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Open SUNY Institutional Readiness Implementation Plan

Erie Community College

Date

The purpose of the Implementation Plan template is to help you draft a comprehensive plan you can execute to

ensure quality and continuous improvement in the distance learning programs offered by your campus. Using this

template, please prepare a draft of your implementation plan for submission to your facilitators, who will provide

feedback that can be incorporated into your final plan.

I. Statement of Vision/Mission about Distance Learning Provide a statement of vision and mission about the distance learning activity for your institution. Your statement should

include how the activity fits into your overall college mission and what the objective is for the distance learning activity in

support of that mission. You may want to reference specific goals or deliverables that are attributed to the distance learning

activity.

Erie Community College Mission Statement

Erie Community College meets the needs of a diverse student body and contributes to regional

economic vitality by providing high-quality, flexible, affordable and accessible educational programs

committed to student success.

Erie Community College Vision

Erie Community College will serve as an innovative learning resource by striving for universal access to

lifelong learning, catalyzing economic and cultural development, and supporting a diverse and mobile

student body.

ECC Excels

The College's Strategic Plan consists of five major pillars: Access, Completion, Engagement, Operations

and Success. Each pillar consists of focus areas that contain goals and initiatives. Each initiative is part

of a five-year timeline for the full implementation of Excels

Distance Learning Purpose Statement

Distance Learning at Erie Community College is committed to servicing a diverse student body by

utilizing effective technologies to provide flexible, affordable and accessible educational programs to

students at a distance.

Distance Learning quality and growth have been integrated in Erie Community College’s strategic plan,

ECC Excels. The status of Excels initiatives are reported to both the College Senate and Board of

Trustees.

College funding initiatives are directly connected to projects within ECC Excels. Several of the projects

are directly related to the improvement and expansion of the online program at Erie Community College.

The Initiatives are as follows:

• Project 5: Identify opportunities to reduce textbook costs for students through the use of open

educational resources

• Project 11: Develop a phased process to ramp up to Open SUNY+ rollout

• Project 12: Increase access to support services for those who choose not to physically access the

campus

• Project 13: Identify largest-enrolled courses not currently offered online for possible transition

• Project 39: Expand instructional design services to faculty

• Project 40: Expand technical support for students and faculty

• Project 41: Grow distance learning program staffing in line with enrollment increases

• Project 42: Increase availability of online tutoring and mentoring for high-enrolled courses with low

pass rates

• Project 43: Complete Open SUNY self-assessment

• Project 93: Assess technological needs of the distance learning program

II. Organizational Structure/Decision-Making/DL Leadership Provide a functional organization chart that identifies where functional responsibility and decision-making for all aspects of distance learning lies within the institution. Identify the individual (role) responsible for coordination across the institution to ensure quality. Include governance structures as well as reporting and other relationships between entities across the institution.

Center for Distance Learning

The Center for Distance Learning is a support department under Academic Affairs. The department

consists of a Director, Assistant Director, Regular Part-Time (RPT) Administrative Assistant, RPT Mentor

a Part-Time (PT) mentor, two RPT Instructional Designers (Grant Funded) and a PT Technical Assistant.

In addition to overseeing Distance Learning, the Center for Alternative Course Delivery is responsible for

Off-Site Classes and Applied Learning.

The College is committed to the growth of Distance Learning and will utilize vacancy control to transition

grant funded positions to College lines. The College understands the necessity of these positions to the

College’s mission and have targeted this within ECC Excels.

The Director and Assistant Director are responsible for the day-to-day operations of the department.

The Instructional Designers work with the faculty to improve the quality of on-line classes and trouble

shoot issues faculty have in the Learning Management System (LMS).

The Mentors assist students who are having issues navigating the LMS and facilitate additional methods

of resolving course based needs related to technology.

The Technical Assistant is responsible for connecting students with College services for students in the

Distance Learning Program.

The Assistant Project Director and Instructional Support Specialist work on the College’s Applied

Learning Initiative and are not directly connected to the Distance Learning mission of the College

The Distance Learning Office is supported by the Computer Information Technology Systems (CITS)

department. [CITS has a Blackboard Administrator on staff] The Director of Communications also

supports the department as needed.

College Reporting Structure

The Center for Distance Learning reports to the College Provost. CITS reports to the Chief Information

Officer (CIO). The CIO reports to the Chief Financial Officer who in turn reports to the Executive Vice-

President of Operations. The CIO also reports to the Provost on issues pertaining to Instructional

Support. Both the Executive-Vice President of Operations and the Provost report to the College

President.

Director

Patrick Ryan

Assistant Director - RPT

Karl Siebert

Instructional Designer -RPT (Grant Funded)

Mark Craig

Instructional Designer -RPT (Grant Funded)

Renee Flierl

Technical Assistant - PT

Colleen Gentry

Mentor - RPT

Kristine Morrow

Mentor - PT (Grant Funded)

Katherine Trautwein

Mentor - PT (Grant Funded)

TBD

Assistant Project Director - RPT (Service Learning)

Regina Lettieri

Instructional Support Specialist - PT

(Internships and Co-ops)

Scott Silverman

Administrative Assistant - RPT

Diane Ricci

Distance Learning Steering Committee

Distance Learning has a steering committee which is responsible for monitoring and planning the growth

and evolution of distance learning programs. It consists of four tenured faculty members who teach in the

Distance Learning program, the Director of Distance Learning and Alternative Programs, Director of

Communications and two senior executive staff members (currently the Executive Vice President of

Academic Affairs and Associate Vice President of Academic Affairs).

The steering committee has set forth the following goals:

Recommend College Policy regarding Distance Learning to the College Senate

Promote dialogue and distance education throughout the college community

Interface with College-wide Information Technology Committee

Identify Distance Learning faculty training needs

Monitor and plan for the growth of the Distance Learning program

Enhance Distance Education offerings within the college

Create and integrate processes which link student support services to students at a distance

The Distance Learning Steering committee reports to the College Senate, making

recommendations on policies and procedures regarding Distance Learning.

