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Suggested Policy Guidelinesfor Online and Hybrid Course Approval,

Development, Delivery, and ReviewE-Learning Committee

Spring 2014

Online and hybrid courses represent an evolving form of pedagogy with unique requirements. Content delivery, student interaction, communications, and technology requirements all differ from what is found in the traditional classroom setting. In order to ensure that the College provides successful high quality and rigorous online courses consistent with the standards of the College for traditional classroom courses, the E-Learning Committee is providing the following comprehensive policy guide for online and hybrid courses.

Please note that many of the guidelines, practices, forms, and tools have been developed, vetted, and used within Penn State University. We encourage all Schools within the College to review these suggestions and then prepare School policy guidelines that use the resources or edited versions of the resources that work best for the School’s needs.

Table of ContentsIntroduction

Definition of Online and Hybrid CoursesConsideration of Student ExpectationsCopyright Issues

Summary of Online Course Selection, Development, and Review

I. Selecting Courses and FacultyApproval Process for Selecting Courses

Tool: Proposal for Online Course DevelopmentApproval Process for Selecting Qualified Faculty

Tool: Penn State Online Teaching Competencies0Penn State Online Guidelines for Selecting an Online Course AuthorPenn State Online Guidelines for Selecting an Online Program’s Lead FacultyPenn State Online Guidelines for Selecting an Instructor for an Online Course

II. Developing the CourseTool: E-Learning Course Development Process (Example of a Timetable)Tool: Checklist for Administrator Review & Approval of Online CoursesTool: Penn State Quality Assurance Standards

III. Course Revisions and Peer ReviewsTool: Penn State Online Course Revision Worksheet

Peer Review of TeachingTool: A Peer Review Guide for Online Teaching at Penn StateTool: Instructor Input Form for Peer ReviewSample of a Peer Review

Introduction

Definition of Online and Hybrid Courses

Online course: An online course is delivered entirely online, with no required classroom sessions. Some courses may require one or more proctored exams. These courses might also be called web courses. Students may be enrolled in courses offered by a single campus or in courses originated by multiple campuses.

Hybrid course: Hybrid courses are specific packages of online and face-to-face content and processes organized to reduce or replace the number of required class sessions in order to improve effectiveness and flexibility for instructors and students and/or to achieve other efficiencies. Hybrid courses reduce by approximately 40% or more of the number of required classroom sessions, although some classroom sessions are required. These courses may also be called blended courses.

Web-enhanced course: Web-enhanced courses are generally traditional classroom courses that incorporate online elements to facilitate communication and discussion and/or to provide students with enhanced content, extend communication, and provide links to other resources. The purpose is to enhance quality within an otherwise traditional environment by promoting communication and interactivity among students and faculty. Many courses using ANGEL can be considered web-enhanced courses but they are neither online nor hybrid courses.

Consideration of Student Expectations

Students expect less contact and fewer personal relationships with their instructors in the online environment, so instructors should devote time and resources to ensure that online student-to-student and student-to-faculty interactions are fostered. This includes but may not be limited to:

Informing students and setting aside times during the day/week where the instructor will be online

Incorporating a fun or otherwise ungraded interactive activity to help students learn about their peers

Use of course communication software to allow for question and answer interaction, and online discussion forums

Ensuring that all communications from students online are at least read by the instructor, if not responded to

Mediating course-related student conflicts Adhering to any FERPA requirements Revising the course content and instructional materials based on student feedback Communicating expectations of student course behavior Communicating to students, being aware of, and monitoring institutional academic integrity

policies Reporting grades to both students and to the University via Elion

Students do not expect online or hybrid courses to be easier than traditional courses. Instructors should ensure that course rigor is maintained in the online or hybrid environment.

Before a course is offered, students should be provided with:

A sample course syllabus Grading policies including how the final grade will be determined A schedule of deadlines for readings and assignments

Technical and other issues in accessing online and hybrid courses are inevitable. Instructors should ensure that students have access to enrollment support, advising, the technical helpdesk, and disability services.

