Trends and developments in online education
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Trends and Developments in Online Education. Moderators: Jeffrey Russell, University of Wisconsin- Madison Mark Meyers, University of Wisconsin- Platteville. Harvey Gullicks , Ph.D., P.E. University of North Dakota.

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Trends and developments in online education

Trends and Developments in Online Education

Moderators:

Jeffrey Russell, University of Wisconsin- Madison

Mark Meyers, University of Wisconsin- Platteville


Harvey gullicks ph d p e university of north dakota

Harvey Gullicks, Ph.D., P.E.University of North Dakota

  • Assoc. Prof. of Civil Engr. (1993-Present), Chair of Civil Engr. (2010-Present)

  • BSCE, University of North Dakota (1976)

  • Master of Engr. in Civil Engr. (Environmental emphasis), University of North Dakota (1979)

  • Ph.D. of Civil Engr. (Environmental with Chemical Engr. Minor), Iowa State University (1987)

  • 20 years of consulting engineering experience in the water, wastewater, hydraulics, construction, expert witness, and environmental management/remediation fields [Union Pacific Railroad (1976-77), STS Ltd. (1979-83), Veenstra & Kimm Inc. (1987-89), UniField Engr. (1989-93), AE2S Inc. (1993-present)]


Jared reigstad mce norwich university

Jared Reigstad, MCENorwich University

  • Project Manager/Engineer Reigstad and Associates (2003-Present), Responsibilities Include:

    • Marketing, Business Strategy

    • Forensic Analysis, Structural Design, Document Prep, Construction Administration

    • Analysis Experience in High Winds, High Seismic, Heavy Snow, Water

    • Design Experience in Shallow and Deep Foundations, Wood, Steel, Reinforced and Post-Tension Concrete, Masonry, Tension Structures, Barge Structures

  • BSCE Rensselaer Polytechnic Institute (2000)

  • MCE Structural Engineering, Norwich University (2006)

  • Norwich University MCE Instructor (2006-Present)


Linda krute ph d north carolina state university

Linda Krute, Ph.D. North Carolina State University

  • Ph.D. with specialization in the administration of adult and continuing education programs, Oklahoma State University

  • Director of Distance Education Program for College of Engineering at North Carolina State University

  • Responsible for administration of undergraduate and graduate distance education programs in engineering and computer science

  • Online graduate program is among the largest engineering distance education programs in the nation

  • Currently offering 14 online graduate engineering programs and two Bachelor of Science in Engineering programs

  • Active in the American Society for Engineering Education (ASEE) and the International Association for Continuing Engineering Education (IACEE)


Mark meyers ph d p e university of wisconsin platteville

Mark Meyers, Ph.D., P.E.University of Wisconsin- Platteville

  • Civil Engineering Faculty Member (2000-Present)

  • Chair, Dept of Civil & Environmental Engineering (2007-Present)

  • BSCE, University of Wisconsin-Platteville (1981)

  • MS, University of Cincinnati (1984) (Water Resources)

  • PhD, University of Cincinnati (1994) (Geotechnical)

  • Geotechnical Engineer, US Army Corps of Engineers, St. Paul District, St. Paul, MN (1988-2000)

  • Geotechnical Engineering Consultant (WI, ND, MN)


Philip r o leary ph d p e university of wisconsin madison

Philip R. O’Leary, Ph.D., P.E. University of Wisconsin - Madison

  • Chair of the Department of Engineering Professional Development (EPD).

  • B.S. and M.S., University of Wisconsin – Madison (Agricultural Engineering)

  • Ph.D., University of Wisconsin – Madison (Land Resources with a specialization in energy and environmental issues)

  • Conducts professional development courses in the areas of solid waste management, hazardous waste control, groundwater quality protection and related environmental topics

  • Prior to joining the university, worked for the Wisconsin Department of Natural Resources developing guidelines and issued permits for industrial pollution control systems, land application of effluent systems, and the application of sludge on agricultural land


Program descriptions

Program Descriptions


University of north dakota bsce program summary

University of North DakotaBSCE Program Summary

  • Six Faculty: 2 Environmental, 2 Structural, 1 Water Resources, 1 Geotechnical/ Transportation

  • Seventh Faculty Hire in Process: Geotechnical/Transportation

  • 125 On-campus Undergraduate Students

  • 115 Distance Undergraduate Students Taking UND Courses

  • >100 Distance Advisees Not Currently Taking UND Courses, Taking Courses Elsewhere for Transfer to UND


