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Caldwell College – CC Online

Caldwell College – CC Online. A Proposal to Develop and Offer Fully-Online Courses at Caldwell College Initially Developed September 26, 2008 Revised January 13 and February 11, 2009. Program Assumptions. The details of the development plan are based on the following assumptions:

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Caldwell College – CC Online

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  1. Caldwell College – CC Online A Proposal to Develop and OfferFully-Online Courses at Caldwell College Initially Developed September 26, 2008 Revised January 13 and February 11,2009

  2. Program Assumptions The details of the development plan are based on the following assumptions: • All offerings will be fully online • Offerings will commence Summer 2010 • Courses for both Adult UG and Graduate students will be offered • Initial offerings will feature three courses at each level • Program will feature three 12-week terms, i.e., 5/10/10-7/30/10 • FT Faculty will be asked (and compensated) to develop and teach courses • Courses will be marketed to all segments of Caldwell enrollees as well as non-matriculated students (but not to traditional UGs initially) • Initial course selection will be limited to subjects expected to attract strong enrollments but perhaps leading to full programs in future

  3. Expected Approval Process • Concept review by Executive Group – late Spring 08 • Formation of Distance Learning Taskforce – late Spring 08 • Concept Brainstorming by Distance Learning Taskforce – early Fall 08 • Initial Proposal presented to Task Force – early Fall 08 • Establishment of Taskforce Work Groups – early Fall 08 • Work Groups provide feedback on initial Proposal - Fall 08 • Preliminary Business Plan Approved by Executive Group – mid-Fall 08 • Revised Program Proposal Developed and Circulated to Taskforce – early Spring 09 • Proposal Revised and Reviewed by AVP - early Spring 09 • Faculty Council reviews proposal, stipend plan and agreements - early Spring 09 • Discussion in AUPC & GAFC – mid-Spring 09 • Revised Program Proposal Review by Planning Council – late Spring 09 • Presentation to Curriculum Committee – early Fall 09 • Solicitation of courses with Chairs and Coordinators –mid-Fall 09 • Faculty recruitment, course development and marketing begins – early Spring 10 • Collaboration with ETC in providing faculty training –early Spring 10 • Courses commence – Summer 10

  4. Important Subtopics After initial discussions, the members of the Task Force were asked to deliberate and provide suggestions on following topics: • Course Guidelines • Enrollment Policy • Course Selection • Relationship/Impact on External Program • Compensation for Course Development & Teaching • Faculty Training & Assistance

  5. Course Guidelines To assure that each course has a common feel, is easily navigable and makes full use of Blackboard, there was general agreement that developers and instructors should follow a set of suggestions. A document, entitled: Guidelines for the Development and Teaching of Fully Online Courses has been created to inform course development and instruction. Suggestions in the Guidelines include: • Undergo Blackboard training provided by an IT and GCS collaboration • Create a detailed syllabus summarizing expected student activities • Craft learning objectives for each course segment • Upload word, spreadsheet or power point documents to Blackboard as course content • Utilize discussion groups and/or chat rooms to facilitate student engagement • Establish regular e-mail communications procedures • Establish weekly office hours (telephone and/or e-mail availability) • Incorporate evaluative and assessment mechanisms in course Note: Memoranda of Agreements linked to the Guidelines will require approval by faculty governance

  6. Enrollment Policies Two separate matters were considered regarding the enrollment policies necessary to implement fully online learning: • What student populations ought to be eligible to enroll in online courses and what might the limitations be, if any, for each population? [Only adult and graduate students initially with no limits – if traditional students eventually are allowed to enroll, courses should be open to only juniors or seniors and enrollments limited to no more than two courses totally] 2. What might be appropriate maximums (class size before adding a second section) and minimums (for a course to run) for online UG and graduate courses? [Max: UG = 20; Graduate = 15; Min: UG = 8 Graduate = 6]

