online learning consortium - too often we fail to recognize and … · 2014-06-19 · the sloan...

The Sloan Consortium Online Learning Awards: 2013

The Sloan Consortium

November 21, 2013

“Too often we fail to recognize and pay tribute to the creative spirit.”

—Alfred P. Sloan, Jr.


Presented at the 19th Annual Sloan-C International Conference on Online Learning, November

21, 2013, The Sloan Consortium is proud to recognize the following individuals and organizations for their significant contributions to the field of online education:

A. Frank Mayadas Leadership Award

Jack M. Wilson, University of Massachusetts For innovative and transformative leadership that has had a profound impact upon online education on a

national level.

Ralph E. Gomory Award for Quality Online Education

Washington State University Global Campus

For innovative work in using quantitative metrics to advance quality in online education at Washington

State University’s Global Campus.

John R. Bourne Outstanding Achievement Award in Online Education

Kaye Shelton, Lamar University For exemplary work on quality assurance that has advanced the practice of online education globally.

Excellence in Institution-Wide Online Education

Lone Star College System For delivering affordable access to quality online education with an unwavering commitment to student

success.

Excellence in Faculty Development for Online Teaching

University of Louisiana at Lafayette For creating an outstanding faculty development program that successfully prepares faculty to design and

deliver high quality online learning experiences.

Outstanding Online Program

Master of Science in Biotechnology, University of Maryland University College For creating a high-quality online graduate program that prepares adult working students for the

biotechnology workforce of tomorrow.

Excellence in Online Teaching

Susan Manning, University of Wisconsin – Stout For pedagogical creativity in online course design and delivery that creates a strong culture of learning

and energizes and inspires her students.

Betty A. Rambur, University of Vermont

For her imagination and resourcefulness in creating intellectually robust and highly interactive online

courses that empower and inspire her students.


Special Recognition for Pedagogical Innovation

Ryerson University’s G. Raymond Chang School of Continuing Education For creating a vibrant experiential online learning environment in which students learn about real-world situations in

food security in a manner that is not possible in a classroom.

Board of Directors Award

Jeff Seaman & I. Elaine Allen, Babson Survey Research Group, Babson University

For accurate, exemplary survey methodology and impartial evaluation of the growth and general status of online

education.

The Sloan Consortium Announces Recipients of the 2013 Effective Practice Awards Honoring Innovation in Online Education

The 2013 Sloan-C Effective Practice Awards were presented at Sloan-C’s 19th Annual International Conference on Online Learning, Nov. 20-22, in Orlando, Florida.

These awards recognize and honor innovation in online learning. The award recipients have demonstrated leadership in advancing the goals of access, learning effectiveness, faculty and student satisfaction, and scalability.

“We are proud to honor the outstanding commitment and accomplishments of this year’s field of nominees,” said Kathleen Ives, D.M., Acting Chief Executive Officer and Executive Director, The Sloan Consortium. “Through innovative practice, they have demonstrated their dedication to advancing online education.”

The recipients of Sloan-C’s 2013 Effective Practice Awards are:

A Multimedia-Rich Platform to Enhance Student Engagement and Learning in an Online Environment

Ted Scott Bledsoe, PsyD. and Bruce Simmerok, Ph.D. Azusa Pacific University, Azusa, California

American Public University System Contact Hour Calculator: An Adaptive Model for Calculating Contact Hours

Dr. Karan Powell, Dr. Jennifer Stephens Helm, Dr. Melissa Layne and Dr. Phil Ice American Public University System


Assessing the Effectiveness of Online Educator Preparation

Robert Blomeyer & Greg Kearsley, Online Teaching Associates Dazhi Yang & Jui-Long Hung, Boise State University Scott Buckley, NCREL@AIR

Blended Delivery of Apprenticeship Training: Bringing Learners Together Through Technology

Greg Ryan College of the North Atlantic

Blended Education: A Case Study at the University of Central Oklahoma

Len Bogner, Ed.D. & Bucky Dodd, Ph.D. University of Central Oklahoma

Enhancing Faculty Development Through Integrating the Teaching Online Pedagogical Repository

Dr. Kelvin Thompson & Dr. Baiyun Chen Center for Distributed Learning, University of Central Florida

Multiuser Blogging as an Educational Innovation

Michael Wilder University of Nevada, Las Vegas

Conditional Release Technologies for Management Education

Dr. Owen P. Hall, Jr. Pepperdine University

International Collaboration with Virtual Internships

Allison P. Selby, Kaplan University Julie Frieswyk, Peace Corps Volunteer

The Relationship Between Best Online Instructional Practices and Undergraduate Student Perceptions of Instructor Credibility at a Large, Four-Year, Public, Open University

Amanda Marie Knapp, Ph.D.


