od

ically

use

d to

ass

ess/

eval

uate

the

prog

ram

; ev

alua

tion

resu

lts a

re u

sed

to im

prov

e on

line

pro-

gram

(s).

2A

varie

ty o

f dat

a (a

cade

mic

and

adm

inis

trat

ive

info

rmat

ion)

are

use

d to

regu

larly

and

freq

uent

ly

eval

uate

pro

gram

eff

ectiv

enes

s and

to g

uide

ch

ange

s tow

ard

cont

inua

l im

prov

emen

t. *

No

evid

ence

exi

sts t

hat

the

prog

ram

/inst

itutio

n ev

alua

tes i

ts o

nlin

e pr

o-gr

am u

sing

a va

riety

of

data

.

Onl

ine

prog

ram

ev

alua

tion

is ju

st b

e-gi

nnin

g an

d lim

ited

acad

emic

or a

dmin

is-

trat

ive

mea

sure

s are

us

ed to

ass

ess p

ro-

gram

effe

ctiv

enes

s.

Onl

ine

prog

ram

ev

alua

tion

inclu

des

som

e ac

adem

ic (e

.g.,

cour

se e

valu

atio

ns,

lear

ning

out

com

es

achi

evem

ent)

and

ad-

min

istra

tive

(e.g

., sat

is-

fact

ion

surv

eys,

stu-

dent

succ

ess/

pers

isten

ce ra

tes)

m

easu

res t

o as

sess

ef

fect

iven

ess.

Onl

ine

prog

ram

eva

luat

ion

incl

udes

a w

ide

varie

ty o

f ac

adem

ic (e

.g.,

cour

se

eval

uatio

ns, l

earn

ing

out-

com

es a

chie

vem

ent)

and

adm

inis

trat

ive

(e.g

., sa

tis-

fact

ion

surv

eys,

stu

dent

su

cces

s/pe

rsis

tenc

e ra

tes)

m

easu

res

to a

sses

s ef

fec-

tiven

ess;

the

eval

uatio

n oc

curs

regu

larly

and

fre-

quen

tly; a

nd is

use

d to

gu

ide

chan

ges.

3In

tend

ed le

arni

ng o

utco

mes

at t

he c

ours

e an

d pr

ogra

m le

vel a

re re

view

ed re

gula

rly to

ens

ure

alig

nmen

t, cl

arity

, util

ity, a

ppro

pria

tene

ss, a

nd

effe

ctiv

enes

s.*

The

prog

ram

/inst

itutio

n do

es n

ot h

ave

a re

view

pr

oces

s to

asse

ss le

arn-

ing

outc

omes

.

Lear

ning

out

com

es a

re

asse

ssed

on

an a

d ho

c ba

sis to

ens

ure

alig

n-m

ent,

clarit

y, u

tility

, ap

prop

riate

ness

and

ef

fect

iven

ess.

Lear

ning

out

com

es a

re

asse

ssed

on

a re

gula

r ba

sis to

ens

ure

alig

n-m

ent,

clarit

y, u

tility

, ap

prop

riate

ness

and

ef

fect

iven

ess.

Lear

ning

out

com

es a

re

asse

ssed

on

a re

gula

r ba-

sis

to e

nsur

e al

ignm

ent,

clar

ity, u

tility

, app

ropr

iate

-ne

ss a

nd e

ffect

iven

ess;

a

peer

revi

ew p

roce

ss is

us

ed; o

utco

mes

from

the

proc

ess

driv

e up

date

s.

124 Quality Scorecard 2014 Handbook

4A

proc

ess i

s in

plac

e an

d fo

llow

ed fo

r the

ass

ess-

men

t of s

uppo

rt se

rvic

es fo

r fac

ulty

and

stu-

dent

s.

No

proc

ess i

s in

plac

e to

as

sess

supp

ort s

ervi

ces

for f

acul

ty a

nd st

uden

ts.

A pr

oces

s is i

n pl

ace

and

enga

ged

on a

n ad

ho

c bas

is to

ass

ess

supp

ort s

ervi

ces f

or

facu

lty a

nd st

uden

ts.