All eight voting members of the Distance Learning Steering committee sit on the College Senate in

different capacities, seven of which have voting roles on the Senate. The Director of Distance Learning

and Alternative Programs is the Distance Learning Liaison (and voting member). Two of the four faculty

members have been elected by their departments, one is an At-Large member and the forth is the

Faculty Federation’s Union President’s designee. Both Vice-Presidents on the Distance Leaning

Committee are voting members and the Director of Communications is a non-voting member of the

Senate. Currently, the Senate President and Vice-President are faculty members of the Distance

Learning Steering committee.

Policy Making Structure

All formal actions of the College Senate (actions which affect the policies or procedures of the college in

areas where the Senate has powers and responsibilities, or of the Senate itself) shall be communicated

to the College President, and unless vetoed in writing by the President within ten (10) teaching days of

receipt by the President, shall become policy of the college, subject to the approval of the Board of

Trustees. In the event of a veto, the President will provide a written justification to the Senate.

The FFECC President may veto formal actions of the Senate when such actions clearly violate the

FFECC contract. The FFECC President must provide a written justification to the Senate for any such

veto.

III. Closing the Gaps Provide a narrative summary of the recommended actions you will take and the resources needed to close the gaps identified for your institution in the self-assessment. Be sure to address all of the indicators from the self-assessment where you scored a 0, 1, or 2. Group your recommendations into the following categories:

Policies and procedures (new or revisions) Use of university-wide and shared services opportunities Professional development New personnel or other than personnel resources Other actions

Stakeholder Key: Time Frame Definitions: FFECC – Faculty Federation ** Immediate = current academic year PROV – Office of the Provost ** Priority = up to 2 years DLSC – Distance Learning Steering Committee ** Long-range = 2-4 years CS – College Senate ** Ongoing = Once established the action is ongoing IRAAP – Institutional Research Assessment Accreditation and Planning DL – Distance Learning Department CITS – Computer Information Technology Services CFO – Chief Financial Officer AS – Advanced Studies CTL – Center for Teaching and Learning AD – Academic Deans DC – Department Chairs/ Department Heads CWCC – Campus Wide Curriculum Committee LS – Library Services CIO – Chief Information Officer DS – Dean of Students HR – Human Resources COU – Counseling CRC – Career Resource Center SS – Student Services SAC – Student Access Center MD – Director of Marketing

Board of Trustees

College Senate

Distance Learning Steering

Committee

Distance Learning

College President (Veto Power)

FFECC President (Veto Power)

Indicators Consensus Recommended Actions Time Frame Stakeholders

Institutional Support

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

2 A. Distance Learning Steering Committee recommendations will be sent to Senate as “recommendations to adopt as policy”

A. Immediate/ Ongoing

A. DLSC & CS

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 pass code, (b) proctored examinations, or (c) other technologies and practices that are effective in verifying student identity.

2 A. Review Federal Guidelines.

B. Make Faculty aware of options for Authentication and proctoring

A. Immediate B. Immediate/

Ongoing

A. DLSC B. DLSC & CS

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

1 A. Generate policy for the College on Intellectual Property

A. Priority A. FFECC & PROV

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

1 A. Distance Learning initiatives incorporated in ECC Excels

A. Immediate A. IRAAP

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

2 A. Dedicated Director of Distance Learning

A. Immediate A. PROV

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

2 A. Annual Review of Readiness Assessment


A. DLSC & DL

7 The institution has a process for planning and resource allocation for the online program, including financial resources, in

1 A. Build DL component in ECC Excels

B. Use vacancy control to move DL off Perkins grant to be better utilized


B. Priority

A. DL, DLSC & IRAAP B. CFO & PROV

accordance with strategic planning.

throughout DL Program

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

1 A. ROI for DL will be prepared annually

B. Budget Requests will have measurable results


B. Immediate/ Ongoing

A. DL B. DL

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

1 A. Annual Review of Readiness Assessment and corrective plan will be submitted to College Senate

B. ROI submitted to Senate

A. Priority/ ongoing

B. Priority/ ongoing

A. DLSC B. DL

Technology Support

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.

1 A. Compile and Publish Technology Plan

A. Priority A. CITS

2 The technology delivery systems are highly reliable and operable with measurable standards being utilized such as system downtime tracking or task benchmarking.

1 A. Develop a Disaster Recovery Plan

B. Off-site Hosting of LMS

A. Priority B. Priority

A. CITS B. CITS

3 A centralized system provides support for building and maintaining the online education infrastructure.

2 A. Construct Assessment tool to access needs of Departments

B. Administer Assessment tool

C. Incorporate results in review of Assessment Plan

D. Incorporate results in Technology Plan

A. Priority B. Priority/

Ongoing C. Priority/

Ongoing D. Priority/

Ongoing

A. CITS & DL B. CITS & DL C. DL D. CITS

4 The course delivery technology is considered a mission critical enterprise system and supported as such.

2 A. Off-site LMS Hosting B. Continual Updating of

Technology Plan

A. Priority B. Priority/

Ongoing

A. CITS B. CITS

5 The institution has

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

1 A. Develop a Disaster Recovery plan

B. Off-site Hosting of LMS


A. CITS B. CITS

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

1 A. Invite K -12 speakers to talk about technology

B. Devote part of College Day to Technology

C. Promote Lynda.com for faculty/staff/ students

D. Establish Faculty/ staff peer educators



C. Immediate/ ongoing

D. Priority/ ongoing

A. AS B. CTL C. CITS D. CITS, DL & DLSC

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 includes appropriate power protection, backup solutions, and disaster recovery plans, etc.

1 A. Formalize Technology Plan

B. Benchmark with ITEC


A. CITS B. CITS

Course Development and Instructional Design

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.