Copyright Issues

Online and hybrid courses must adhere to current University policies for the use of third-party copyrighted material or have evidence of appropriate copyright clearance. The standard statement of University policy on copyright compliance should be provided in an easily accessible location. In addition, online and hybrid course developers should be cognizant of any copyright agreements established between the course developer and the University. For guidance, course developers should refer to any signed agreements between the developer(s) and the University, as well as Penn State policy IP03 Courseware (Formerly RA17) at:

http://guru.psu.edu/searches/highhtml.cfm?id=/policies/IP03.html&criteria=ra17

Course developers and instructors should be aware that:

Course content developed is transferable by the course developer if he or she leaves Penn State The University has the right to modify developed course content for that specific course as

necessary The developer of the course content does not also own the online course delivery mechanism

Summary of Online Course Selection, Development, and ReviewI. Selecting Courses and Faculty - The schools should consider adopting a process for communication of course delivery mode.Approval Process for Selecting Courses

The process should include justification for the delivery format, which should include increased enrollment, benefits to teaching & learning or increased efficiency of delivery. A market analysis should be conducted for strategic initiatives and programs.School directors all wish to have final approval before a course is sanctioned for online or hybrid delivery.

Approval Process for Selecting Qualified Faculty

The following guidelines can be used for selecting individuals to participate in the development of online and hybrid initiatives.

Competencies for Teaching Online Courses - OnlineTeachingCompetencies.pdf Course Author - PSU-HiringGuidelines_OnlineCourseAuthor.pdf Lead Faculty - PSU-HiringGuidelines_LeadFaculty.pdf Course Instructor - PSU-HiringGuidelines_OnlineInstructor.pdf

II. Developing the Course (2 semester process) - A two-semester development process is recommended for all hybrid and online courses. The following milestones are contained in the current CEI development process:

Kick Off Meeting High Level Plan (outlining topics, assessments and content delivery strategies) Example Module/Lesson (Program Review) Complete PSU Quality Standards Review Program Lead Review – ChecklistForAdminReview.doc

The course should be listed in the schedule of courses as either a hybrid or online course with a link to information including - instructor info, detailed course description (assignments), and any face-to-face (or required synchronous) meetings.

III. Course Review & Revisions - A plan for continuous improvement and revision should be created.The Course Revision Checklist (RevisionChecklist.doc) can be used to identify when a course should be revised, and the amount of effort needed for the revisions.Peer Reviews

A peer review process can increase the quality of course offerings and consistency within the program.

A peer review process will be required for promotion and tenure reviews. A peer review process will be informative for annual merit evaluations.

Approval Process for Selecting Courses

Behrend schools and academic programs play an essential role in the development of fully online and hybrid courses in their areas. Rather than promote the development of isolated web-based curriculum, academic units will require a programmatic and strategic approach to eLearning.Course Consultation and ApprovalEach school will communicate to its instructors its processes for identifying and approving courses to be delivered in a hybrid or online format. At minimum, the proposing faculty member will formally consult with his or her program chair and school director. Having expressed an interest in online course development, the proposer will complete the Proposal for Online Course Development Form (see below). If approved and signed by both the chair and director, the approved proposal will be forwarded by the school to the Center for eLearning Initiatives (CEI). The CEI will help identify the appropriate offering platform for the course, and refer the proposer to a designer who will collaborate with the instructor to ensure that the course meets its educational goals and satisfies Penn State standards.

Proposal for Online Course Development Adapted from form developed at PSU-Harrisburg

Faculty Information: Lead Faculty Name: Program:School:Office Phone: (814) 898- E-mail Address: @psu.eduList other faculty who might work with you (peer consultants) on the development of the online course and who might also be prepared to teach it, and note the extent of your consultations with them prior to proposal submission:

Describe your experience with eLearning (formal training, use of ANGEL or other course management system, previous hybrid/blended teaching experience, previous online teaching experience):

Course Information:Course Designation and Number: Official Course Title:Number of Credits: Course prerequisites: Course type:

Undergraduate course Graduate course Gen-Ed course Elective course

Is this a new course? Yes No

Describe course target audience:

Identify certificates/degrees/programs that require this course:

Will this course also be available in a synchronous (face-to-face) format? Same semester? Yes No Same academic year? Yes No

How often is this course currently offered?How often do you anticipate this course being offered online?

Would this course be competing with any World Campus courses? Yes No Would this course be competing with any eLearning Cooperative courses? Yes NoIs this course currently under development or scheduled for development by other college/school locations? Yes No Don’t KnowProvide details on course enrollment history, including current demographics; current, past and projected enrollment data; and demonstrated enrollment demand:

Does the course use a standard textbook? Yes No If No, please describe or explain.Anticipated audio/visual component needs:

Commercially produced components via CD, DVD, or VHS Audio/visual learning objects or links to audio/visual components on the Internet College/instructor produced audio/visual components Penn State Library eReserves (estimated number ) Publisher produced audio/visual components Other:

Do you anticipate any copyright concerns with regard to the materials used in this course? Yes No

If Yes, please describe or explain.