About Sloan-C

The Sloan Consortium (Sloan-C) is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of online education. Membership in the Sloan Consortium provides knowledge, practice, community, and direction for educators. Originally funded by the Alfred P. Sloan Foundation, Sloan-C is now a non-profit, member-sustained organization. Join with the Sloan Consortium to lead higher education in meeting social needs for affordable access, quality innovations, and teaching and learning excellence. The Sloan Consortium works to make education a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines, by helping learning organizations continually improve quality, scale, and breadth of their online programs, according to their own distinctive missions. Sloan-C encourages networks among people as channels for sharing knowledge and effective practices in learning effectiveness, access, scale, student satisfaction and faculty satisfaction. The Sloan Consortium serves a wide range of member individuals, institutions, consortia, and industry partners. Programs that adhere to Sloan-C quality principles are led by instructors, emphasize high levels of asynchronous interaction, and create online quality that is at least commensurate with face-to-face programs and industry standards. Sloan-C consultants assist institutions in learning about online methodologies; Sloan-C conferences and workshops help implement and improve online programs; Sloan-C publications—The Sloan-C View, the Journal of Asynchronous Learning Networks (JALN), and volumes in the quality series—inform and advise academic, government and private sector audiences. Applications for membership are welcome at http://www.sloanconsortium.org.

http://www.sloanconsortium.org/


The Sloan Consortium Awards Statement The Sloan Consortium awards program, which recognizes outstanding achievements in online education, celebrates the creative spirit that improves the quality of online learning and program development. The Alfred P. Sloan Foundation began supporting online education implementations and research in 1992. Much has changed in the past decade, thanks to the efforts of pioneers. Our understanding of how to teach effectively using new technologies has matured, and several communications channels document this understanding—conferences and workshops, the Quality Scorecard for the Administration of Online Programs, the Institute for Emerging Leadership in Online Learning (IELOL), the Journal of Asynchronous Learning Networks, volumes in the Sloan-C series on quality, and Sloan-C forums for sharing research and effective practices.

Today, online education is part of the mainstream of higher education, supplementing face-to-face learning and rapidly becoming the predominant delivery mode for distance education courses and programs in the United States. The annual Sloan-C awards pay tribute to trailblazers and innovators whose contributions are significant for the evolution of online and blended education. The investments made in online education have not only increased access to higher education,

but now are actually demonstrating improvement to the quality of higher education as a whole.

Our watchwords of quality, scale, and breadth are epitomized by the individuals and

institutions we honor this year.

Meg Benke, President, Sloan-C


A. Frank Mayadas Leadership Award

Jack. M. Wilson University of Massachusetts As founding CEO of UMassOnline, Dr. Wilson was faced with the challenge of bringing the online education efforts of five different University of Massachusetts campuses together under one administrative umbrella and brand. In addition to the needs and demands of each campus, Dr. Wilson served the UMass Board of Trustees and multiple constituents and faced significantly high expectations in his role as founding CEO. Dr. Wilson led UMassOnline through a period of unprecedented growth and continued his support as President of the UMass system. UMassOnline enrollments grew from 5000 course enrollments in 2001 to 45,815 (up 814%) in 2010, while UMassOnline revenue grew from $3 million to $56 million in the same period (these revenues in turn help support campus-based activities). Under his founding leadership, Dr. Wilson not only brought the five UMass campuses together, but also assisted the University system to become a respected leader in quality online education on a regional, national and international basis. Prior to joining the University of Massachusetts, Dr. Wilson served as a Professor of Physics and Management and Co-Director of the Severino Center for Technological Entrepreneurship at Rensselaer Polytechnic Institute. His contributions while at RPI were significant, including the founding of an interdisciplinary program in Information Technology, Management and Engineering and the launch of an early e-learning start-up company based on his research. This company, LearnLinc was eventually sold to Mentergy, providing a significant technological leapfrog to the latter company. As a visionary leader of online education, Dr. Wilson was appointed as the Co-Chair of the A۰P۰L۰U-Sloan National Commission on Online Learning. The Commission was formed in May 2007 to engage the A۰P۰L۰U Presidents and Chancellors in a discussion about the utility of online education as a means to achieve broader institutional priorities, such as diversity, retention, internationalization and accountability. In 2004, Jack M. Wilson was inducted into the United States Distance Learning Association (USDLA) Hall of Fame and recognized as an outstanding pioneer in distance education. Each year USDLA recognizes individuals who have demonstrated vision, leadership and excellence in the distance learning industry. Jack Wilson has made hundreds of presentations over his career on online education, innovation in higher education and written extensively to generously share his knowledge and insight on the topic. Most recently, he has examined the impacts of MOOC’s on higher education along with the potential disruptive nature of online education. These more recent presentations and papers reflect Dr. Wilson's continued impact and engagement in the field of online education, in addition to his significant contributions to other aspects of higher education.