1 A. OSCQR rubric has been introduced to faculty as recommended guideline for course development

B. Online Bill of Rights will be presented to Senate for approval (see Appendices)


B. Immediate

A. DLSC & CS B. DLSC & CS

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

1 A. Expand training opportunities to incorporate technologies that can be tied to Learning


A. DL & CTL

3 Instructional materials

and course syllabi are reviewed periodically to ensure they meet online course and program learning outcomes.

0 A. Develop and push OSCQR peer review process at College


A. DLSC & FFECC

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.

1 A. Master Course project to ensure a course that meets level is available

B. Develop a Course Development Process

C. Develop new one on one faculty training model to incorporate creation of complete online class

D. Develop and push OSCQR process at College

A. Immediate/ ongoing

B. Priority C. Priority D. Priority/

Ongoing

A. DL B. DL & DLSC C. DL & DLSC D. DLSC & FFECC

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.

0 A. College Senate Approved Copyright Guidelines (See Appendices)

A. Immediate A. CS

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







Ongoing


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

1 A. OSCQR rubric has been introduced to faculty as recommended guideline for course development

B. Online Bill of Rights will be presented to Senate for approval


B. Immediate


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



C. Develop new one on one faculty training model to incorporate



Ongoing


creation of complete online class


9 Course design promotes both faculty and student engagement.







Ongoing


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.

0 A. College will establish a Technology committee consisting of Senior Executive Staff, Administrative staff (including CITS & DL) and Faculty to evaluate emerging technologies

A. Priority A. PROV, CIO & FFECC

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

1 A. Provide Faculty Training on Accessibility

B. OSCQR review contains Accessibility Component


B. Immediate/ ongoing

A. DL B. DLSC & FFECC

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).

2 A. Master Course Process content is faculty Driven


A. DL

Course Structure

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.

1 A. College has Syllabus Format (see Appendices)

B. Academic Deans, Department Chairs and Heads will review syllabi to meet standards


B. Priority/ Ongoing

A. CWCC B. DC & AD

2 The course structure

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

2 A. Tab in Blackboard Dedicated to Library Services

B. Embedded Librarians in Online, Hybrid and Web-Assist Classes



A. DL & CITS B. DL & LS

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

1 A. College has Syllabus Format

B. Academic Deans, Department Chairs and Heads will review syllabi to meet standards

C. Online Bill of Rights Requires these



C. Immediate/ Ongoing

A. CWCC B. DC & AD C. DLSC & CS

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).

2 A. Develop FAQ for Tech Support, make a link to it a default in Blackboard

A. Priority/ Ongoing

A. DL & CITS

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

1 A. Faculty Training Developed with Accessibility as focus

B. Master Course Project developing accessible course



A. DL B. DL

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

1 A. Faculty Training Developed with Accessibility as focus

B. Master Course Project developing accessible course



A. DL B. DL

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

1 A. Students have access to Skype and WebEx via College contracts

B. Create Faculty training to encourage use of products



A. CITS B. CITS & DL

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

1 A. Online Bill of Rights will be presented to Senate

B. “Netiquette” Document will be created and approved by Senate

A. Immediate B. Priority


Teaching and Learning

1 Student-to-student interaction and faculty-to-student interaction are essential characteristics and are

1 A. Develop New Training Modules to Promote Student-to-Student and Faculty-Student Interaction


A. DL B. DL & DLSC

facilitated through a variety of ways.

B. Identify Faculty using these techniques and utilize them as trainers

2 Feedback on student assignments and questions is constructive and provided in a timely manner.



C. Approve the “Online Bill of Rights”

A. Priority B. Priority C. Immediate

A. DL B. DL & DLSC C. DLSC & CS

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.

1 A. Develop Faculty training on Library Services

A. Priority A. LS

4 Students are provided access to library professionals and resources to help locate, analyze, evaluate, synthesize, and ethically use a variety of information resources.

2 A. Develop Faculty training on Library Services

B. Utilize Starfish for Library referrals


A. LS B. LS & IRAAP

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




A. DL B. DL & DLSC

Social and Student Engagement

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

0 A. Determine who is responsible for Virtual Student Engagement

B. Encourage SGA Use of Blackboard Organizations


A. DS B. DS & DL

Faculty Support

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

2 A. Develop One on one training path for Course Development

A. Priority A. DL

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

1 A. Develop additional training Modules

B. Identify Peer faculty to promote activity


A. DL B. DLSC

3 Faculty receive training

and materials related to Fair Use, plagiarism, and other relevant legal and ethical concepts.

0 A. Develop training materials on Fair use and other legal issues pertaining to online class

A. Priority A. HR

4 Faculty are provided on-going professional development related to online teaching and learning.

1 A. Continue to grow training content in “Faculty Support”

Immediate / ongoing

A. DL

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

1 A. Online Bill of Rights will be presented to Senate for approval

A. Immediate A. DLSC &CS

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

0 A. Invite K-12 speaker B. Devote part of College

Day to Technology C. Offer training in

technologies that can be tied to Learning

A. Priority B. Priority C. Priority

A. AS B. CTL C. DL

Student Support

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

1 A. Create “MYECC” student portal page for DL

B. Create robust student orientation

C. Create an Advisor Training Program



C. Priority

A. DL B. DL C. FFECC, AD, PROV &

DL

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

1 A. Create robust student orientation that includes technical skill assessment


A. DL

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

2 A. Develop “Course BluePrint” to give students access to open areas of Blackboard courses

B. Create robust Student orientation



A. DL B. DL

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, new services and other sources.