Norwich university master of civil engineering program

Norwich UniversityMaster of Civil Engineering Program

  • 100% asynchronous online, with the exception of a one week required on-campus residency at the end of program

  • 36 credit, 18 months

  • Cohort system

  • 18 credit core with 18 credit concentration (four choices: structural, environmental/water resources, geotechnical, or construction management)


North carolina state master of civil engineering program

North Carolina StateMaster of Civil Engineering Program

  • Online MCE degree program began in 2002

  • 30 credit hour program

  • Two-thirds of course work must be in an area of civil engineering; one-third from other engineering offerings

  • No on-campus residency required

  • Non-thesis program

  • Five areas of specialization available for online degree

    • Transportation Systems and Materials

    • Structural Engineering and Mechanics

    • Geotechnical/Geoenvironmental Engineering

    • Construction Engineering and Management

    • Water Resources and Environmental Engineering


University of wisconsin platteville master of science in engineering

University of Wisconsin- PlattevilleMaster of Science in Engineering

  • Program approval Spring 2000; Courses started Fall 2000.

  • 240 Students; 375 Enrollments

  • Growth Target: 80 Enrollments/yr

  • Basic Requirements

    • Core Competencies

      • Mathematics

      • Computer Applications

      • Engineering Communications

      • Engineering Management

    • Emphasis Areas

      • Applications in Engineering Management

      • Engineering Control Systems

      • Engineering Design

      • Structural/ Geotechnical Engineering


University of wisconsin madison master of engineering in professional practice mepp

University of Wisconsin-MadisonMaster of Engineering in Professional Practice (MEPP)

  • Alternative to MBA for experienced, mid-career engineers

  • Fixed, two-year curriculum

  • Cohort model: students progress through program as a stable, supportive learning community

  • Limited size: 30 students admitted per year

  • Residency: only time on campus is 4-6 day residency each year

  • Emphasizes project-based, collaborative learning

  • 300+ alumni from first 11 graduating classes


Attributes of online education

Attributes of Online Education

Jared Reigstad

Norwich University


Attributes of online education disadvantages

Attributes of Online EducationDisadvantages

  • Better suited to adult learners:

    • The independence of online education requires a discipline that many of today’s “traditional age” college students lack.

  • Synergy of F2F conversations more difficult to achieve:

    • Lacks benefit of facial expression, body language, voice inflection, etc.

    • Instructor/student before and after class moments missing.

    • Student/student “snack bar chat” missing.

  • Lack of in-class “storytelling” or experience sharing time. Can be done online but more difficult.


Attributes of online education advantages

Attributes of Online EducationAdvantages

  • Location independent – students can engage from anywhere they have Internet access. No need to pull up roots and relocate.

  • Computer provides capabilities that traditional delivery cannot:

    • For decades traditional chalk-on-board instruction has attempted to model dynamic, three-dimensional systems on a static, two-dimensional surface (i.e., the blackboard). The computer solves this problem.

  • Allows smaller schools to provide access to a more diverse, eclectic group of faculty through use of adjuncts.


Attributes of online education advantages1

Attributes of Online EducationAdvantages

  • Quality control of course content:

    • No more throwing lectures together the night before. Pre-development of content improves quality.

    • Predevelopment allows instructor to focus on improving instruction/delivery techniques.

    • Consistent content across sections.

  • Difficult for introverted students to “hide in the back of the room.” Everyone’s in the front row.


Attributes of online education advantages2

Attributes of Online EducationAdvantages

  • Allows students more thought time before contributing to group interactions (i.e., “posting”).

  • Time efficient:

    • No lost commuting time.

    • Pace of learning can be accelerated. Strong students don’t waste time in class listening to instructor repeat topic for weaker students.

  • Students write a lot more.


Attributes of online education advantages3

Attributes of Online EducationAdvantages

  • Energy level – students choose when to learn (i.e., time of day), when they’re at their peak.

  • Seamless interjection of multi-media. Troubleshooting done in advance by IT staff.


Online bachelor of science program

Online Bachelor of Science Program

Harvey A. Gullicks, Ph.D., P.E.