Anticipated hardware/software needs: Course specific software Web conferencing application Software required for student purchase: Hardware required for student purchase: Other: None anticipated at this time

Rationale for Proposed Course:In a few paragraphs, explain the rationale for this proposed online course. Some items to address include: 1) whether this course is part of a “group” of courses that might eventually be developed into a completely online certificate or program; 2) details about how the proposed online course meets “realistic student needs”; 3) background information on the course as it currently exists or the problem/need that the online course development would address; and, 4) the potential significance of the project with respect to its potential impact on the department/program at Penn State Behrend and the University.

Which of the following criteria are met by the course you are proposing?

Area of unique institutional strength

Lack of classroom capacity Demonstrated enrollment demand Combination of sections of historically under-subscribed courses Relieve scheduling bottleneck Provide flexibility in student scheduling Increase student access to course Share our courses with other Penn State campuses Outreach course with a potential for high enrollment Serve new students Innovative & creative use of online education

Assessment:Describe the proposed course learning outcomes:

Anticipated assessment strategies: Online quizzes Proctored exams Discussion boards Essays/research papers/reports Journaling/reflective writing Peer review Drill and practice for self-assessment Case studies Portfolio Individual Projects (student-created web pages, PowerPoint presentations) Group Projects Other:

Course Redesign for Online Delivery:Describe the types of changes you are thinking of making, addressing how these changes will affect the learning environment and the student learning in your course:

Provide a current syllabus for this course.

Signature of Faculty Applicant: My signature confirms that all information provided is accurate, and that I agree to work with an instructional designer assigned to me by the Center for eLearning Initiatives (CEI) throughout the design, development, and delivery of this online course.Date:

Signature of Program Chair: Date:

Signature of School Director: Date:

Approval Process for Selecting Qualified Faculty

Determining Faculty Readiness (Adapted from form developed at PSU-Harrisburg)

As the development of online and hybrid courses require a particular teaching style and skill set, potential course authors should be able to:

1. Collaborate with an instructional designer in the development of the online course2. Create course materials and activities that consider the needs of adult and distant learners while addressing

the needs of traditional students3. Appreciate the time and energy required to produce online course materials4. Learn and incorporate learning strategies to make content more engaging and effective5. Effectively develop course objectives and explain concepts, principles, and procedures6. Accept feedback, constructive criticism, and new ideas7. Demonstrate a familiarity with computer-based technology and be willing to learn about new technologies8. Demonstrate excellent organizational skills9. Manage time effectively, meet scheduled deadlines, and produce a completed course within a specified

time period10. Work within a schedule and meet stated deadlines11. Comply with relevant plagiarism and copyright guidelines

If the proposing faculty member has no prior experience in teaching online or hybrid courses, then he or she should have prior experience teaching the specific course content in a traditional classroom. Moreover, all first- time instructors of web-based courses will undergo a readiness assessment evaluation, to be administered by the Center for eLearning Initiatives (CEI). This assessment will prove invaluable in identifying Behrend instructors capable of navigating the unique challenges and possibilities of eLearning and increasing the probability of success of the course for the student and faculty member.

Penn State Online Teaching Competencies Prepared for Penn State Online by the Faculty Engagement Sub-Committee, 3 November 2011

Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document that follows are intended to provide faculty and administrators with a better understanding of the instructional requirements of online teaching.

PEDAGOGICAL COMPETENCIES

Item An online instruction should be able to:

Additional Guidelines Examples & Best Practices

1 Attend to the unique challenges of distance learning where learners are separated by time and geographic proximity and interactions are primarily asynchronous in nature

Online course content is typically developed in advance of the course’s start date. In effect, the “lecturing” has already been done! As a result, the role of the online instructor shifts from “the sage on the stage” to “the guide on the side.” Teaching online focuses one’s efforts on

Instructors should strive to adhere to the published course schedule to ensure that all course goals are met by the end of the semester.

2 Be familiar with the unique learning needs and situations of both traditional age and adult learners, providing an educational experience that is appropriate for both

Adult learners bring a different perspective, motivation, and set of experiences to the classroom than traditional college students. Online courses are apt to attract working adult professionals who need the flexibility that online learning can afford. Faculty may find, however, that traditional

There are many resources available to orient oneself to the principles of teaching adults. A nice summary can be found at http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/adults-2.htm. A more detailed Penn State report of Best Practices can be found at http://www.outreach.psu.edu/commission/files/Best_Practices.pdf

3 Have mastery of course content, structure, and organization

Review all course materials, as well as the structure and organization of course environment, in order to become comfortable with all aspects of the teaching and learning environment

Instructors should be familiar with all course materials, structure, and organization before the course begins. If new to online teaching, having an experience as an online student is recommended, such as the World Campus online course “OL2000: Effective Online Teaching” – see

4 Respond to student inquiries Guide student inquiries towards a positive learning outcome.

Instructors are encouraged to respond to student inquiries within 12-24 hours.