Throughout his career, Dr. Wilson has actively served on numerous national organizations, and continues to be a highly sought after thought leader. He was one of the chairs of the Sloan/NASULGC Online Task Force for the National Association of State Universities and Land Grant Colleges. He has also served on, and continues to serve on, many important regional and national higher education committees, including the Board of the US Department of Education Fund for the Improvement of Post-Secondary Education, the National Board of Directors of the American Public and Land Grant Universities, the Commission on Innovation Competitiveness and Economic Prosperity of the APLU, the National Academy of Science/National Research Council Committee and the Massachusetts Life Science Center, to name but a few. Jack Wilson has received numerous recognitions for his leadership in educational reform. He was appointed in 2005, by Governor Mitt Romney, as a Massachusetts Commissioner to the Education Commission of the States and re-appointed by Governor Deval Patrick.

The Ralph E. Gomory Award for Quality Online Education

Washington State University Global Campus

The WSU Global Campus began in 1992 as a degree

completion program. Since that time, the one

constant has been continual change. Those changes

range from creating interstitial terms to offering

four-year degrees, from reducing costs to increasing

community, from creating a streaming media

center to launching their own online proctoring

service. They have an eLearning Services website

that helps both on-campus and online faculty, a

Faculty Interest Group, even a virtual help desk that

lets their experts directly access the computers of

faculty members.

Washington State University’s Global Campus now offers eight undergraduate degrees, nine master’s

degrees, five undergraduate certificates, and three graduate certificates. On the non-credit side, it offers

seven online professional development programs. In spring 2013, the Global Campus had more than

3,000 students in the United States and more than 150 international students from 20 countries.

One important change, however, has less to do with technology, and more with mindset. They no longer

see themselves as simply sending information out into the world. They now view the transfer of

information as a two-way street: We educate, but they also engage. They teach, but they also learn.

They ask questions—through surveys, reports, studies, interviews, and evaluations—and they listen to

the answers. The final result has been a more successful student population and a faculty that is better

equipped to handle—and more apt to embrace—the challenges of online instruction.


WSU Global Campus gathers quantitative metrics in each of the five Sloan-C Pillar areas of learning

effectiveness, scale (cost effectiveness and commitment), access, faculty satisfaction and student

satisfaction. They employ a total of eighteen instruments, each of which addresses one or more of the

pillars and use quantitative data to continuously assess and improve the quality of offerings in each of

the five Sloan-C Pillar areas. This quality of their work has often been recognized by their peers,

including 10 awards from the University Continuing Education Association, and five from the National

University Telecommunication Network. In 2009, they were honored with the NUTN Institution

Achievement award.

John R. Bourne Outstanding Achievement Award in Online Education

Kaye Shelton Lamar University Dr. Shelton often presents at conferences on-campus, throughout the United States and in other nations. Kaye eagerly shares new ideas and Department Chairs and faculty members throughout the college benefit from her scholarship and service. Dr. Shelton has been a leader in online learning. Lamar University sought Kaye’s expertise because of her excellent reputation as Dean of Online Learning at Dallas Baptist University. Kaye is known in the field as an innovator and as an enthusiastic supporter on quality online learning. Dr. Shelton continues to lead Lamar’s efforts and the efforts of many other schools in making quality higher education accessible. Kaye Shelton’s service is evident in her web page, which provides tips and techniques for online teaching, in the numerous presentations throughout the United States and other countries, and in her everyday exchanges with faculty in which she willingly provides support and assistance. As an online instructor in the doctoral program, Kaye assists students through web conferences and other online activities that improve the technology skills of future education leaders. Dr. Shelton’s service on university search committees is especially important as she assists the committees in identifying those candidates with the attitudes and skills that will help achieve the excellence Lamar desires in online programming. Many higher education faculty members are becoming adept at developing quality online courses, but the next step is reviewing and improving online programs. Dr. Shelton’s Quality Scorecard is just the tool for beginning needed program reviews and has the potential to bring about significant positive changes in the advancement of online education.