2 A. Train Faculty on Library resources

B. Expand use of Embedded Librarians

A. Priority B. Immediate/

Ongoing

A. LS B. LS

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

2 A. Develop Tech Support FAQ

B. Expand DL Mentoring hours


Ongoing

A. CITS & DL B. DL & PROV

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

2 A. Develop Tech Support FAQ

B. Expand DL Mentoring hours


Ongoing

A. CITS & DL B. DL & PROV

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

1 A. Develop online Advisement process

B. Expand Advisement Plan to Career Services and Counseling

A. Priority B. Long-Range

A. DL, CITS, FFECC, AD & PROV

B. DL, CITS, FFECC, COU, CRC & PROV

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

0 A. Develop “About Online Learning” FAQ

B. Publish FAQ on DL website

A. Immediate / Ongoing


A. DL B. DL & CITS

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

1 A. Evaluate services available to student via MYECC and close gaps

A. Immediate / ongoing

A. SS & CITS

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

1 A. Develop a concise policy on support services and contacts

B. Post information in Blackboard

A. Immediate B. Immediate

A. SAC B. DL

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.

1 A. ISBN numbers will be included in WebAdvisor Class information

B. “Course BluePrint” will allow students to view open areas of Blackboard courses before registration

A. Immediate / Ongoing


A. CITS B. DL & CITS

12 Program demonstrates a

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

1 A. Student Portal will be developed to deliver services to students at a distance

B. Mentors and Online Concierge will be available to assist online students

A. Immediate / ongoing


A. CITS B. DL

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

1 A. Encourage SGA clubs to use Blackboard

B. Assign Oversight for virtual student engagement

A. Priority B. Immediate

A. DS & DL B. DS

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

2 A. Expand Student Orientation to Include software tutorials for software used in classes

A. Priority A. DL & CITS

15 Tutoring is available as a learning resource.

1 A. Join STAR-NY B. Develop Tutoring

organization in Blackboard

C. Contract with SmarThinking

A. Immediate B. Immediate C. Immediate

A. PROV B. DL C. DL

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

2 A. Promote Tutoring options on MYECC and Blackboard

A. Immediate A. DL & CITS

Evaluation and Assessment

1 The program is assessed through an evaluation process that applies specific established standards.

1 A. Quality Score Card will be reviewed annually in May

B. Corrective Plan will be developed over Summer

C. Plan will be approved by DLSC and Presented to College Senate



C. Immediate/ Ongoing

A. DLSC B. DL C. DL, DLSC & CS

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.

1 A. Data collected in Bench marking section will be compiled with ROI data and presented to Stakeholders Each semester


A. DL

3 Intended learning outcomes at the course and program level are reviewed regularly to ensure alignment, clarity, utility, appropriateness, and effectiveness.

2 A. Completion, Retention and Persistence Data will be analyzed


A. DL & IRAAP

4 A process is in place and

followed for the assessment of support services for faculty and students.

1 A. Faculty Satisfaction Survey will be distributed and analyzed

B. Student Satisfaction survey will be distributed and analyzed



A. DL B. DL

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

1 A. Develop report that allows faculty to run and analyze success rate of online course over time

A. Priority A. IRAAP

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

0 A. Pursue Enrollment Round Table

B. Develop Marketing Strategy


A. DL, PROV, SS & MD B. DL & MD

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

2 A. Develop Trainings to address Section 508 issues


A. DL

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

0 A. Utilize OSCQR rubric for self and peer-review

B. Work with Academic Deans to evaluate DL sections during rank advancement



A. FFECC B. DL, AD & FFECC

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

0 A. Develop Online Bill of Rights

B. Work with Academic Deans to evaluate DL sections during rank advancement

C. Utilize OSCQR rubric for self and peer-review

A. Immediate B. Priority/

ongoing C. Immediate/

ongoing

A. DL, DLSC & CS B. DL. AD & FFECC C. FFECC

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

1 A. Faculty Satisfaction Survey will be distributed and analyzed

B. Student Satisfaction survey will be distributed and analyzed



A. DL B. DL

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

0 A. Student Satisfaction Survey will be evaluated to see if it addresses course quality

A. Immediate A. DLSC

IV. Stakeholder Engagement/Integration with Campus Planning Describe how you will use the information from your self-assessment. With whom will you share it and are there opportunities for integration with strategic planning and other planning processes you have in place at your institution?

The Implementation of this plan will rest primarily with the Provost, who oversees Distance Learning. The implementation plan will be shared with the Distance Learning Steering Committee for feedback. The plan will also be shared with the College Senate for informational purposes. After the establishment of a baseline and specific annual goals, assessment of progress will be folded into the Strategic Plan.

V. Benchmarking

Describe the type of benchmarking you think would be helpful, including the types of comparisons you would like to be able to make with other campuses to help you improve your own quality. Identify the benchmarking data that is already available to you and how you will use it. Please also indicate if there is data you would like, but that is not readily available to you.

The Distance Learning Department administers two student surveys each semester. At the start of

the semester a Demographic Survey is sent out, that assesses:

Who are our online students?

Why are they taking online classes?

What is their comfort level with technology?

In the last month of the semester, the students receive a Student Satisfaction survey to determine:

Level of satisfaction with the course.

Will they take another online course?

Would they recommend an online course to someone else?

Erie Community College tracks persistence data of its online courses. This data is shared with other

participating SUNY schools. ECC has been listed as one of the top five Community College

performers in this study.

In addition, the Distance Learning department surveys faculty to assess the level of service provided

by the department, faculty’s satisfaction with the service and what services they would like the

department to provide to them.

Computer Information and Technology Services is developing a technology plan to address electronic

security measures and system reliability.

VI. Online Program Quality Management/Continuous Improvement Process

Describe the Quality Management Process that will be implemented to ensure continuous quality improvement of your programs. Include how you will use the results from both self-assessment and benchmarking processes, who you will include in the overall process, how the outcomes will result in quality improvements, how often you will conduct this cycle, and whether or you will tie into any other planning cycles within specific units or across the campus.

The Distance Learning Steering Committee has adopted the OSCQR rubric as a bench mark for

quality. The rubric will be used by faculty to self-evaluate their online courses.

The Distance Learning department has started a course badging system that will highlight and

promote courses that meet certain standards set by the Distance Learning Steering Committee.