A pr

oces

s is i

n pl

ace

and

follo

wed

on

a re

gula

r bas

is (e

.g., a

n-nu

ally

) to

asse

ss su

p-po

rt se

rvice

s for

facu

lty

and

stud

ents

.

A pr

oces

s is i

n pl

ace

and

follo

wed

on

a re

gula

r bas

is (e

.g., a

nnua

lly) t

o as

sess

su

ppor

t ser

vice

s for

facu

lty

and

stud

ents

; out

com

es

serv

e as

a fo

unda

tion

for

impr

ovem

ents

.

5A

proc

ess i

s in

plac

e an

d fo

llow

ed fo

r the

ass

ess-

men

t of s

tude

nt re

tent

ion

in o

nlin

e co

urse

s and

pr

ogra

ms.

No

proc

ess i

s in

plac

e to

as

sess

stud

ent r

eten

-tio

n.

A pr

oces

s is i

n pl

ace

and

enga

ged

on a

n ad

ho

c bas

is to

ass

ess

stud

ent r

eten

tion.

A pr

oces

s is i

n pl

ace

and

follo

wed

on

a re

gula

r bas

is (e

.g., a

n-nu

ally

) to

asse

ss st

u-de

nt re

tent

ion.

A pr

oces

s is

in p

lace

and

fo

llow

ed o

n a

regu

lar

basi

s (e

.g.,

annu

ally

) to

asse

ss s

tude

nt r

eten

-tio

n; o

utco

mes

ser

ve a

s a

foun

datio

n fo

r im

-pr

ovem

ents

.

6A

proc

ess i

s in

plac

e an

d fo

llow

ed fo

r the

ass

ess-

men

t of r

ecru

itmen

t pra

ctic

es.

No

proc

ess i

s in

plac

e to

as

sess

recr

uitm

ent p

rac-

tices

.

A pr

oces

s is i

n pl

ace

and

enga

ged

on a

n ad

ho

c bas

is to

ass

ess

recr

uitm

ent p

ract

ices.

A pr

oces

s is i

n pl

ace

and

follo

wed

on

a re

gula

r bas

is (e

.g., a

n-nu

ally

) to

asse

ss re

-cr

uitm

ent p

ract

ices.

A pr

oces

s is

in p

lace

and

fo

llow

ed o

n a

regu

lar

basi

s (e

.g.,

annu

ally

) to

asse

ss r

ecru

itmen

t pr

actic

es; o

utco

mes

se

rve

as a

foun

datio

n fo

r im

prov

emen

ts.

7Pr

ogra

m d

emon

stra

tes c

ompl

ianc

e an

d re

view

of

acce

ssib

ility

stan

dard

s (Se

ctio

n 50

8, e

tc.).

No

proc

ess i

s in

plac

e to

re

gula

rly re

view

acc

es-

sibilit

y st

anda

rds.

Prog

ram

/inst

itutio

n ha

s des

igna

ted

per-

sonn

el to

supp

ort a

c-ce

ssib

ility

need

s; a

pr

oces

s is i

n pl

ace

and

follo

wed

on

an a

d ho

c ba

sis to

ass

ess a

cces

-sib

ility

stan

dard

s.

Prog

ram

/inst

itutio

n ha

s des

igna

ted

per-

sonn

el to

supp

ort a

c-ce

ssib

ility

need

s; a

pr

oces

s is i

n pl

ace

and

follo

wed

on

a re

gula

r ba

sis (e

.g., a

nnua

lly) t

o as

sess

acc

essib

ility

stan

dard

s.

Prog

ram

/inst

itutio

n ha

s de

sign

ated

per

sonn

el to

su

ppor

t acc

essi

bilit

y ne

eds;

a p

roce

ss is

in

plac

e an

d fo

llow

ed o

n a

regu

lar b

asis

(e.g

., an

nu-

ally

) to

asse

ss a

cces

sibi

lity

stan

dard

s w

ith o

utco

mes

pu

blis

hed

on th

e pr

o-gr

am’s

web

site

; out

com

es

also

ser

ve a

s a

foun

datio

n fo

r im

prov

emen

t.

