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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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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
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