The first badge, “Low Cost Class”, will be rolled out for the Spring 2017 semester. These are courses

that have costs, outside of the college bill, that do not exceed $30.00. A “Guaranteed Quality” badge

and “Outstanding Course Award” are in development.

The Distance Learning Department has started a “Master Course” project. The purpose of this project

is to develop a quality course that is available for any faculty to use whether they are teaching face to

face, hybrid or online. These courses will have a consistent look and structure and will reduce the

dependency on third party software. These courses will go through a refresh process every three

years.

The Distance Learning Steering Committee will complete the Online Learning Consortium Quality

Scorecard in the May of each year. The Distance Learning Department will evaluate the results and

prepare a plan to close the gaps. This plan will be presented to the Steering Committee for approval

at the first meeting of the next academic year (September).

Distance Learning, and the Distance Learning Steering Committee, have been active contributors to

the ECC Excels initiative.

VII. Implementation Planning Team Identify the individuals who contributed to the implementation plan as well as the individual(s) responsible for coordinating the development of the plan with the team.

Implementation Planning team is made up of the members of the Distance Learning Steering

Committee and the Distance Learning department. The team membership includes:

Patrick Ryan, Director of Distance Learning, Co-Chair of Distance Learning Steering Committee

Patricia Kaiser, Social Science Faculty, Co-Chair of Distance Learning Steering Committee

Richard Washousky, Provost, Distance Learning Steering Committee member

Edward Holmes, Vice-Provost, Distance Learning Steering Committee member

Joseph Lundin, Director of Communications, Distance Learning Steering Committee member

Colleen Quinn, Mathematics Faculty, Distance Learning Steering Committee member

Jason Steinitz, Social Science Faculty, Distance Learning Steering Committee member

Susan Theeman, Mathematics Faculty, Distance Learning Steering Committee member

Karl Siebert, Assistant Director of Distance Learning

Patrick Ryan and Karl Siebert will be responsible for the implementation of this plan with the guidance

of the members of the Distance Learning Steering Committee.

VIII. Plan submitted by:

Individual formally submitting the plan to the President - Recommended that this be the Provost or other senior executive at the Institution.

Signature (Executive VP and CAO)): ________________________________________________

IX. Approval by the President of the Institution Include a signature for approval by the President in whatever format is used at your institution.

Signature (President): ________________________________________________

X. Appendices Include the self-assessment scores with consensus ratings for your institution, documented best practices, and other appropriate supporting documentation (Reference to DL in campus strategic plan, DL Advisory Team plan, other data, etc.)

A. ECC Copyright Guidelines What is copyright? According to the US Copyright office (United States Copyright Office, 2012a), Copyright is a form of protection provided

by the laws of the United States to the authors of “original works of authorship,” including literary, dramatic, musical,

artistic, and certain other intellectual works. This protection is available to both published and unpublished works.

Section 106 of the 1976 Copyright Act generally gives the owner of copyright the exclusive right to do and to authorize

others to do the following:

reproduce the work in copies or phonorecords

prepare derivative works based upon the work

distribute copies or phonorecords of the work to the public by sale or other transfer of ownership, or by rental,

lease, or lending

perform the work publicly, in the case of literary, musical, dramatic, and choreographic works, pantomimes, and

motion pictures and other audiovisual works

display the work publicly, in the case of literary, musical, dramatic, and choreographic works, pantomimes, and

pictorial, graphic, or sculptural works, including the individual images of a motion picture or other audiovisual

work

perform the work publicly (in the case of sound recordings*) by means of a digital audio transmission

Only tangible works can be copyrighted. Verbal presentations that are not recorded or written down cannot be

copyrighted. (University of Maryland University College, 2011). The US Copyright office provides 3 fundamental

requirements for something to be copyrighted.

Works must be:

Fixed in some way – written down or recorded

Original – though adaptations may be eligible for copyright protection

Creative – there must be some creative difference between related works

Works in the public domain cannot be copyrighted.

Government works including judicial opinions, ordinances, and rulings cannot be copyrighted.

Ideas, facts, names, and slogans cannot be copyrighted, though they may be protected under trademark law (University

of Maryland University College, 2011)

Fair use Fair use generally refers to lawful copying by others of copyrighted works. Fair use is a limitation on the rights of

copyright holders. Exemptions are provided to the copyholders rights to encourage certain creative or educational uses

of copy written materials such as criticism, scholarship, comment, and research (United States Copyright office, 2012b).

More about Fair Use.

Fair use is determined by 4 factors:

1. The purpose and character of the use

Is the use for educational or non-profit activities? These are more likely to enjoy fair use

protection (NOLO, 2010).

http://www.copyright.gov/fls/fl102.html

2. The nature of the copyrighted work

Is the work out of print? If so, it is more likely to be considered fair use.

Factual works are more likely to enjoy fair use protection than novels, poems, or plays (NOLO,

2010).

3. The amount and substantiality of the portion used

The less you use the more likely it would be considered fair use.

If your use contains the core of the work, it may not be considered fair use (NOLO, 2010)

4. The effect of the use on the potential market for the work

Is this a derivative work in question? If so, how much does it differ from the original?

The more it differs, the more likely the new work will be seen as fair use.

Fair use recommendations Academic or educational applications of fair use must meet tests for brevity and spontaneity (U.S. Copyright Office,

2009):

Brevity refers to the amount that is copied.

Spontaneity refers to the frequency of use.

The use of copied materials should follow closely the time of the copying. Repeated use may fall outside fair use.

Copied materials should only be used for one course at a time.

ECC recommends that when copying, apply the following guidelines: 1. Copying is limited to a single chapter of a book of 10 or fewer chapters or 10% of a book with more than 10

chapters

2. Copying is limited to a single article from a print journal

3. Copying is limited to a single story, essay, or poem from an anthology

Do not copy in order to avoid purchasing the materials.

You must attempt to obtain permission from the copyright holder if your intended use falls outside the parameters

discussed here.