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary

Quality Scorecard Scoring Rubric 125

8Co

urse

eva

luat

ions

col

lect

feed

back

on

the

effe

ctiv

enes

s of

inst

ruct

ion

in r

elat

ion

to

facu

lty

perf

orm

ance

eva

luat

ions

.

Cour

se e

valu

atio

ns a

re

not r

egul

arly

revi

ewed

. Co

urse

eva

luat

ions

are

re

view

ed o

n an

ad

hoc

basis

to a

sses

s effe

c-tiv

enes

s of i

nstr

uctio

n;

feed

back

gle

aned

from

th

e re

view

is u

sed

to

shap

e fa

culty

per

-fo

rman

ce e

valu

atio

ns.

Cour

se e

valu

atio

ns

and

othe

r fee

dbac

k (e

.g.,

peer

revi

ew re

-su

lts) a

re re

view

ed

regu

larly

to a

sses

s ef

fect

iven

ess

of in

-st

ruct

ion;

feed

back

gl

eane

d fr

om th

e re

-vi

ew is

use

d to

sha

pe

facu

lty p

erfo

rman

ce

eval

uatio

ns.

Cour

se e

valu

atio

ns a

nd

othe

r fee

dbac

k (e.

g., p

eer

revie

w re

sults

) are

revie

wed

re

gula

rly to

ass

ess e

ffect

ive-

ness

of in

stru

ctio

n; fe

edba

ck

glea

ned

from

the

revie

w is

us

ed to

shap

e fa

culty

per

-fo

rman

ce e

valu

atio

ns; a

lso

used

as o

utlin

e fo

r fut

ure

facu

lty d

evel

opm

ent t

opics

or

othe

r im

prov

emen

ts.

9A

pro

cess

is in

pla

ce a

nd fo

llow

ed fo

r th

e in

stit

utio

nal a

sses

smen

t of

facu

lty

onlin

e te

achi

ng p

erfo

rman

ce.

No

prog

ram

/in

stitu

tiona

l pol

icies

ha

ve b

een

deve

lope

d to

gu

ide

expe

ctat

ions

for

facu

lty p

erfo

rman

ce.

The

prog

ram

/in

stitu

tion

has

deve

l-op

ed p

olic

ies

to

guid

e ex

pect

atio

ns

for f

acul

ty p

erfo

rm-

ance

and

the

pol

icy

stan

dard

s ar

e sh

ared

w

ith fa

culty

mem

-be

rs.

The

prog

ram

/inst

itutio

n ha

s dev

elop

ed p

olici

es

to g

uide

exp

ecta

tions

for

facu

lty p

erfo

rman

ce;

polic

y /st

anda

rds a

re

shar

ed w

ith fa

culty

; st

anda

rds a

re u

sed

pe-

riodi

cally

to e

valu

ate

a fa

culty

mem

ber’s

per

-fo

rman

ce.

The

prog

ram

/inst

itutio

n ha

s de

velo

ped

polic

ies

to

guid

e ex

pect

atio

ns fo

r fac

-ul

ty p

erfo

rman

ce; p

olic

y/st

anda

rds

are

shar

ed w

ith

facu

lty; t

hese

sta

ndar

ds

are

used

to e

valu

ate

a fa

c-ul

ty m

embe

r’s p

erfo

rm-

ance

eac

h tim

e th

ey te

ach

onlin

e.

10A

proc

ess i

s in

plac

e an

d fo

llow

ed fo

r the

ass

ess-

men

t of s

take

hold

er (e

.g.,

lear

ners

, fac

ulty

, sta

ff)

satis

fact

ion

with

the

onlin

e pr

ogra

m.

No

proc

ess i

s in

plac

e to

as

sess

stak

ehol

der s

atis

-fa

ctio

n.