Award for Excellence in Institution-Wide Online Education

Lone Star College System

Lone Star, with 90,000 students, is the fastest-growing community college system in the U.S. and the largest higher education institution in the greater Houston, Texas area. Lone Star’s focus has been student success and credential completion. Nearly 34,000 students of Lone Star’s total student population attend through Lone Star College-Online. LSC-Online supports 11 fully online degrees and 23 fully online certificates. In fall 2012, 7,433 students enrolled as fully online. More than 29,000 students enrolled in a Lone Star online course, with 1,748 fully online or hybrid course sections offered. Nearly 1,000 faculty teach online or hybrid courses. Online student enrollments have grown significantly year-over-year since 2008, with a 27 percent leap from 2010 to 2011. LSC-Online is one of the largest deployments of its kind in terms of learners served and represents a radical improvement in access, affordability, and quality of education. LSC—Online serves approximately 7,500 fully online students per semester. Lone Star serves a significant population of disadvantaged learners. Services are designed and maintained to meet the needs of first-time-in-college and/or first-time online students. Technology innovations coupled with continuous quality improvement has enabled LSC-Online to successfully adjust and maintain quality support service levels amidst rapid growth and decreasing budgets. LSC-Online student services are readily available through the student portal on the college website. The portal eases navigation for online students and is critical in providing a much easier online experience on a “just in time” basis – i.e. at the student’s immediate point of need. Large-scale, 24/7 technical student support coverage is provided 365 days a year. The students’ ability to access both academic and support services completely online has enabled individuals from different industries, time zones, and levels of preparedness to successfully enroll, register, and complete degree and certificate programs.


Award for Excellence in Faculty Development for Online Teaching

University of Louisiana at Lafayette

The faculty development program directed by the Office of Distance Learning at UL Lafayette is robust and focused on providing authentic experiences that successfully prepare faculty to design and teach hybrid and online courses. As a result of a consistent focus on preparing faculty to design and deliver high quality online learning experiences, 105 faculty have become ULearn Certified Online Teachers or Course Designers (of these, 49 have obtained both faculty certifications) within the past three years. Additionally, 44 courses have become ULearn Certified. Since the Office of Distance Learning began tracking growth of hybrid (HY) and online (OL) courses in fall 2010, the number of sections offered has increased dramatically. For the spring semesters, they have seen a 143% increase in the number of HY and OL sections taught (77 in spring 2011; 124 in spring 2012; 187 in spring 2013). For the fall semesters, the number of HY and OL sections more than tripled over the past two years (62 in fall 2010; 121 in fall 2011; 199 in fall 2012). The 221 HY and OL sections scheduled for the upcoming fall 2013 semester shows an overall 256% gain. These increases are a direct result of increased faculty participation in structured professional development and overall institutional support of faculty teaching hybrid and online.

Award for Outstanding Online Program

Master of Science in Biotechnology, University of Maryland University College

University of Maryland University College (UMUC), one of 11 degree-granting institutions of the University System of Maryland, is recognized as leading pioneer in the development of online and adult education. The Master of Science in Biotechnology (BIOT) program at UMUC features open access admissions and complete online delivery. UMUC recognizes the value of past education and workplace experiences and does not require standardized tests like the GMAT or GRE for standard graduate admission. The BIOT program is available to students with educational background; however, one college-level molecular biology course is required for admission.


To prepare adult working students for the biotechnology workforce needs of tomorrow, the curriculum integrates current content with real-world application and is taught by faculty members who are also practitioners in the field. Further, students may select from among three relevant, career-focused areas of specialization: bioinformatics, biosecurity and biodefense, and biotechnology management. The BIOT program culminates in a capstone course enabling students to apply knowledge gleaned from their coursework to an employer-based project in their specialization. In this manner, students who are getting ready to graduate gain invaluable hands-on experience and increased visibility in the business community. The BIOT program also provides a nurturing learning environment to the working professional. It pays attention to the needs of the student by being cognizant of time constraints and family obligations. The focus is on student learning and progress and successful completion of the program. In addition to the classroom faculty, the program director and academic advisors, BIOT has created and implemented several online support services to help students attain their academic and career goals. These initiatives include a novel e-mentoring program in which graduate BIOT students are paired with volunteer mentors from industry (http://psmmentoring.umuc.edu/). This one-on-one relationship continues until the student earns a degree, and has garnered extremely positive feedback from both students and mentors. In sum, in addition to offering a rich academic graduate program in BIOT, UMUC provides its online adult students with innovative opportunities for real-world workplace application, skill development, industry networking and visibility, and ongoing coaching, mentoring, and support.

