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Lessons Learned

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

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  1. Lessons Learned

  2. 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?

  3. 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.

  4. 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

  5. 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

  6. 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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