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Lessons Learned. Norwich University Lessons Learned. Plagiarism temptation For adult students their undergraduate records may not be a good indication of their potential of success in graduate school:

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Lessons learned

Lessons Learned

Norwich university lessons learned
Norwich UniversityLessons Learned

  • Plagiarism temptation

  • For adult students their undergraduate records may not be a good indication of their potential of success in graduate school:

    • Age and experience often provides a maturity that allows the marginal undergrad student to excel in grad school.

  • Energy/experiences that a careful selection of adjunct faculty can bring to classroom. Are they doing it for the love of teaching or the money?

North carolina state lessons learned
North Carolina StateLessons Learned

  • First three weeks of class are crucial for student success.

  • Adult students (24-71) have higher demands for service.

  • Current generation of students require immediate attention/ impatient in receiving responses.

  • Civil engineers demand that archived lectures be available to download due to their travel schedules.

  • In class students also benefit from archived lectures.

  • Finding proctors in rural areas can be challenging.

  • Departmental support of degree program is crucial.

  • Faculty need guidance and some training in use of technology for captured lectures and online office hours.

University of wisconsin madison lessons learned
University of Wisconsin-MadisonLessons Learned

  • Cohort Design of Program Consistently Emphasized by Students as Critical to Their Success

  • Students Unanimously Affirmed Value and Mandatory Requirement for Annual On-Campus Summer Residency

  • Introductory Course Removes Obstacles to Success

  • Expectations, Tools, Learning Goals, Schedule Commitments

  • High Value of Interactive Web Conferences for Students and Faculty

  • Highly interactive live class sessions

  • Used by student teams for collaboration

  • Importance of Assessing Overall Program, in Addition to Courses

  • Build a Culture that Values, Openly Discusses, and Uses Assessment Data for Improvement

  • Supportive environment to give and receive feedback

  • Team Approach in Course Design, Support and Improvement Enhances Course Quality for Faculty and Students

University of north dakota lessons learned
University of North DakotaLessons Learned

  • Many inquiries/varying motivation: Mail-order degree to fully-informed expectations.

  • More demanding academic advising.

  • Students need connection point/person

  • Initial faculty resistance (Advising by champions) Course instruction for overload pay Required faculty advising equity when enrollment established.

  • Director/support personnel critical

University of wisconsin platteville lessons learned
University of Wisconsin- PlattevilleLessons Learned

  • Program needs

    • A home

    • A budget

    • Appropriate Administration FTE

    • Program Leadership

    • Program Growth

    • Assessment

    • Steering Committee Members across all Depts

    • Distribution of Distance Learning Revenue