Course reserves The ECC Libraries attempt to provide textbooks and other materials on course reserve. Instructors are encouraged to

place copies of their textbooks on course reserve (Course Reserve submission form).

Students can use these materials in the library. In many cases the libraries attempt to obtain copies of high-demand

text-books for students to use (especially in the beginning of the semester). This is not intended as a replacement for

purchasing those texts.

1. Course reserve materials are intended for limited, in-library use and are not to be systematically copied to avoid

purchasing required materials.

2. Articles obtained via inter library loan may not be used as course reserves or duplicated. Contact the library

about acquiring the materials you need.

3. Workbooks or other consumable materials may not be placed on course reserve.

Help for faculty How do I submit reserves?

http://www.ecc.edu/library

Complete the linked form and bring your materials to the circulation desk at the library.

What can be placed on reserve?

Books and media owned by the ECC libraries.

Scholarly articles or excerpts which the library already owns.

Materials that you own, such as textbooks.

o Please identify your items so we may return them.

o Your items will be labelled and barcoded by the library staff.

Tips and suggestions The mode of publication is immaterial in determining copyright or fair use. Digital media is protected under the

same law.

The internet is not public domain. Copyrighted and uncopyrighted materials can be found online.

Always cite your sources.

Ask for permission to copy materials from the copyright holder whenever practical.

Determining fair use is not an exact science. Apply the guidelines stated above in each case.

Resources NOLO. (2010). The 'fair use' rule: When use of copyrighted material is acceptable. Retrieved from

http://www.nolo.com/legal-encyclopedia/article-30100.html

United States Copyright Office. (2012a). Copyright basics. (Circular 1). Retrieved from

http://www.copyright.gov/circs/circ01.pdf

United States Copyright Office. (2012b). Fair use. (Circular FL-102). Retrieved from


United States Copyright Office. (2009). Reproduction of copyrighted works by educators and librarians. (Circular 21).

Retrieved from http://www.copyright.gov/circs/circ21.pdf

University of Maryland University College. (2011). Copyright and Fair Use in the UMUC Online or Face-to-Face

Classroom. Retrieved from http://www.umuc.edu/library/libhow/copyright.cfm

B. ECC Online Bill of Rights

Online Bill of Rights

The Online Learner has the right to…. an Online Course that clearly states the course deadlines, in a way that is easy to understand by the Online Learner.

an Online Course that has instructions on how to get started in the class.

an Online Course that is organized in a way that is easy to navigate.

http://www.nolo.com/legal-encyclopedia/article-30100.html




http://www.umuc.edu/library/libhow/copyright.cfm

an Online Course that will meet the same course objectives as the face-to-face modality.

an Online Course that has a clear statement of the grading policy and criteria of how course work and attendance will be

evaluated.

expect, at all times, to be treated in a respectful manner by the Instructor and fellow Online Learners.

expect the Instructor to respond to queries within a time period that does not exceed five business days or it will be

deemed excessive (three business days for summer sessions).

expect the Instructor to keep the grades up to date within the Online Course.

expect the Instructor to direct the Online Learner to the appropriate college services, when the Instructor is made aware

of an issue.

expect the Instructor to specify grading policies and timelines in the course syllabus.

The Instructor has the right to expect… the Online Learner to complete all assignments by the due date.

the Online Learner to contact the Instructor, if they need clarification on getting started, deadlines or assignments.

the Online Learner to seek out college services, resolve technical issues, and access services where available.

to be treated in a respectful manner, at all times, by the Online Learners.

the Online Learner to have a contingency plan, to address technical difficulties.

Sources:

Quality Matters Bill of Rights for Online Learners,

http://online.collin.edu/QM%20Bill%20of%20Rights%20for%20Online%20Learners%20with%20Preamble.pdf

C. Syllabus Format

SYLLABUS

A. UNIT CODE AND COURSE TITLE (must match approved course outline CWCC) B. INSTRUCTOR NAME: C. INSTRUCTOR CONTACT: Office Number: Phone: ECC E-mail: Office Hours: D. CATALOG DESCRIPTION:(must match approved course outline archived here: Course Outlines –

Collegewide Curriculum Committee). Include pre and co-requisites if applicable, degree or non-degree course, credit hours, SUNY Gen. Ed. Requirement)

E. TEXT / COURSE MATERIALS: List all ISBN numbers for textbook and ancillaries. F. LIBRARY RESOURCES: Reference readings; Internet research; DVDs and videos;

Textbook on-line tutorials, Textbook on reserve (yes/no)

G. COURSE OUTCOMES: (must match approved course outline)

http://online.collin.edu/QM%20Bill%20of%20Rights%20for%20Online%20Learners%20with%20Preamble.pdf

https://sharepoint.ecc.edu/SiteDirectory/cwcc/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2fSiteDirectory%2fcwcc%2fShared%20Documents%2fCollege%20Course%20Outlines&FolderCTID=&View=%7bE7FFC5F1-85A3-44DD-98F2-A06E7AD953D2%7d

https://sharepoint.ecc.edu/SiteDirectory/cwcc/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2fSiteDirectory%2fcwcc%2fShared%20Documents%2fCollege%20Course%20Outlines&FolderCTID=&View=%7bE7FFC5F1-85A3-44DD-98F2-A06E7AD953D2%7d

H. ECC LEARNING OUTCOMES: (must match approved course outline) I. TESTING/MEANS OF EVALUATION: J. GRADING DETERMINATION: (online courses list log-in requirements and on-campus requirements, etc.) K. ATTENDANCE REQUIREMENTS: L. ACADEMIC INTEGRITY AND CLASS POLICY: (Refer to Catalog). Instructor’s policy regarding cell phones,

laboratory dress code, recording devices, etc. M. STUDENTS WITH DISABILITIES: Erie Community College recognizes the right of qualified individuals with

disabilities to receive appropriate course accommodations and academic adjustments. These arrangements are made on a case-by-case basis. If there is a physical or mental impairment (including learning disability or Attention Deficit Disorder), which will impact the ability to participate in this class then contact the Disabled Student Services office listed below as soon as possible. A counselor will provide information to the instructor which will allow appropriate academic adjustments to be made for the student.

