2010 developing high quality online doctoral programs2

No Findings: Collaborative Efforts Accreditation of a New Doctoral

ProgramSusan Adragna

School of EducationKeiser University

History

• Prior No Findings Visits• Faculty Hiring for PhD Program-Educational Leadership• Program Start 8/31/2009• Collaborative Model• Preparation for the Visit– Program/Courses– Documents– Faculty– Facilities– Accreditation Team

Collaborative Model: Pre-Program• Advisory Board and Best Practices• Syllabi: Program Objectives and Student Learning

Outcomes: Conformity• Assessment: Start at the Beginning– Mission Statement– Assessment Plan– Faculty Course Evaluations– Student Assessment of Faculty

• Documents, Guides, and Manuals– Processes

Collaborative Model: Residency

Collaborative Model: Course Room

Collaboration Model

Infrastructure: Instructional Designer, Faculty

Courses: Instructional Designer, Faculty, Librarian

Assessment: Administration, Faculty

Meetings: Administration, Admissions, Faculty, Student Services

Students: Peer-Review, Live Chat, Elluminate

Meticulous Preparation + Flawless Execution = No Findings Visit

Preparation: Commonly Accepted Practices•Program Objectives/Course Mapping•Assessment Plan/Related Documents•Course Development/Student Learning Outcomes•Residency•Dissertation Handbook •IRB Guide•Comprehensive Examination Guide/Questions•Library Resources

Meticulous Preparation + Flawless Execution = No Findings Visit

Documents: Storage/Retrieval—Consistency in Labeling• Assessment•Faculty•StudentSchedule-Have a PlanPeople: Practice, Practice, Practice• Faculty Interviews•Student Interviews• Staff

Meticulous Preparation + Flawless Execution = No Findings Visit

The Schedule: Walk Through•Transportation

Dress and Demeanor: The TEAM Effort

Debriefings •During—Information •After—What was Learned

Facilities

Keiser University Graduate School

Susan Adragna – sadragna@keiseruniversity.edu

Doctor of Nursing PracticeAssessment and Accreditation

Romana HughesKerrie Conover

Koehler Center for Teaching Excellence

Texas Christian University

History

• History drove IDA model for DNP• DNP Program launched Fall 2007• Faculty were hired to teach online• Department did not hire online faculty• No learning outcomes measured• Two Program Directors– Two different directions• Faculty development after course developed• Faculty development before course developed

TCU Model For QualityIDA

Identify-Diagnose-Adjust

Faculty Development• Training (LMS, SLO, OSAT, Pedagogy)• Instructional design• Assessment• Teaching support• Online student support• Face-to-face monthly discussions• Reporting/retention solutions• Accreditation

Training Standards for Faculty Teaching an eCourseSACS Comprehensive Standard 3.2.7, SACS Comprehensive Standard 3.4.10, SACS

Comprehensive Standard 3.7.2

The faculty member must complete the following workshops. This can also be done via individual consultations. A certificate will be provided as evidence all training has been completed:– Learning Outcomes Training (LOM)– Online Self Assessment Tool Training– Pearson eCollege Basics Training– Effective Management Tools– Pearson eCollege Tools– Gradebook– Beyond the Basics of Pearson eCollege**– Softchalk Training**

OR– Learning Outcomes Training (LOM)– eLearning Boot Camp– Beyond the Basics of Pearson eCollege– Softchalk Training

The Faculty Member will meet with the Koehler Center staff for review of syllabus, tools to be used and assignments in order to receive collegial input and feedback about distance education instructional strategies and tools.

Online Self Assessment Tool

Data Reporting• Activity Summary• Course Enrollment Summary• Course Progress by Student• Enrollments by Course Detail• Gradebook at a Glance• Instructor Activity by Course• Student Metrics• At Risk Students• Student Learning Outcomes

Course Evaluation

• Student evaluations reviewed by Faculty and Director

• Student evaluations are deployed online by another department

• Online peer course evaluation using OSAT• Online Koehler staff annual OSAT for online• Koehler staff only reviews peer and student

evaluations at faculty request

Student Learning Outcomes

• Training• Rubric Writing• Scoring• End of Term Report• Lessons Learned

Closing the Gap

DNP Students

What’s Next?• OSAT annual review• Review reports with department• Review learning outcome results• Tweak courses and outcomes• Research on fall 10 DNP students progress– Did the orientation shell improve engagement?– Collection of data from student progress – Follow-up end of fall and spring– Did the orientation shell proved the tools for student

success in online learning?– Did the orientation shell improve retention and class

completion rates?

Texas Christian University

• Romana Hughes – r.hughes@tcu.edu• Kerrie Conover – k.l.conover@tcu.edu