  7. Course Selection The Task Force considered both course level and the selection process: • Should a selection of both UG and graduate courses be considered or whole programs? [A selection was preferred and perhaps the proposed MPA as well (as the market study conducted Fall 08 supports demand for online delivery)] • How should courses (or programs) be selected: (by polling departments for faculty interest, market considerations, i.e., potential demand, core courses, electives or what? [See assumptions in following slide]

  8. Assumptions Underpinning Course Selection • The selection of UG courses depicted below was chosen as the initial offerings to enhance degree completion in business and psychology programs in anticipation of important demand areas for students currently in the External Degree (ED) program and to attract new enrollees to ED and other programs who will find the flexibility and accessibility of online course appealing. The courses also are UG prerequisites for the MBA and MAs in CPS and ABA. • Graduate courses (within existing Master’s programs) were selected with content that is feasible for online teaching and in courses that potentially are of interest either for persons seeking professional or personal enhancement as non-matriculate enrollees or would allow existing or potential graduate students greater flexibility or access.

  9. Possible Initial Undergraduate Courses • BU 211 Accounting I • BU 205 Economics I • BU 221 Marketing • BU 305 Statistics • BU 330 Management • PS 208 Psychological Statistics • PS 216 Adolescent Psychology • PS 211 Child Psychology • PS 402 Experimental Psychology

  10. Possible Initial Graduate Courses • ATP 501 History and Development of Art Therapy • BU 520 Advanced Business Strategy • BU 537 Financial Management • ED 521 Overview of Students in Special Education • ED 523 Special Education and the Law • PS 500 Introduction to School Counseling • PS 525 Personality Theories • PS 526 Behavior Analysis and Learning (ABA) • PM 512 Organizing as Ministry

  11. Number of Terms and Term Length There was not much discussion of these matters in the Task Force. The terms proposed on the following page are based on two assumptions: • Twelve week terms reflect the preferences of distance learners nationally for shorter, accelerated semesters than are normal in traditional study (this assumption supported in Aslanian studies) 2. The proposed dates for Fall and Spring are inside the traditional terms and would facilitate students using several delivery modes; the Summer term ends in late July enabling the usual August break for faculty.

  12. Preliminary Course Offering Plan • Summer 10 - six courses – 5/10/10-7/30/10 BU 211 BU 330 PS 208 ATP 501 BU 520 PS 500 • Fall 10 - six courses – 9/13/10-12/3/10 BU 205 PS 211 PS 216 ED 521 PM 512 PS 525 • Spring 11 - six courses – 1/24/11-4/15/11 BU 221 BU 305 PS 402 BU 537 ED 523 PS 526

  13. Relationship/Impact on External Degree Program The Task Force explored how the inauguration of online courses might interact with the External Degree Program (EDP), including the following possibilities: • A selection of high demand courses currently offered by EDP could be converted to online format and both programs could be continued as distinct delivery options • Gradually online courses could replace all EDP offerings • The two programs could be kept completely separate and online courses could be marketed to a distinct audience beyond the usual “footprint” for EDP • Current EDP offerings could be examined to distinguish between those subjects most appropriate for a hybrid (EDP ) format and those subjects conducive to a fully online format and offerings could be maintained accordingly. [ #s 2 and 3 were ruled out as impractical or undetermined – course selection reflects mostly #1 and some elements of #4]

  14. Compensation for Course Development and Teaching • Currently, faculty members are paid (as overloads) $2200 to teach an UG course and $2700 for a graduate course and there is no routine stipend for course development. For online courses it is envisioned that both course development (because of the demands of creating a fully online course) and teaching should be compensated fairly and at a higher level than is currently the case. Draft Memoranda of Agreements have been developed to stipulate expectations and compensation. • To encourage the migration of existing external courses to full online status as well as create fair compensation for modifying external courses and major revisions to online additional stipends and compensation packages are proposed • These considerations have resulted in the recommendations depicted on the following page which would be effective July 1, 2009 (unless stipulated otherwise rates pertain to both UG and Graduate courses):