University of North Dakota


Online delivery

Online Delivery

  • Began Advising Prospective Distance Students 1999

  • Began Math/Physics/Chem & General ENGR Course Access 2000

  • Began CE Department Course Delivery in 2001

    • Initially 3-year course rotation

    • Began annual course rotation in 2007

  • Typical Distance Student Circumstances:

    • Employed full-time or in military

    • Technical or Associates Degree or non-Engr Degree

    • Significant work experience in design & construction industry

    • Considered Transfer Student at UND

    • Need PE licensure for career advancement

    • Limited access to Higher Education Institutions

    • Location or Work Schedule


Transfer student graduation requirements

Transfer Student Graduation Requirements

  • Minimum 125 College/University Cr. Hrs. Completed. (UND BSCE is 134 Cr. Hrs.)

  • Minimum 60 Cr. Hrs. Completed from 4-year Degree Granting Institution.

  • Minimum 30 Cr. Hrs. Completed from UND.

  • Minimum 22 Cr. Hrs. of 300 & 400 level Civil Engineering Courses Completed from UND, Including CIEN 482/483 Civil Engineering Design I/II Sequence.


Program growth

Program Growth


Distance student graduates

Distance Student Graduates


Distance student experience credit

Distance Student Experience Credit

  • ENGR 102 Professional Assessment & Evaluation: Opportunity for Work Experience Credit

  • Intro to Civil Engineering

  • Laboratories

  • Graphical Communication/AutoCAD

  • Digital Terrain Modeling (Civil 3D)

  • Computer Applications in Engineering

  • Surveying

  • 6 Cr.Hrs. Technical Electives/Internship


Effect on on campus students

Effect on On-Campus Students

  • Design Project Teams in Courses and CE 482/483 Capstone Design Sequence – Mixture of On-Campus & Distance Students

    • 1/3 of students in CE 482/483 course are distance students

    • Real-world Project Communication/Coordination

    • Benefit from Distance Student Experience

  • On-line lectures available if missed

  • Improved course access when on-campus course scheduling conflicts exist/lecture times overlap.


Lecture delivery

Lecture Delivery

  • Initially used Screenwatch to record lectures for online streaming.

  • In 2010, switched to using Tegrity to record lectures for online streaming.

  • Distance students can download lectures for viewing at their convenience & repetition viewing.

  • Instructors make heavy use of PowerPoint presentations & MimioSoftware/Wacom Tablets/Smart Boards.

  • Instructors post notes/PowerPoint slides on Blackboard prior to lecture for student access.


Homework project exams

Homework/Project& Exams

  • Same homework/project assignments & deadlines for On-campus & Distance Students.

  • Exams posted on Blackboard for Password-Protected, Limited Time Window Access by PROCTORS only.

  • Sitting time for exams same as for on-campus students.

  • Immediate, multiple means completed exam submittal by PROCTOR:

    • Scanning & Blackboard pdf posting

    • Facsimile or Instructor email & postal delivery of original exam


Laboratories delivery

Laboratories Delivery

  • Laboratories required in Chemistry 2 cr.hr., Physics 2 cr.hr., Surveying 1 cr.hr., CE 301Civil Engr. Lab I (1 cr.hr. Soils & 1 cr.hr. Materials), CE 302 Civil Engr. Lab II (1 cr.hr. Hydraulics & 1 cr.hr. Environmental).

  • If laboratories of acceptable equivalency have not been transferred into UND, the UND labs are required & must be taken on the UND campus.

  • Each 1-credit hour full semester lab experience is condensed into a 40-hr week summer session lab experience for distance students.


Transfer credit evaluation

Transfer Credit Evaluation

  • Registrar evaluates courses for acceptability by UND.

  • SEM Undergraduate Experience Coordinator does initial evaluation of courses for UND Essential Studies & BSCE curriculum using status sheet.

  • CE Faculty Advisor reviews status sheet & clarifies any questions or corrections required.

  • Appropriate petitions filed by student.


Transfer credit

Transfer Credit

  • CE Faculty Advisors have authority to accept Math, Physics, Chemistry & Engineering transfer courses from other institutions in lieuof UND Math, Physics, Chemistry & Engineering courses.

  • Calculus-based Physics & Engineering is critical requirement in review

  • NOT AS EQUIVALENT courses (courses petitioned to UND Math, Physics, Chemistry departments for equivalency review/ determination).


University residency

University Residency

  • University requirements for last 30 credit hours in residency are waived by petition to allow transfer of credit from other institutions.

  • This is critical for effective advising, student progress & access to some courses.