Award for Excellence in Online Teaching

Susan Manning, University of Wisconsin – Stout

Dr. Susan Manning teaches EDUC 646, Using Games for Learning

and Assessment. Learners earn digital badges each day of the

class through using gaming and social media as they personally

experience how quests and incentives like badges support the

inquiry process. The course focuses on how game-based learning

can be used to improve motivation and engagement and add

value in the teaching-learning and assessment process. The

course models how to use games to support collaboration,

problem solving, decision making and to increase motivation and

engagement in the classroom including benefits and drawbacks.

As part of the Instructional Design Certificate team, Manning also teaches EDUC 766, Instructional Strategies and Assessment Methods. Learners develop instructional goals, objectives, measurable outcomes, and assessment strategies, and design appropriate formative and summative assessment methods aligned to the learning outcomes.


In addition, Dr. Manning teaches EDUC 763, Instructional Design for E-Learning in the Elearning and Online Teaching Certificate program. The course addresses blended learning environments, synchronous and asynchronous differences, the use of a variety of media such as video and audio along with accessibility considerations and effective evaluation of online course design. In addition to teaching the courses mentioned above, Dr. Manning mentors online teaching practicum interns as they learn facilitation and assessment skills.

Award for Excellence in Online Teaching

Betty A. Rambur, University of Vermont

Over the past three years, Dr. Betty Rambur has designed, developed, and taught the following five online courses at the University of Vermont, through the College of Nursing and Health Sciences. The graduate Policy, Organization, and Finance of Health Care course provides a comprehensive overview of the organization of health care in the US and comparative international contrasts. Contemporary issues in health care delivery, including governance, quality, outcome metrics, ethics, social determinants of health, and health disparities are illustrated from a finance and policy perspective. All topics in the course are approached in an applied, practical manner, with an inductive approach to overarching principles of health finance, health economics, and health policy. Part of the course includes a Board of Trustee “boot camp,” designed to enable students to apply their learning about health finance and policy in positions of influence. Dr. Rambur understands how important a sense of belonging and community is in the online environment. Her students may be new to learning online yet she encourages them to take safe learning risks. She has the students’ e-present and introduce themselves, via text, and encourages those who are willing to introduce themselves via video. Her students often rise up to the challenge of creating their own introductory videos because they feel safe to do so. Taken as a whole, her approach to the beginning of her courses set the tone for an understandable and responsive learning environment. All of Dr. Rambur’s courses are individualized, student centered learning environments. She uses regular and extensive feedback as a way to enhance student confidence in the online learning environment. One particularly effective strategy has been her use of weekly, low stakes quizzes. Dr. Rambur provides targeted, individualized suggestions for corrective action for those who are not doing well. Automated feedback is provided on incorrect answers, with core concepts in correct answers embellished. However, for Dr. Rambur, the automated feedback is not enough. For each quiz, she creates a screen-cast whereby she verbally reviews the class performance on each question as the students view screens of the quiz.


Perhaps the most compelling evidence to support student satisfaction and demonstrated rapport with students is Dr. Rambur’s 2012-2013 University of Vermont Graduate Student Senate Excellence in Teaching award received in May 2013. Notably, this recognition was given for a year in which Dr. Rambur was teaching entirely online. This student-generated award goes to a university professor who excels at teaching graduate classes. Criteria include teaching/learning techniques and strategies, out-of-the-classroom support, and the capacity to encourage and inspire students. Nomination letters offered high praise for Dr. Rambur's breadth of knowledge, pedagogy, and ability to inspire a passion for learning while offering ongoing support and mentorship. Dr. Rambur faces many instructional challenges and has approached such challenges open mindedly to create a learning environment for students who often come grudgingly to higher education and who leave empowered, inspired, and better nurses as a result of educators like Dr. Rambur.