Contact Information: o Location: POST 266 o Phone: (716) 851-1189 o Fax: (716) 270-4610 o Test Bank: [email protected]

N. TOPICAL OUTLINE:

D. Session Notes

Indicators Consensus Possible Actions


1

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

2

ACTION: Move

recommendations made by

senate from

recommendation to policy.

POSSIBLE CONSIDERATION

FOR ACTION: DL Steering

committee to formulate

the policy statement with

the academic VP AND the

senate. The VP can then

use input to make

recommendation from the

board. System currently

exists to support.

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 pass code, (b) proctored examinations, or (c) other technologies and practices that are effective in verifying student identity.

2

Attend event at Monroe to

learn about new

requirements.

Implentation would follow

process from a.

3

The institution has a policy for intellectual property of course materials. It specifically addresses online course materials, and is publicly visible online.

1

Task FFECC with creating

policy and documentation

to communicate IP campus

policy and publish on web

site.

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

1

ACTION: Market value of

DL internally first.

ACTION: One paragraph

statement into strategic

plan on importance of DL

to campus community.

ACTION: Push statement

out to broad community

and let the constituents

localize and include in

program review.

5

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

2

ACTION: Dedicated

director of Distance

Learning

ACTION: Clearly articulate

the roles of the DL

committee so as to

specifically support DL

Plan.

6

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

2

ACTION: Action plan needs

to be reviewed and

updated by DL committee

annually.

ACTION: Implement annual

review, or bi-annual

review, done by RF office.

7

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

1

ACTION: Build ECC EXCELS

with a component of ECC

DL included in the larger

picture. Engage DL steering

committee to review and

participate in 2 way

conversation in regard to

plan.

ACTION: IPA review of

program plans include a

feedback loop to include

consequences of not

funding programs

recommended.

ACTION: DL Committee

needs to be ready with 5

things that will move

program forward based on

SUNY EXCEL program

funds. Needs to be

specific.

8

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

1

ACTION: Need to show ROI

for DL to justify higher

allocations of resources.

ACTION: Concrete budget

requests with results that

are measurable.

9

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

1

ACTION: See above to

include program review be

annualized including follow

up on results of

recommendations .

(monitor and adjust)

Technology Support

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.

1

Compile IT assessment and

other documents currently

in place to create a

document, called

Technology Plan, and make

it publicly accessible.

2

The technology delivery systems are highly reliable and operable with measurable standards being utilized such as system downtime tracking or task benchmarking.

1

Reach out to Doug Cohen

on standards

Start measuring

performance and reliability

Review IT action Plan and

incorporate into this

3 A centralized system provides support for building and maintaining the online education infrastructure.

2

Communication with

depts. to assess degree to

which current support is

meeting needs

Incorporate this into an

annual F2F DL plan review

with all campus DL

stakeholders per

recommendations in


4 The course delivery technology is considered a mission critical enterprise system and supported as such.

2

Put metrics and

benchmarking systems in

place, based on 2.1, to

guide improvements I

course delivery technology

5

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

1

Continue to develop local

disaster recovery plan

Pursue internet connection

with equal bandwidth from

a second campus for better

redundancy

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

1

Promote use of TOEP and

Elevate for faculty

Explore how to

expose/support students –

what are options and what

will work

Invite K-12 speakers and

other outsiders to come

and talk to faculty about

what they are using

Try to get part of the

college day agenda for

promotion of use of

technology to faculty and

staff

Review matrix structure of

technology skills developed

and recommended

previously and consider

making the skills

development mandatory

Pursue use of Lynda.com

for faculty/staff/students

Establish faculty/staff

experts who can serve as

peer educators with a train

the trainer model

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 includes appropriate power protection, backup solutions, and disaster recovery plans, etc.

1

Formalize and document

technology plan

Benchmark with ITEC and

Open SUNY (Doug Cohen

and Mike Walker)

Course Development and Instructional Design

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.

1

Distribute/push out the

OSCQR Rubric to all faculty

to increase their awareness

that it exists and encourage

them to consider using it

on their own

Ask DL to consider a

phased implementation to

included ultimate required

use of the OSCQR Rubric

for quality assurance within

current institutional

structure

2

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

1

Bring in external

speakers/experts

(NYSCATE/TOEP, etc.) using

technology to enhance

learning outcomes and tie

this into training for faculty

3

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

0

Similar to #1

Ask the Program Review

Committee to consider

how to incorporate this

into Program Review and

make a recommendation to

the VPAA

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.

1

Investigate the process at

other schools

Ask the DL department to

propose a process to the

DL Steering Committee

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.

0

Investigate the process at

other schools

Ask the DL department to

propose a process to the

DL Steering Committee

6

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

0

Similar to #1

Ask Program Review

committee to consider how

to incorporate this into

Program Review and make

a recommendation to the

VPAA

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

1 Same as #4 to include student-centered instruction

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

1 Same as #4 to include

consistency

9 Course design promotes both faculty and student engagement. 1

Same as #4 to include

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.

0

Expand use of Elevate and

TOES for the evaluation of

technologies across the

whole campus and to all

faculty

11

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

1

Continue to spot check

courses, but also try to

leverage work with OSCQR

rubric, course development

process, and course review

process

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).

2

Better incorporate adjunct

faculty and other non-lead

faculty in ongoing

development

Provide faculty with data to

help with ongoing

curriculum development

Course Structure

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.

1

Remind faculty regularly

that the syllabus is required

and what should be on the

Blackboard page that is

required

2

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

2

Assess what is not

currently available to

students

Provide training for faculty

on resources available

3

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

1

Work with AADs to review

this in courses that are

evaluated

Highlight the need for this

to Faculty

Remind/Provide guidance

to students on how to

report lack of

responsiveness from

faculty

Review Monroe CC Student

and Faculty “Bill of Rights”

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).

