sacscoc 2016 presentation debbie thorne handouts/cs-72_thorne.pdf · divisions of academic affairs...
TRANSCRIPT
8/24/16
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Internal and External Accountability in Distance Education: Texas State’s Pathway
Debbie M. Thorne, Associate Vice President for Academic Affairs
Context
Large institution Teaching heritage and research vision Faculty-driven governance and curriculum model Online classes account for less than 10% of SCH but are growing (22,000 SCH / semester) Historical emphasis on graduate-level online programs Growth in undergraduate online course and program offerings
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Background
Strategic direction and vision needed for distance education Fifth-Year Interim Report to Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Diverse units and stakeholders with common endeavor: quality and improvement Divisions of Academic Affairs and Information Technology
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Approach in 2012-2013
Research-based OLC Quality Scorecard Team of 9 included administrators, faculty, department chairs, and staff 193 recommendations for improvement Similar recommendations were aggregated Recommendations were aligned with SACSCOC expectations Distance and Extended Learning Steering Committee prioritized recommendations
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Process
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Accomplished: Faculty Development Requirements for
Online Teaching
University’s Instructional Technologies Support unit (additional funding and staff)
OLC Online Teaching Certificates QM Workshops: Designing Your Online / Blended
Course, Improving Your Online Course Faculty stipends and course releases Self-documentation alternative http://www.distancelearning.txstate.edu/faculty/
online-teaching-certification.html
OLC Pillars: faculty satisfaction, learning effectiveness, scale
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Accomplished: University Policy Revision
Academic Affairs Policy and Procedure Statements 4.05 and 2.16 Stipulates faculty training requirements Specifically governs online and hybrid courses States expectations of faculty performance in online and hybrid courses http://www.provost.txstate.edu/pps.html
OLC Pillars: scale, learning effectiveness, student satisfaction
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Accomplished: Best Practices Checklist
Streamlined yet rigorous course self-certification tool
Based on established best practices (including those from scorecard), SACSCOC policies, state rules
Electronic faculty form with digital signature Required for every online and hybrid course
taught, every three years Completed checklists reviewed and certified by
chairs and administration http://www.distancelearning.txstate.edu/faculty/
Best-Practices.html
OLC Pillars: scale, learning effectiveness
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Accomplished: Student Online Learning Readiness
Self-Assessment Linked from each online and hybrid class in
Schedule of Classes Pre-assesses student preparedness for online
learning environment Provides customized feedback based on students’
responses Creates a database to understand and analyze
trends in overall student readiness http://www.distancelearning.txstate.edu/students/self-assessment.html
OLC Pillars: student satisfaction, learning effectiveness, faculty satisfaction, access
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Accomplished: Award for Excellence in Online Teaching
Recognizes superior online teaching Provides models of excellence for faculty Encourages continuing faculty improvement One recipient and two runners-up annually Monetary awards ($2500; $1250) Awardees present best practices from their
courses at award reception http://www.distancelearning.txstate.edu/faculty/
Award-for-Excellence-in-Online-Teaching.html
OLC Pillars: faculty satisfaction, learning effectiveness
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Additional Benefits
25 specific recommendations followed or realized since 2013 Innovation and change across the university in Texas State’s distance education programs and courses Continuing collaboration among divisions and units, especially with department chairs Assurance of faculty readiness to teach online Ongoing compliance with regulatory policies and accreditation standards
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Handout
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Try the Scorecard
Handout
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Next Steps
Some recommendations, e.g., remote exam proctoring, currently in process Distance and Extended Learning Steering Committee currently prioritizing unrealized recommendations for further action Strategic plan for distance education Market research for new online programs
Continuing improvement and quality to distance learning at Texas State
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Challenges and Comments
Major project involving multiple stakeholders and diverse divisions Significant time and monetary commitments Processes for driving innovation and change How to use in SACSCOC reporting When and how to reassess university distance education programs and courses using the new-edition scorecard
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Thank you!
Please be sure to complete the session evaluation.
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Contact information: Debbie M. Thorne Associate Vice President for Academic Affairs Texas State University [email protected] 512 245 1217