A pr

oces

s is i

n pl

ace

and

enga

ged

on a

n ad

ho

c bas

is to

ass

ess

stak

ehol

der s

atisf

ac-

tion.

A pr

oces

s is i

n pl

ace

and

follo

wed

on

a re

gu-

lar b

asis

(e.g

., ann

ually

) to

ass

ess s

take

hold

er

satis

fact

ion.

A pr

oces

s is i

n pl

ace

and

follo

wed

on

a re

gula

r bas

is (e

.g., a

nnua

lly) t

o as

sess

st

akeh

olde

r sat

isfac

tion;

ou

tcom

es se

rve

as a

foun

-da

tion

for i

mpr

ovem

ents

.

11Co

urse

eva

luat

ions

col

lect

stud

ent f

eedb

ack

on

qual

ity o

f onl

ine

cour

se m

ater

ials

. Co

urse

eva

luat

ions

are

no

t col

lect

ed a

nd u

sed

to a

sses

s the

qua

lity

of

onlin

e co

urse

mat

eria

ls.

A co

mpr

ehen

sive

cour

se e

valu

atio

n is

depl

oyed

per

iodi

cally

to

colle

ct st

uden

t fe

edba

ck; o

utco

mes

se

rve

as a

foun

datio

n fo

r im

prov

emen

ts.

A co

mpr

ehen

sive

cour

se e

valu

atio

n is

depl

oyed

for e

ach

on-

line

cour

se to

colle

ct

stud

ent f

eedb

ack;

out

-co

mes

serv

e as

a

foun

datio

n fo

r im

-pr

ovem

ents

.

A co

mpr

ehen

sive

cour

se

eval

uatio

n is

depl

oyed

for

each

onl

ine

cour

se to

colle

ct

stud

ent f

eedb

ack;

out

-co

mes

serv

e as

a fo

unda

-tio

n fo

r im

prov

emen

ts to

co

urse

qua

lity;

the

eval

ua-

tion

tool

is p

erio

dica

lly re

-vie

wed

for e

ffect

ivene

ss

and

rele

vanc

e.

* Ad

apte

d fr

om In

stitu

te fo

r H

ighe

r Ed

ucat

ion

Polic

y’s

Qua

lity

on th

e Li

ne: B

ench

mar

ks fo

r Suc

cess

in In

tern

et-b

ased

Dis

tanc

e Ed

ucat

ion

(200

0)*

Adap

ted

from

Inst

itute

for

Hig

her

Educ

atio

n Po

licy’

s Q

ualit

y on

the

Line

: Ben

chm

arks

for S

ucce

ss in

Inte

rnet

-bas

ed D

ista

nce

Educ

atio

n (2

000)

* Ad

apte

d fr

om In

stitu

te fo

r H

ighe

r Ed

ucat

ion

Polic

y’s

Qua

lity

on th

e Li

ne: B

ench

mar

ks fo

r Suc

cess

in In

tern

et-b

ased

Dis

tanc

e Ed

ucat

ion

(200

0)*

Adap

ted

from

Inst

itute

for

Hig

her

Educ

atio

n Po

licy’

s Q

ualit

y on

the

Line

: Ben

chm

arks

for S

ucce

ss in

Inte

rnet

-bas

ed D

ista

nce

Educ

atio

n (2

000)

* Ad

apte

d fr

om In

stitu

te fo

r H

ighe

r Ed

ucat

ion

Polic

y’s

Qua

lity

on th

e Li

ne: B

ench

mar

ks fo

r Suc

cess

in In

tern

et-b

ased

Dis

tanc

e Ed

ucat

ion

(200

0)*

Adap

ted

from

Inst

itute

for

Hig

her

Educ

atio

n Po

licy’

s Q

ualit

y on

the

Line

: Ben

chm

arks

for S

ucce

ss in

Inte

rnet

-bas

ed D

ista

nce

Educ

atio

n (2

000)

!!

!

0 =

Defi

cien

t

1 =

Dev

elop

ing

2

= A

ccom

plis

hed

3 =

Exe

mpl

ary