  15. Proposed Stipends • Conversion of an external course to fully online - $2000 • Fully online course development (not already offered as an external course) - $3500 • Major online course revision (or conversion of distance course developed at another institution) - $2000 • Online course teaching stipend – UG $3300 Graduate $3500 • Per student stipend for teaching online courses below minimum of 8 (UG) - $350; 6 (Graduate) - $450 • Per student stipend for teaching online courses above maximum of 20 (UG) - $250; 15 (Graduate) - $300 (up to minimum enrollment for second section)  Note: Stipends will need to be approved by Faculty Liaison Committee

  16. Faculty Training and Assistance There was a consensus in the Task Force that there would need to be instructional design and course delivery assistance to faculty if online courses were to be offered. Deliberation focused on various the ways such assistance might be provided: a consultant, several faculty trained to train others, workshops, a new FT staff with instructional design expertise or some combination of these approaches. The Preliminary Business Plan reflects using a consultant initially and a new FT staff position in 2011-12. The person acting as a consultant or in the FT position would be supervised by GCS but be expected to work closely with the IT Department and with FT faculty and adjuncts assigned to the development or teaching of online courses.

  17. Preliminary Business Plan 2009-10 (pre-launch, no revenues) Expenditures Items (2009-10) Course development stipends (6 courses for Summer 2010) Marketing (Web ads, radio, cable TV, Newspaper) Instructional Design Consultant GCS and IT Staff augmentation To launch 3 UG and 3 Graduate courses commencing 5/10/10

  18. Preliminary Business Plan 2010-11 Expenditures Items Course development UG (6 courses) Course development GR (6 courses) Instructional Costs (18 courses) Publications and Marketing FT GCS Program Director* FT Support Staff* Instructional Design Consultant* PT IT Staff* Projected Annual Revenues 9 UG courses @ 10/course = 90 x 3 = 270 credits @$580+ = $156,600 9 Grad courses @ 10/course = 90 x 3 = 270 credits @$720+ = $194,400 Total = $351,000 * - Position roles described on page below + - estimated tuition

  19. Preliminary Business Plan 2011-12 Expenditures Items Course development (20 courses) Instructional Costs (30 courses) Publication Revisions/Reprints Marketing FT GCS Program Director FT Support Staff FT Instructional Designer FT IT Staff Projected Annual Revenues 15 UG courses @ 10/course = 150 x 3 = 450 credits @$600+ = $270,000 15 Grad courses @ 10/course = 150 x 3 = 450 credits @$735+= $330,750 Total = $600,750 * - position roles described on previous page + - estimated tuition

  20. Expected New DL Staff Roles • GCS Director of Online Learning – coordinates the development of courses and faculty recruitment and training with departments, assists online students. supervises marketing activity, provides liaison to IT and supervises a support staff (reports to GCS Dean). • IT Online Learning Support Specialist – develops and supervises a 24/7 Online Course Help Desk, consults with the Instructional Designer and cooperates with other IT staff involved with Blackboard and supportive technologies (reports to IT Director). • GCS Instructional Designer or Consultant – works with faculty in designing online courses and in using Blackboard fully in the teaching of online courses, provides faculty training and virtual services to students such as “New Student Orientation” and other assistance to advance student learning (reports to GCS Dean) • GCS Online Learning Support Staff – provides administrative assistance to the Director of Online Learning and the Instructional Designer under the general supervision of the GCS Office Manager.

  21. Initial Online Marketing Plan • Media & Web Announcement of Offerings – early 2010 • Virtual Information Session (on Web Site) Spring 2010 • Flyers/Posters to Selected Colleges in CT, NYS, NJ & PA • Maximizing Exposure on Search Sites March 2010 • Organization Contacts March 2010 • Alumni E-Mails and Mailings March 2010 • Newspaper and Cable TV Ads April 2010 • Inquiry Mailings & E-Mails with Telephone Follow-Up

  22. CC Online Accessible, flexible and innovative online learning at Caldwell College available anywhere (any setting), anytime (24/7) and anyplace (location)

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