5 Provide detailed feedback on assignments and exams.

Facilitate student understanding and progress by providing students with timely, formative, and meaningful feedback that communicates areas of strength and areas for improvement.

Feedback on assignments and exams should be returned to students as soon as possible in order to help students to improve on subsequent learning tasks.

http://www.outreach.psu.edu/commission/files/Best_Practices.pdf

http://www.outreach.psu.edu/commission/files/Best_Practices.pdf

http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/adults-2.htm





6 Communicate with students about course progress and changes.

Post periodic announcements that remind students of upcoming topics and due dates, as well as any modifications that may have been made to the course.

Weekly announcements are recommended. Students studying online are typically juggling busy lives. Communicating progress, as well as any changes to assignments or schedules, is an important way to keep students progressing toward goals.

7 Promote and encourage a learning environment that is safe and inviting and mutually respectful.

Communicate with students in a positive tone and follow and promote Netiquette guidelines.

Include a course policy on Netiquette on the syllabus, such as:"The term 'Netiquette' refers to the etiquette guidelines for electronic communications, such as e-mail and bulletin board postings. Netiquette covers not only rules to maintain civility in discussions, but also special guidelines unique to the electronic nature of forum messages. See Virginia Shea's 'The Core Rules of Netiquette' at http://www.albion.com/netiquette

/corerules.html) for general guidelines that should be followed when communicating

8 Monitor and manage student progress. Utilize any available course statistics or reports to identify students who are not accessing course materials, participating in discussion forums, etc., and reach out to those students to encourage

Shortly after the beginning of the course, contact any "no shows" to see if they are encountering problems with logging in and to encourage their participation.

9 Communicate course goals and outcomes

This is typically done at the start of the course, via course announcements and/or the syllabus.

“Action verbs” help articulate clear learning goals and outcomes. See https://www.e- education.psu.edu/files/sites/file/Bl ooms_ActionVerbs.pdf

10 Provide evidence to students of their presence in the course on a regular basis

Provide students with an instructor "presence" in the course by posting periodic course announcements, participating in discussion forums, sending individual student emails, holding office hours, etc.

Ideally, instructors should be interacting with students in their class on a daily basis. Simple audio and video communications can significantly add to a sense of instructor presence. For an easy way to add audio and/or video to a course, see

https://www.e- education.psu.edu/assets/jing



11 Demonstrate sensitivity to disabilities and diversities including aspects of cultural, cognitive, emotional and physical differences

Provide a statement about accessibility to the course syllabus, be aware of institutional policies regarding accommodations, and be sensitive to cultural and geographic perspectives. Information for faculty is located at http://www.equity.psu.edu/ods/facul ty/overview.asp

Sample syllabus statement: "If you have a documented disability and wish to receive academic accommodations, please contact the campus disability liaison as soon as

possible: (name, office, telephone, email). For additional information, check the university web site: http://www.equity.psu.edu/ods/ NOTE: Accommodations require documentation."

TECHNICAL COMPETENCIES

Item An online instructor should be able to:

Additional Guidelines

1 Complete basic computer operations Know how to create and manipulate documents, manage files and folders, and work with multiple windows.

2 Successfully log into the LMS and access the course

3 Successfully navigate the course space Know how to locate critical course elements, such as syllabus, lessons, grade book, and e-mail.

4 Set-up and manage student grades See PSU Faculty Senate Policy - http://www.psu.edu/ufs/policies/47- 00.html

5 Effectively use course communications systems

Be able to converse via email, chat, web conferencing, discussion forums, and announcements as needed.

7 Manage the course roster Know how to set-up and manage teams/groups within a course and add instructors, teaching assistants, and outside guests with the appropriate permissions.

8 Manage student submissions Know how to upload and download submissions via LMS dropbox, GoogleDocs, or other student submission tools.

9 Manage the course files and folders within the LMS (when appropriate)

Be able to create and manipulate files and folders.

ADMINISTRATIVE COMPETENCIES



1 Log-in to the course and actively participate

Be able to comfortably use a variety of communications tools within the course environment.

