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2011 Teaching Public Administration Conference

2011 Teaching Public Administration Conference. On Line Comparability Panel Williamsburg, VA May 16-19, 2011. The Troy Experience with Comparability Among Delivery Modes. Dr. Robert Abbey Dr. Fred Meine Dr. Sam Shelton Dr. David Shetterly. Outline.

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2011 Teaching Public Administration Conference

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  1. 2011 Teaching Public Administration Conference On Line Comparability Panel Williamsburg, VA May 16-19, 2011

  2. The Troy Experience with Comparability Among Delivery Modes • Dr. Robert Abbey • Dr. Fred Meine • Dr. Sam Shelton • Dr. David Shetterly

  3. Outline • NASPAA Concerns with Comparability Among Delivery Modes • Preconditions for Accreditation Review • The Norm – Traditional In class • The Emerging Norm – Distance Education • Comparability Among Delivery Modes • Process Issues • Outcome Issues • Comparability Between the Traditional Classroom and the Classroom of the Future • Concluding Comments

  4. NASPAA Precondition 4Course of Study “The normal expectation for students studying for professional degrees in public affairs, administration, and policy is equivalent to 36 to 48 semester credit hours of study. The intentions of this precondition are to ensure significant interaction with other students and with faculty, hands on collaborative work, socialization into the norms and aspirations of the profession, and observations by faculty of students’ interpersonal and communication skills. Programs departing from campus- centered education by offering distance learning, international exchanges, or innovative delivery systems must demonstrate that the intentions of this precondition are being achieved and that such programs are under the supervision of fully qualified faculty. This determination may include, but is not limited to, evidence of faculty of record, and communications between faculty and students.” http://www.naspaa.org/accreditation/NS/naspaaStandards.asp

  5. The “Norm” • Campus centered education with • Ample opportunity for student/faculty interaction • Hands on collaborative work • Socialization into the norms of the profession • Faculty observation of student interpersonal and communication skills http://www.naspaa.org/accreditation/NS/naspaaStandards.asp

  6. The “Emerging Norm” • Distance learning, international exchanges, or innovative delivery systems http://www.naspaa.org/accreditation/NS/naspaaStandards.asp • For Example: • Total on line delivery – eTroy (eCampus) • Hybrid delivery - combination of on line and in class blended together in a purposeful manner

  7. Two “Big Questions” with the Emerging Norm • How to achieve comparability between campus centered and “emerging norm” delivery methods? • Process related issues • Outcome related issues • How to bring the personal touch to the classroom of the future in terms of interaction, socialization, collaboration, and direct faculty observation of student work?

  8. How to achieve comparability? The Troy Experience with Process Issues • Faculty • Faculty teach using multiple modes – on line, in class, hybrid, • All faculty teaching on line must be trained and certified through completion of a Teaching Online Proficiency (TOP) course • Adjunct faculty members are assigned mentors for there first on line teaching assignment

  9. Process Issues (continued) • Faculty development is promoted through an annual eCampus Colloquium – Topics for 2011 included • Course Design • Quality Assurance • Wimba and Blackboard Mashup Tools • Communicating in the Cyber Classroom • Student evaluations are broken out by delivery mode to isolate differences among modes and needed corrective measures.

  10. Process Issues (continued) • MPA Curriculum • Common course learning objective • Common desired competencies • Standard syllabi which includes textbook options • Technology and support structure • Blackboard delivery platform used for on line and hybrid courses • Electronic library resources are available to support on line and hybrid courses • Faculty advising and administrative counseling provided equally to all students

  11. TROY UNIVERSITYMPA COURSE COMPARABILITY August, 2009 – July, 2010 FACULTY Fulltime: 22 Adjunct: 12 140 COURSES Taught by Fulltime: 99 (70.7%) Taught by Adjunct: 41 (29.3%)

  12. MPA PROGRAM (2009-2010) CORE COURSES (9 COURSES) PA6601 RESEARCH METHODS PA6610 FOUNDATIONS PA6620/PA6646 ORG. THEORY/ORG. BEHAVIOR PA6622 PUBLIC POLICY PA6624 HUMAN RESOURCES PA6630 BUDGETING PA6699 CAPSTONE PA6602/PA6603/PA6631 QUANTITATIVE/ECONOMICS/PROG. EVAL. PA6640/PA6644/PA6674 IGR/ADMIN. LAW/ETHICS CONCENTRATION (3 COURSES)

  13. MPA COURSES LENGTHS OF DELIVERY: Terms: 9 weeks Semesters: 16 weeks STYLES OF DELIVERY Online (TERM): 112 (80%) Weekend (2)(TERM) 10 (7.1%) Classroom (TERM) 7 (5%) Hybrid (TERM CLASS W/ONLINE) 2 (1.4%) Classroom (SEMESTER) 9 (6.4%)

  14. MPA COURSES BOOKS None: 7 (5%) One Book: 89 (63.6%) Two Books: 44 (31.4%) EXAMS Midterm Only: 23 (18.1%) Final Only: 65 (51.2%) Midterm and Final: 39 (30.7%)

  15. MPA COURSES MAJOR NON-EXAM ASSIGNMENTS Paper: 56 Article analyses: 1: 21 2: 4 4: 5 8: 4 9: 5 Case analyses: 2: 10 4: 13 7: 4 8: 1 10: 2 Major Case Analysis (>20% of grade): 33

  16. MPA COURSES PA 6610: Foundations of Public Administration Online: 12 Weekend: 1 Classroom (semester): 1 Fulltime Faculty: 11 Adjunct Faculty: 3 PA6699: Capstone Online: 8 Weekend: 1 Classroom (term): 1 Classroom (semester): 1 Fulltime Faculty: 11

  17. Process Issues (continued) • Oversight • Quality Matters approach with emphasis on delivering exemplary courses • Course development support provided by assigned members of the Quality Assurance staff • Term by term review of selected courses on Blackboard by peers assigned through College of Arts and Sciences

  18. How to achieve comparability? • Outcome issues • Short term • Capstone Course: 90 percent complete with a grade of A or B • Other ?? • Long term • Alumni surveys • Employment status of graduates at some future date • Other??

  19. How to bring the personal touch to the classroom of the future? • Interaction is critical • Student to student and student to faculty • Collaboration • Discussion boards, Wiki’s, Wimba Pronto Chatroom Group assignments • Socialization • Introduction exercises, voice email, voice announcements, Wimba classroom • Faculty observation • Real time presentations using Wimba technology Visit following eCampus Colloquium link for more detail http://www.troy.edu/ecampus/colloquium/presentations/2011/CourseDesign.pdf

  20. Concluding Comments • On line delivery is with us to stay • A solid foundation in terms of good processes lays the foundation for comparability of delivery modes • Measuring process outcomes is a challenge • Interaction and socialization among students and between students and faculty is different – but quite possible in an on line environment

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