Accreditation of online bs programs

Accreditation of Online BS Programs

Harvey A. Gullicks

University of North Dakota


Abet accreditation

ABET Accreditation

  • UND does not approach accreditation of on-campus & distance deliveries as separate programs.

  • Rather, the UND BSCE program is accredited as one program, which utilizes multiple modes of education delivery.

  • It is critical that advising of distance students protects the rigor of your program.

    • Ensure that credit is not given for algebra- based physics, statics, mechanics of materials, & engineering transfer courses.

    • Do not waive course prerequisites without very good rationale.


Abet accreditation1

ABET Accreditation

  • Prepare for extra ABET distance delivery scrutiny:

  • Proctor concerns

    • Good proctors: library, church, community college, university, human resource personnel

  • Delayed exam taking concerns

    • Keep proctor access window short as reasonable

    • Impress on students: ethical issues, importance for maintaining program accreditation for their graduation & future graduates, student consequences of cheating

    • Restrict materials & technological devices during testing: cameras, cell phones, calculators, notes, books, etc.


Abet accreditation2

ABET Accreditation

  • Advising Concerns: Email Documentation

    • Distance students = transfer students: Rigorous transfer credits & work experience waivers review.

    • Enforce course prerequisites with academic advisement registration holds & course registration permission numbers system.

    • Work & course load: <6 cr.hr. if working full time

    • Advising must present options to take courses from other institutions for later transfer. Frequent requests to review courses for transfer acceptability.

    • Faculty advising load: Distance students take 3 times longer to advise than on-campus students. Financial aid


Abet accreditation3

ABET Accreditation

  • Student Education Experience Equivalency

    • UND’s experience: Distance students are your best advocates to speak to the rigor of your program & value of your program. Include them in most if not all program assessment tools.

  • Faculty Buy-In

    • Distribute the advising load uniformly

    • Provide faculty overload pay opportunities from distance student course access fees

    • Need summer advising compensation

    • Encourage faculty-distance student interaction

    • Prompt response to distance students


Abet accreditation4

ABET Accreditation

  • Admission: Expect many more applications for admission than will enroll in classes.

  • Enrollment: Expect only about 30 to 40% of distance student admissions to actually take courses from campus distance delivery

    • Biggest factor: math preparation of the student

    • Successful calculus series transfer students typically do well. (No prior calculus often = no success.)

  • Retention: Expect about 20-25% of admissions to continue after 1st or 2nd semester.

  • Graduation: Variable 3-9 years to graduate


Ce 482 483 senior design course sequence

CE 482/483 SeniorDesign Course Sequence

  • The senior design courses contribute to achieving many of the civil engineering program outcomes. However, these courses are particularly important for documenting the following outcomes:

    • Designing a system or component

    • Working in teams

    • Communicating Effectively


Designing a system or component

Designing a Systemor Component

  • Distance students can contribute good ideas for realistic design projects based on their work experience.

  • Because of their work experience, distance students often bring important leadership and organizational skills to the design team.


Designing a system or component1

Designing a Systemor Component

  • Distance students can obtain useful background data for the project such as site survey data, soils data, traffic data, etc.

  • Distance students may have specialized computer analysis skills and access to specialized software that they can share with the on-campus students.


Designing a system or component2

Designing a Systemor Component

  • Distance students often have practical experience with the design process that they can share with the on-campus students.


Working in teams

Working in Teams

  • In order to utilize the experience and skills of the distance students, we try to include both distance and on-campus students on the senior design project teams.

  • Our experience has shown that distance students often bring valuable team working skills such as leadership, in-depth knowledge of the topic, and good work habits.


Working in teams1

Working in Teams

  • Our experience has shown that on-campus students appreciate the team working skills of the distance students.


Communicating effectively

CommunicatingEffectively

  • Our experience has shown that having distance students on design teams can greatly enhance the communication learning experience.

  • We rely on Blackboard to provide the necessary communcation tools for the senior design projects.


Communicating effectively1

Communicating Effectively

  • Each team is organized as a separate group on Blackboard. This facilitates emailing among team members and file sharing.

  • Blackboard has other tools such as the Wimba Classroom, Wikis, and server access that can enhance team communication.


Communicating effectively2

Communicating Effectively

  • Generally, design teams with distance students make the best use of the communication tools available on Blackboard.