Special Recognition for Pedagogical Innovation

Ryerson University’s G. Raymond Chang School of

Continuing Education

Since 2002, The Certificate in Food Security at Ryerson University’s G. Raymond Chang School of Continuing Education has provided graduates with the skills and knowledge in food security that continuously play a critical role in their learning and understanding of the challenges of implementing food security programs. Their program has a vibrant experiential online learning environment with interactive course content and rich media, such as audio, video, visuals and collaborative virtual role-playing software. Students go out into their community to research and often engage in group tasks that have led to excellent projects and partnerships to address food security issues around the globe. It is unique, because it is broad in scope, as it covers food security on a global scale, while other online programs in North America are more narrowly focused. The Certificate is a six-course program comprised of three required core and three elective courses, all available online. This is the only fully online, post-graduate program available in this discipline in Canada. From 2007 onwards, enrollment and graduation numbers have increased rapidly—over 100 students have registered in the online program each semester over the past two years. To ensure academic rigor, the Certificate has an academic coordinator and a curriculum committee that reviews and approves new online course developments and suggests overall revisions; an external advisory committee that consists of members of institutions from outside the university who are linked directly and indirectly to food security issues and provide input on the relevance of the program’s goals and course content.


Another factor that has a significant impact on learning effectiveness is the frequent and constructive student-instructor communication, which is made possible through communication in the Blackboard learning management system and group collaboration and other synchronous communication tools used in the program. Effective and pedagogically sound strategies are incorporated in all online courses with support from expert Instructional Designers of the Digital Education Strategies (DES) unit. Each course is assigned an Instructional Designer and a Subject Matter Expert to ensure recommended online learning practices are followed with regard to instructional strategies, class size, student engagement, instructor-student interaction, assessments, and learning activities. Online instructors provide prompt feedback, and maintain the accuracy and currency of materials. Instructors often run real-time sessions using Adobe Connect to provide additional guidance, answer any questions and foster collaboration that creates a close-knit social learning community and enriches the learning experience.

2013 Selection Committee

The Sloan-C Excellence in Online Teaching and Learning Awards Selection Committee for 2013 was

comprised of:

Carla Bradley, Ozarks Technical Community College, IELOL graduate

Devon Cancilla, University of Missouri Kansas City, recipient of 2012 Sloan-C Bourne Award for Outstanding Achievement in Online Education

Catheryn Cheal, San Jose State University, Sloan-C Board of Directors

Liz Ciabocchi, Long Island University, IELOL graduate

Robbie Kendall-Melton, Tennessee Board of Regents and Sloan-C Board of Directors

Burks Oakley II, committee chair, recipient of 2003 Sloan-C Award for Outstanding Achievement in Online Education by an Individual

Anthony G. Picciano, Hunter College, recipient of 2010 Sloan-C Award for Outstanding Achievement in Online Education by an Individual

Wayne D. Smutz, Pennsylvania State University, recipient of 2011 Sloan-C Bourne Award for Outstanding Achievement in Online Education

The Sloan Consortium is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of online education. Membership in the Sloan Consortium provides knowledge, practice, community, and direction for educators. Originally funded by the Alfred P. Sloan Foundation, Sloan-C is now a non-profit, member sustained organization. Join with Sloan-C to lead higher education in meeting social needs for affordable access, quality innovations, and teaching and learning excellence.


New for 2014: Chaloux Award for Early Career Excellence The Bruce N. Chaloux Award for Early Career Excellence in

Online Education is designed to recognize individuals who

have shown excellence early in their careers – those

promising leaders, scholars and professionals in the online

learning community who will lead our community in the

future. This award will be presented annually to

individuals forty years of age and younger who have made

significant contributions to online education. Recipients should be known for leadership activities,

service to the profession, scholarly publications, and/or contributions to advancing the field of online

education.

Dr. Bruce N. Chaloux, for whom this award is named, was a founding member of the Board of Directors

of the Sloan Consortium. He served as the President of Sloan-C from 2008 to 2010, and he then served

as the CEO and Executive Director of Sloan-C from 2012 until his untimely death in 2013. Dr. Chaloux

was passionate about preparing younger members of Sloan-C to take on leadership positions at their

institutions, and to this end, he was one of the key people responsible for Sloan-C’s Institute for

Emerging Leadership in Online Learning (IELOL). Dr. Chaloux also served as an informal mentor of

numerous younger members of the Sloan Consortium.

Sloan-C Contact: Burks Oakley II Scholar in Residence Center for Online Learning, Research, and Service (COLRS) University of Illinois Springfield [email protected]

online learning consortium - too often we fail to recognize and … · 2014-06-19 · the sloan...

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