Log in a minimum of once per day in order to respond to student inquiries, monitor student progress, engage in student activities, etc.



2 Communicate to students when assignments and exams will be graded and returned.

Information should also be reiterated each time an assignment or exam is assigned. (NOTE: Per University policy 47-20, "the instructor should provide written notification of the basis for grades to students within the first ten

Communicate this metric via the syllabus and also at time of assignment.

3 Provide a comprehensive syllabus that adheres to institutional Syllabus Policy 43-00.

University policy 43-00 requires that the syllabus include a course examination policy, basis for grades, and an academic integrity policy for the course. (See http://www.psu.edu/ufs/po

Guidelines for creating a comprehensive syllabus are located at http://www.personal.psu.edu/bxb 11/Syllabus/

4 Mediate course-related student conflictsSee http://studentaffairs.psu.edu/judicial/ classdisrupt.shtml and http://studentaffairs.psu.edu/judicial/

Course-related conflicts should be mediated promptly and closely monitored through to resolution.

5 Adhere to the institutional policies regarding the Federal Educational Rights & Privacy Act (FERPA)

Seehttp://www.registrar.psu.edu/

confidentiality/FERPA_faq.cfm

Familiarize yourself with students’ rights under this Federal Law.

6 Revise course content and instructional materials based on student feedback

Any problems with course content should be fixed as soon as possible.

Instructors who do not have editing access to course materials should work closely with the course’s administrative support person and/or learning designer to make revisions in a timely

7 Know where and when to get technical assistance and support for you and your students

Depending on the campus through which the courses being offered, there are different sources for technical support. For example, World Campus students and instructors should utilize the World Campus Help Desk. Resident instruction students and instructors

Identify the appropriate contacts before the course begins and share the relevant contact information to your students.

8 Communicate expectations of student course behavior

At a minimum, Netiquette guidelines should be provided to students (see http://www.albion.com/netiquette/corerules.html)

Describe expectations for student behavior on the course syllabus, and also include a description of what students can expect from you, the instructor.

http://www.albion.com/netiquette/corerules.html)%20%20

http://www.albion.com/netiquette/corerules.html)%20%20

http://www.registrar.psu.edu/confidentiality/FERPA_faq.cfm



http://studentaffairs.psu.edu/judicial/





9 Be aware of, inform students about, and monitor compliance to institutional academic integrity policies.

See a faculty guide to plagiarism located at http://tlt.its.psu.edu/plagiarism/facguide. See also Faculty Senate Policy 49-20, located at http://www.psu.edu/ufs/policies/47-00.html#49-20.

Share the following tutorial on plagiarism with students – http://tlt.its.psu.edu/plagiarism/tutorial

10 Report grades to students and record grades to the University’s grading system as required.

Per University policy, final grades are to be posted to eLion within 48 hours from the last day of the course. (see http://www.psu.edu/dept/vprov/pdfs/pt_faculty_handbook/pdf)

Familiarize yourself with the University’s eLioin system at the beginning of the semester.

http://www.psu.edu/dept/vprov/pdfs/pt_faculty_handbook/pdf



http://tlt.its.psu.edu/plagiarism/tutorial

http://tlt.its.psu.edu/plagiarism/tutorial

http://www.psu.edu/ufs/policies/47-00.html#49-20

http://www.psu.edu/ufs/policies/47-00.html#49-20

http://tlt.its.psu.edu/plagiarism/facguide

http://tlt.its.psu.edu/plagiarism/facguide

Penn State OnlineGuidelines for Selecting an Online Course Author

Prepared for Penn State Online by the Faculty Engagement Sub-Committee

The author of an online course is responsible for successfully developing online course content and related activities and assessments with the support of a learning design team. The course author should be highly knowledgeable about the subject matter for the specific course that he or she is assigned to develop, keep current with research in that area, and be able to incorporate pedagogical principles and instructional strategies.