  • The Wimba Classroom is particularly useful because it allows teams to share voice, PowerPoint slides, and software applications in a web conference.


Communicating effectively3

Communicating Effectively

  • The Wiki feature on Blackboard provides a way for teams to post text on the web in a secure location that can be accessed by the other team members. This feature is useful for posting team journal entries.

  • We can also make software programs available to distance students using the Citrix server which they can link to with Blackboard.


Communicating effectively4

Communicating Effectively

  • In general, we have found that more distance students on a design team, the more use is made of the various communication tools on Blackboard.


Graduate online engineering programs

Graduate Online Engineering Programs

Linda Krute

North Carolina State University

Jared Reigstad

Norwich University


Master of civil engineering program

Master of CivilEngineering Program

  • Four concentrations:

    • Structural Engineering

    • Environmental/Water Resources Engineering

    • Geotechnical Engineering

    • Construction Management

  • Approximately 90 students progressing through program on a cohort system

  • Maximum class size = 17

  • Cohort system reduces advising burden


Master of civil engineering program1

Master of CivilEngineering Program

  • Four terms per year, 11 weeks each

  • New students enter during either September or March terms

  • 36 credits total: 18 common core, 18 concentration

  • Post-bac level “prerequisite” courses available for applicants not ready to matriculate into program

  • 100% asynchronous system – i.e., common log-in times not required


Master of civil engineering program2

Master of CivilEngineering Program

  • Curriculum developed by NU full-time (i.e., tenured/tenure track) faculty

  • Full-time faculty can teach in program for release time or additional compensation

  • Staffing supplemented by adjuncts who bring unique, current experiences to the program

  • All students required to participate in on-campus “Residency Week” at end of program:

    • Presentation of their capstone project

    • Guest lectures

    • Focus groups

    • Social events

    • Commencement ceremony


Master of civil engineering program3

Master of Civil Engineering Program

  • Delivery via “Angel” learning management system (LMS)


Master of civil engineering program4

Master of CivilEngineering Program

  • Delivery via “Angel” learning management system (LMS)


Civil construction and environmental engineering online degree programs

Civil, Construction, and Environmental Engineering Online Degree Programs

  • Online Degree Programs

    • Masters in Civil Engineering (MCE)

    • Masters in Environmental Engineering (MENE)

  • 84 online students

  • Five areas of specialization available for online degree

    • Transportation Systems and Materials

    • Structural Engineering and Mechanics

    • Geotechnical/Geoenvironmental Engineering

    • Construction Engineering and Management

    • Water Resources and Environmental Engineering


Online master of civil engineering

Online Master ofCivil Engineering

  • Open enrollment to those admitted to MCE degree – not a cohort model.

  • Streaming media technology used to deliver captured on campus lectures.

  • 25/40 CEE faculty have taught at least one online class and many teach at least one class per year.

  • 10-12 civil engineering classes offered each fall and spring semesters with 4 courses offered in 10 week summer term.

  • Advising information session online for current and potential students.


Support issues

Support Issues

  • Departmental support imperative for all distance online degree programs

  • Faculty and departmental financial support provided by Engineering Online

    • Supplemental faculty pay for course development and coordination of online courses

    • TA support based upon enrollment in online section

    • Computers for office, laptop or PC tablets

    • Support for development of labs and research

    • Support for CEE Director of Graduate Programs


Eol course website

EOL Course Website


Example of online lecture

Example of Online Lecture


Assessment of online graduate degree programs

Assessment of Online Graduate Degree Programs

Phil O’Leary

University of Wisconsin- Madison


Defining quality what matters to students

Defining Quality:What Matters to Students?

  • Curriculum that Fits their Needs and Goals

  • Responsive Faculty

  • Culture that Fosters Supportive Community

  • Assignments that are Authentic and Meaningful

  • Elimination of Unnecessary Frustrations and Hurdles

    • Clear Instructions

    • Reliable Technology and Support

    • Removal/Mediation of Institutional BS

  • Knowing Their Feedback Matters


Defining quality what matters to faculty

Defining Quality:What Matters to Faculty?

  • Capable, Motivated, Responsible Students

  • Support that is Proactive, Responsive, and Timely

  • Knowing their Efforts are Valued and Appreciated

  • Fair, Appropriate Compensation

  • New Opportunities

  • Knowing their Input Matters


Defining quality what matters to students employers

Defining Quality: What Matters to Students’ Employers?