2 Develop an FAQ for tech support

5

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

1

Include in the Course

Development Process

Add to the FAQ

6

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

1

Incorporate this into

recommendations for

course development and

course review processes

7

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

1

Promotion, Adoption, and

Faculty Training for WebEx

Encourage use of other

features within Blackboard

8 Rules and standards for appropriate online student behaviour are provided within the course.

1

DL department should

propose a

statement/document for

the DL Committee to

consider and recommend

Teaching and Learning

1

Student-to-student interaction and faculty-to-student interaction are essential characteristics and are facilitated through a variety of ways.

1

Create new online

modules for this

Develop a network of

faculty who are successful

at these and can/will train

and help develop each

other

2 Feedback on student assignments and questions is constructive and provided in a timely manner.

1

Create new online

modules for this





other

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.

1 Library should train the

faculty on library resources

4

Students are provided access to library professionals and resources to help locate, analyze, evaluate, synthesize, and ethically use a variety of information resources.

2

Library should train the

faculty how to refer

students to the Library staff

for support

Library referral process

through Starfish is also an

option to consider

5 Instructors use specific strategies to create a presence in the course. 1

Create new online

modules for this





other

Social and Student Engagement

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

0

Encourage SGA to create

groups in Blackboard –

similar to MCC model

Promote use of WebEx by

students

Determine who has

oversight for this

Faculty Support

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

2

Look for ways to get more

faculty to participate in

training

2

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

1

Do more training on

pedagogy and look for a

way to leverage

experienced faculty as peer

trainers of other faculty

3

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

0

Ask the Library to

recommend how faculty

should receive

training/awareness on Fair

Use

4 Faculty are provided on-going professional development related to online teaching and learning.

1

Centralize resources so they are more readily available and easy to find for facuty

5

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

1

Establish a student “Bill of

Rights” based on the MCC

model

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

0

Expand dissemination and

use of TOEP and PLCs, like

Elevate

Student Support

1

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

1

ACTION: Create a portal

page to steer students to

be successful.

ACTION: Create robust

orientation for online

students.

ACTION: Put language into

acceptance letter .

Advisement goes to

advisors, which gives them

the advisors bias for online

learning.

Student needs to have

consistent “advice”

Currently link to SUNY for

readiness.

ACTION: Create an advisor

training program.

ACTION: Mine data from

current pilot (ETS student

navigator).

2

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

1

ACTION: Inclusive of

above. Make sure Tech

Prep is included.

3

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

2

ACTION: Look for

alternative to courses

catalog.

ACTION: Enforce

information requirement of

faculty to post information

in “open “ area of course.

ACTION: Information to

faculty sent every

semester.

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, new services and other sources.

1

Current actions in place

are ongoing.

Move to a 2 now based on

coversation

ACTION: Train faculty on

library resources.

ACTION: Deploy current

activity more broadly

across the campus.

5

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

2

ACTION: research 24/7

knowledge base.

ACTION: add questions on

student survey.

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

2 Same As Above

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

1

Moving to more online self

service.

Want for all students.

ACTION: Assess what is

currently in place and

Investigate more tools and

proof of concepts.

ACTION: Put this in action

plan for DL program.

8

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

0 ACTION: develop the

resource.

9

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

1 Same As Above

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

1

No clear, concise policy or

procedure.

ACTION: Assess current

student access center

activity to ensure

compliance.

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.

1 Same as 1, 2, 3.

12

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

1


currently available by

department.

ACTION: create a student-

centered portal (online

concierge?)

13

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

1

Building online orientation

> Spring go live.

Webex technology for

student engagement.

Action plan.

ACTION: Consider use of

organizations in BB to

facilitate Blackboard.

14

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

2


currently used by faculty.

(DL Committee)

ACTION: Develop tutorials

and make them available in

Help Center.

15 Tutoring is available as a learning resource. 1

Smarthinking available in

online courses – if

instructor includes.

ACTION: Marketing and

communication of

availability

ACTION: create tutoring

resources for areas not

covered by smarthinking.

ACTION: Include a planning

item when tutorial services

are revamped in MARCH>

Help from the institution

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

2

Helpcenter built into

blackboard.

Above: online orientation

Portal.

Evaluation and Assessment

1 The program is assessed through an evaluation process that applies specific established standards.

1

Build in an annual refresh

process for the action

planning that involves the

DL Steering Committee,

including a semester

evaluation/report for the

DL Steering Committee to

review – first action plan

review this semester

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.

1

This data can be

incorporated into the

semester evaluation/report

3

Intended learning outcomes at the course and program level are reviewed regularly to ensure alignment, clarity, utility, appropriateness, and effectiveness.

2

IRAAP (Assessment office)

to provide

information/resources/best

practices on assessment of

learning outcomes to

faculty

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

1

Establish an annual faculty

satisfaction survey to

assess faculty support

services

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

1

Establish a course success

rate for faculty to run on

their own courses - grade

distributions? This should

allow for look at

longitudinal data as well

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

0

Pursue the Enrollment

Roundtable to consider

other program

opportunities

Improve training on

recruiter report analytics

for admissions staff to

account for online

enrollments and for

programs in the future

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

2 Training for faculty to understand what compliance means

8

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

0

Work with AADs to

improve evaluation of DL

course sections

Consider development of a

voluntary course

evaluation tool

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

0

Establish a student “Bill of

Rights” as a starting point

Work with AADs to

improve evaluation of DL

course sections as a

starting point

Consider development of a

voluntary course

evaluation tool as a starting

point

10

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

1

Establish an annual faculty


assess faculty support

services

Review/improve student


include Student “Bill of

Rights”

Consider a feedback

mechanism from academic

departments

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

0

Ask the Program Review

Committee and Senate to

review the course survey

tool for appropriateness for

online courses