The course author will:

Partner effectively with a learning design team in the development of the online course Create course materials and activities that consider the needs of adult and distant learners

while addressing the needs of traditional students Be eager to share ideas and collaborate with others Possess excellent written and verbal skills (requesting writing samples is highly

recommended) Have the capacity to write in a conversational tone that is in the active-voice, lively, engaging

and incorporates humor where appropriate Appreciate the time and energy required to produce online course materials Appreciate and use the instructional design process in creating an online course Be willing to learn and incorporate learning strategies to make content more engaging and

effective Effectively develop course objectives and explain concepts, principles, procedures, etc. Be accepting of feedback, constructive criticism, and new ideas Be comfortable with computer-based technology and be willing to learn about new

technologies Possess excellent organizational skills Manage time effectively, meet scheduled deadlines, and produce a completed course within a

specified time period Be self-motivated with a strong interest in exploring new ideas and trying new things Work within a schedule and meet stated deadlines Comply with relevant plagiarism and copyright guidelines

As part of the hiring process, one may want to consider requesting a portfolio of an individual’s work to provide evidence of the above competencies. These items could also serve well as the basis for interview questions. In addition, it may be helpful to the interviewee to see copies of any contractual agreements that would ultimately govern the position, as well as examples of the type and quality of work that they would be expected to develop.

Penn State OnlineGuidelines for Selecting an Online Program’s Lead Faculty


A lead faculty member is the individual who serves as a program’s liaison between the sponsoring academic unit and the learning design team. This individual is responsible for collaborating effectively with their unit head and instructional design department and must demonstrate the ability to work with them on an administrative and instructional level as needed. The lead faculty member is expected to be highly qualified in their academic discipline and also to demonstrate the ability to serve in the capacity described below.Lead faculty should demonstrate mastery of the following:

Partner effectively with the learning design team in the development of the online program Oversee day-to-day program operations Serve as an advocate for the program with both internal and external audiences Collaborate closely with the learning design unit to ensure program goals are being addressed

in all course development efforts Work with department head and learning design unit to suggest and adjust program and

course enrollments as needed Assist with preparation of program budgets and provision of annual financial reports (if

applicable) Monitor program retention and respond to related concerns Oversee a regular revision process for the program’s courses Coordinate professional development and mentoring program faculty as needed Assist online instructors with locating the resources they need to support their teaching Supervise online instructors within the program as appropriate Support the learning design unit in the enforcement of course-level adherence to the Penn

State Quality Assurance e-Learning Design Standards Coordinate the program’s faculty peer review process Coordinate student course and program review process Communicate effectively and in a timely manner with administrators, faculty, staff, and

students Assist with seeking internal and external funding and partnerships to support program

operation Be eager to share ideas and collaborate with others Possess excellent written and verbal skills (requesting writing samples is highly

recommended) Possess excellent organizational skills Work within a schedule and meet agreed upon deadlines

As part of the hiring process, one may want to consider requesting a portfolio of an individual’s work to provide evidence of the above competencies. These items could also serve well as the basis for interview questions. In addition, it may be helpful to the interviewee to see copies of any contractual agreements that would ultimately govern the position.

Penn State OnlineGuidelines for Selecting an Instructor for an Online Course


As with a course that is taught in a traditional classroom environment, the online instructor is responsible for providing an educational atmosphere where students have the opportunity to achieve academic success in accordance with University, college, and departmental policies. Teaching in an online environment, however, can be considerably different in nature than teaching face-to-face. Most importantly, course content is typically developed in advance of the course’s start date. In effect, the “lecturing” has already been done. This leaves the role of the online instructor to shift focus from “the sage on the stage” to “the guide on the side.”Like instructors who teach in the face-to-face classroom, online instructors are expected to be highly knowledgeable about the subject matter for the specific course that he or she is assigned to teach, and maintain expertise in the subject area. When selecting an online instructor, one should also consider faculty who they feel would thrive in the online classroom.Online instructors should demonstrate mastery of the following characteristics within the context of the online classroom environment:

Be aware of the unique learning needs and situations of both traditional age and adult learners, providing an educational experience that is appropriate for both

Demonstrate sensitivity to disabilities and diversities including aspects of cultural, cognitive, emotional, and physical differences

Attend to the unique challenges of distance learning where learners are separated by time and geographic proximity and interactions are primarily asynchronous in nature

Promote and encourage a learning environment that is safe, inviting, and mutually respectful Support student success by promoting active and frequent dialog and interaction among all

members of the class Possess excellent written and verbal skills (requesting writing samples is highly

recommended) Manage time efficiently while handling a continuous workflow that includes responding to

student inquiries and providing feedback on student work in a timely manner Monitor each student’s progress toward course goals through active tracking, providing

mediation and direction as needed Attend to student feedback and make adjustments to teaching style and course expectations

where necessary Effectively mediate course-related student conflicts Be comfortable and competent with computer-based technology, including mastery of basic

computer operations and the teaching and administrative aspects of the course’s learning management system

As part of the hiring process, one may want to consider requesting a portfolio of an individual’s work to provide evidence of the above competencies. These items could also serve well as the basis for interview questions. In addition, it may be helpful to the interviewee to see copies of any contractual agreements that would ultimately govern the position, as well as examples of the type and quality of courses that they would be expected to teach.