  • Seeing Impacts on Students’ Performance and Their Projects

  • Engagement with Students in Selection/Focus of Team Projects

  • Minimizing Conflicts with Work Schedule and Travel

  • Reputation of Institution

  • Reputation/Accreditation/Track Record of Program

  • Reputation and Experience of Faculty


Key quality areas where does quality matter

Key Quality Areas:Where Does Quality Matter?

  • Courses

  • Program Curriculum

  • Technology Support

  • Student Services

  • Admissions

  • Staff Work Processes and Communications

  • Employer Relations

  • Alumni Relations

  • Institutional Support


Mepp track record

MEPP Track Record

  • 96% Graduation Rate

    • 94% graduate on time (within 2 years)

  • University Continuing Education Association

    • “Outstanding Program Award” (2002)

    • Distance Learning “Program of Excellence Award” (2002)

  • U.S. Distance Learning Association

    • Award for “Excellence in Higher Education Distance Learning Programming” (2003)

  • Sloan Consortium

    • “Most Outstanding Online Teaching and Learning Program” (2004)

  • Program’s success profiled by:

    • National Society of Professional Engineers

    • American Society of Engineering Education

    • Institute of Industrial Engineers

    • Christian Science Monitor

    • Society of Women Engineers


Building quality as part of mepp s program planning and launch

Building Quality as Part of MEPP’s Program Planning and Launch

  • Curriculum built in response to market

  • Format designed for targeted students

  • Learned from other programs on and beyond campus

  • All courses tested via full pilot

  • Instructors were paid for course development

  • Cohort design enabled organic strength of student body

  • Faculty selectively recruited

  • Team approach to course design, evaluation and improvement

  • Curriculum includes initial course to orient, equip and focus students

  • Dedicated Director of Student Services


Elements of mepp evaluation

Elements of MEPP Evaluation

each semester

Course Evaluations

at graduation

Program Evaluation

9-12 months after graduation

Program Impact Survey

5 years after graduation

Five-Year Follow-up Survey


Course evaluations

Course Evaluations

  • Learning Objectives Met?

  • Instructor(s)?

  • Course Elements

  • Workload

  • Most Valuable Lesson

  • Least Valuable Lesson

  • Suggestions


Course review and planning at end of semester

Course Review and Planning at End of Semester

  • Who?

    • Instructor(s), program director, instructional designer

  • Resources

    • Summary of student course evaluations

    • Course evaluation by instructor(s)

    • Trend chart for course and program-wide stats

  • Outcomes

    • Affirming what is working well

    • Plans for improving course content, format, logistics, …

    • Issues warranting further consideration

    • Plan and schedule for revisions


Trend analysis helps interpret current semester feedback

Trend Analysis Helps Interpret Current Semester Feedback


Program completion evaluation conducted at graduation

Program Completion Evaluation(conducted at graduation)

  • Addresses Program-wide Quality

  • Most Important Changes to Student’s Abilities

  • Program Strengths and Weaknesses

  • Salary/Promotion

  • Value of Each Course as Part of Program Curriculum

  • Recommended Changes to Program


Findings from survey of graduating class graduates ratings of importance of mepp courses

Findings from Survey of Graduating Class: Graduates’ Ratings of Importance of MEPP Courses

1=should not be part of MEPP curriculum

2=not particularly important

3=neutral

4=important but not essential

5=course is essential part of MEPP


Program impact evaluation conducted 1 to 2 years after graduation

Program Impact Evaluation(conducted 1 to 2 years after graduation)

  • Graduate

    • Most significant changes in abilities

    • Changes in key skill areas

    • Key accomplishments since graduation

    • Salary/promotion impacts

    • Impacts on career/life

    • Suggested improvements

  • Workplace associates

    • Observed changes in key skill areas

    • Observed changes and accomplishments

    • Overall impact

  • Family

    • Observed changes re. work, education, family, confidence level, and career goals

    • Greatest sacrifice and greatest reward to family

    • Suggestions for improvement


Principles of building quality

Principles of Building Quality

  • Build culture that values, affirms and is committed to quality

  • People pay attention to what gets measured

  • Need to be able to the difficult discussions

  • Evaluation needs to be safe, supportive, team-based

  • Sometimes you have to change who’s on the bus

  • The value in evaluations is what you do with what you learn

  • Enable linkages between the right nerves and the right muscles

  • Find ways to model and affirm what you expect from others


Advising students

Advising Students

Harvey Gullicks

University of North Dakota

Mark Meyers

University of Wisconsin- Platteville


Advising issues

Advising Issues

  • Email Documentation Critical Throughout

    • Distance students = transfer students: Rigorous transfer credits & work experience waivers review.