Developing the Course

Faculty members are encouraged to work with the Center for eLearning Initiatives (CEI) early in the process. Instructional designers and technologists in the CEI are current with the latest strategies and technologies for developing online courses, familiar with critical elements like accessibility and copyright, and aware of best practices from University and external teaching and learning resources.The length of time needed for an online course redesign varies based on the faculty member’s prior experience in online teaching, learning, and course design, the amount of time the faculty member can devote to the redesign effort, the amount of revision required, the number of online sessions to be designed, and the need for multimedia development. Generally, at least two full semesters of design and development time are needed to create a new online course.The development process is team-based, the faculty member teams with the instructional designers and technologists in the CEI to schedule meetings, set course deliverable deadlines (see standard development milestones), and make pedagogical decisions related to the course. The faculty member is the subject matter expert who provides the course content. The instructional designer lends expertise in implementing the course in a professional and pedagogically sound manner.All online course development completed in the CEI follows the design standards set by the Penn State Quality Assurance Standards . The standards are intended to provide a measure of quality assurance for online courses to serve the e-learning needs of Penn State students. CEI also identifies areas of delivery consistency across common courses delivered at Penn State Behrend, such as navigation, technical resources and communication channels.The readiness of online courses will be collaboration between the program chairperson (see checklist for administrative review) and CEI, which will compare the course against the Quality Assurance Standards. It is recommended that all the lesson content, assessments and technology are in place prior to the start of the course. The readiness should be considered at two points during the development: after the completion of Lesson One and the Detailed Course Outline, and after full course development is completed and before the course is delivered to students.

E-Learning Course Development Process

(Example of Development Timetable) Center for eLearning Initiatives

Kick-Off Meeting – August 15th Discuss project scope with faculty developers, program leads, designers and technologists Discuss IP03 policy Determine development timetable and constraints Discuss role of developers and designers

High Level Plan – September 10th

Course goals / objectives Assessment plan Course outline Student profile Identify instructional materials & technology needs Discuss copyright concerns

Module Prototype (for one module) – October 10th Develop content (presentations, courseware, text, readings, video, audio, simulations….) Draft directions, transitions and instructor communications Create media Identify assessments Lead Faculty/Administrator Review of High Level Plan and Module Prototype

Develop Complete Course – March 31st Draft directions, transitions and instructor communications Create media Create assessments Develop content (presentations, courseware, text, readings, video, audio, simulations….)

Quality Review – April 20th PSU Quality Assurance Standards - http://weblearning.psu.edu/resources 508 compliance check – disabilities accessibility Lead Faculty/Administrator Review of Course

Implement and Evaluate – May 1st Instructor self-assessment Student feedback and assessment

Checklist for Administrator Review & Approval of Online Courses

The purpose of this form is to guide you through the initial review of an online course that has been developed by a faculty member from your unit in collaboration with a learning designer. The materials typically reviewed at this stage include a course outline/syllabus and sample lessons.Course under review: (e.g., METEO 101) Faculty author(s): Learning designer:

Part A: General Review

Please indicate your level of agreement with each item listed. Use the “Comments” area to provide additional feedback, if necessary.

☐Yes

☐No

The course topics adhere to those specified in the approved course proposal on file with the University Faculty Senate. (For new, temporary courses, the course topics meet with departmental approval - see http://curriculumarchives.libraries.psu.edu/apex/f?p=410:2:)

☐Yes

☐No

I have been assured by the learning designer that this course will meet the Penn State Quality Assurance e-Learning Design Standards.

☐Yes

☐No

Course concepts are at the appropriate level of difficulty for intended audience.

☐Yes

☐No

Content presents multiple perspectives; it is not biased.

☐Yes

☐No

Content is presented in a format that is clear and consistent.

☐Yes

☐No

I am confident that this course could be taught by another faculty member from my department

Additional comments:

Penn State Quality Assurance Standards

Purpose

These standards provide a measure of quality assurance for online courses in order to serve the e- learning needs of Penn State students. They are directed to departments and colleges that wish to share online courses with other campuses or with students external to a Penn State geographic location.

Summary

This document specifies 12 quality assurance standards for Penn State WEB courses.1. Navigation

The course has a consistent and intuitive navigation system enabling students to quickly locate course information and materials.