    • Enforce course prerequisites with academic advisement registration holds & course registration permission numbers system.

    • Work & course load: <6 cr.hr. if working full time

    • Advising must present options to take courses from other institutions for later transfer. Frequent requests to review & pre-approve course transfer acceptability.

    • Faculty advising load: Distance students take 3 times longer to advise than on-campus students.


Admission standards

Admission Standards

  • Many students seeking admission have poor academic history. Seeking probationary admission or readmission.

  • Many students have a very long academic record of courses taken.

  • Many inquiring students have no or little mathematics preparation. Need math placement exam or minimum calculus std.

  • Students try to manipulate system course equivalencies with associate/tech degree courses.

    • P.E. commity: persistent unreasonable

    • Insist on academic cat descriptions & syllabi


Transfer course review

Transfer Course Review

  • Look at prerequisite criteria.

  • Look t semester sequences to assure prerequisites were met for engineering coursework.

    • Especially for Calculus prerequisites.

  • Request & check academic catalog descriptions & syllabi if any doubts.

    • Calculus series courses

    • Physics, Statics, Mechanics of Materials, Dynamics, Fluid Mech.


Transfer course review1

Transfer Course Review

  • Make sure your advisors know the general education requirements of the university.

  • Make sure your advisors know their limitations with regard to what substitutions they can accept & where they must recommend formal petitions.


Preadmission academic review

Preadmission AcademicReview

  • Don’t go there

  • Don’t review unofficial transcripts and prepare preadmission unofficial transfer status sheets for inquirers.

    • Time consuming

  • Insist on the inquiring person’s following the university admission application process, pay the admission application fee, and submit official transcripts to Registrar.

    • Registrar checks accreditation of institutions.


Financial aid advising

Financial AidAdvising

  • Course eligible for Financial Aid

    • Semester based vs. enroll anytime

  • Referrals for Veterans Benefits

  • Referrals for Collaborative Course pursuit with other universities/ community colleges: documentation of transfer course acceptability.

  • Watch out for Aid Abuse. Heavy course load & poor performance record.

  • Referrals for Federal Financial Aid Eligibility/Satisfactory Academic Progress Reports:

    • Too many courses


Readmission requests

Readmission Requests

  • Every student dismissed will have a story & excuse & want probationary readmission.

  • To Readmit or Not to Readmit, that is the question.

    • Student history review: previous problems?

    • Frequent drops/withdrawals?

    • Frequent course repeats?

    • Don’t waste your time. Be firm.


Academic planning

Academic Planning

  • Know your students:

    • Working full-time? 2-3 courses max.

    • Full-time students? 12-15 Cr. Hrs.

  • Many students will want their entire academic program worked out for them from beginning date to graduation. Always optimistic.

  • Waste of your time.

  • Prepare academic advisement only one to two semesters beyond the current date.


Courses not regularly available

Courses Not Regularly Available

  • Some courses not available at critical time for student or not taught via distance due to difficulties (graphical comm., computer apps., labs, etc.).

  • Options:

    • Preapprove course offered at student’s local college or another distance venue for transfer substitution.

    • Offer in summer as intensive on-campus course.

    • Demonstrated work experience/ expertise waiver.


Advising for online ms program

Advising for OnlineMS Program

  • Historically

    • Reactive Advising at Registration time

    • Program Adminstrator worked with students as they are admitted into the program

    • Degree requirements, course loads, etc.

    • No real advising structure

    • Credit for Life Experience

    • Transfer of courses completed elsewhere approved by Program Faculty in area of expertise


Advising for online ms program1

Advising for OnlineMS Program

  • Present

    • Student advising shifted from MS Program Administration to the UW-Platteville Distance Learning Center (DLC)

    • DLC has been on campus for 20 years

    • Print-based degrees in other areas

    • Business, Project Management, and Criminal Justice now online degrees; three others in the near future

    • Experience base and appropriate personnel for advising and other administrative tasks

    • DLC consults with MS Degree on appropriate advising topics


Lessons learned

Lessons Learned


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


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 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


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


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