2. Student Orientation A course orientation is used to familiarize the students with the course.

3. Syllabus Students have easy access to a course syllabus which contains crucial course information and requirements they need to know about the course prior to starting.

4. Instructor Response and Availability Instructor response time and availability is clearly communicated to the student.

5. Course Resource Requirements Hardware, software, or specialized resources required are clearly communicated to the students.

6. Technical Support Information regarding access to technical support is clearly communicated to the students.

7. Accessibility Requirements The course adheres to University policies and guidelines regarding accessibility.

8. Learning Objectives The course contains learning goals and objectives.

9. Learning Activities and Assessment The course learning activities and assessment serve to stimulate student interactions with the course content and determine how well student performance achieves the course goals and learning objectives.

10. Copyright Requirements The online course adheres to the current University policies for the use of third-party copyrighted material or is able to provide evidence of appropriate copyright clearance.

11. Course Functionality All aspects of the course perform properly and support student progress.

12. Student Input for Course Improvements Opportunities are provided to gather input from students on an on-going basis in order to inform course improvements.

Each standard is described in detail on the following pages, including required evidence of how a standard is met. Suggested best practices are also included.

Standard 1: Navigation

The course has a consistent and intuitive navigation system enabling students to quickly locate course information and materials.A site's navigation system should answer three fundamental questions:

Where am I? Where have I been? Where can I go?

Required evidence that this standard has been met includes:

Site navigation menu is placed in a consistent location on each page. Breadcrumb trail, site map, or other navigation is available on each page to let students know

where they are relative to the rest of the site. Intuitive labels are used in navigation menus so students can easily guess where each link will

take them.

Suggested Best Practices: The text of each hyperlink describes the location of the new page. Generic "Click Here" links

are avoided. "Standard" hyperlink colors are used (blue for new links, purple for visited links) so students will

be able to tell where they have been. Standard Web convention of underlining hyperlinks is followed.

Standard 2: Student Orientation

A course orientation is used to familiarize the students with the course.Information from the instructor at the beginning of the course should give the new student an idea of how the learning process is structured, including a schedule of topics and assignments, communications modes, and the types of activities and assessments required in the course. This information is often found in the course syllabus and reviewed in more detail in the introductory materials of the course.Required evidence that this standard has been met includes:

A detailed course syllabus (see Standard 3) A course orientation section or introductory lesson in the course For new students, an e-mail and/or printed letter is sent at the beginning of the course to explain

how to get to the course Web site and what to do first once there.

Suggested Best Practices: Post a welcome message on the first screen of the course that students will see that tells them

where to go in the site first. Provide an introductory lesson similar to what is covered on the first day of a face-to-face

course, including: an introduction to the instructor(s) and TA(s)

a) an overview of the course structureb) an overview of the course requirements including technical requirementsc) list of help resources (e.g., the ANGEL Help Desk, the World Campus Help Desk, vendor

Web sites or campus contacts for specialized software or media) that includesa “testing” area containing samples of all media types used in the course, and links to any plug-ins they may need to download, so that students can test their connections and computers

an overview of the course communications system, including how one should best ask questions. Include a "course information" quiz at the beginning of the course to test students' knowledge of

important course information. Include a “Scavenger hunt” assignment at the beginning of the course that leads students through

an exploration of the different areas of the course. Publish a course schedule so students can easily see due dates and other important milestones. Post a weekly message to students to remind them of what they should be working on at a given

point in time.

Standard 3: Syllabus

Students have easy access to a course syllabus which contains crucial course information and requirements they need to know about the course prior to starting. The syllabus for an online course is typically more detailed than that provided for a resident instruction course, as it serves as an important vehicle for communicating course policies and procedures that might have traditionally been stated verbally in a face-to-face classroom.Required evidence that this standard has been met includes:

The syllabus is easily accessible from within the online course. The syllabus must adhere to Penn State Policy 43-00, Syllabus

http://www.psu.edu/ufs/policies/43-00.html

Suggested Best Practices: The syllabus should include the Penn State "Statement of Nondiscrimination" (including contact

information for the Affirmative Action Director) http://www.equity.psu.edu/ods/faculty/nondiscrim.asp

The syllabus should include a note to students with disabilities http://www.equity.psu.edu/ods/faculty/overview.asp

Tips for an Effective Syllabus http://tlt.its.psu.edu/suggestions/syllabus/

Resources: Tools for Teaching and Learning

http://www.schreyerinstitute.psu.edu/Tools/ Penn State Policy 43-00, Syllabus

http://www.psu.edu/ufs/policies/43-00.html Syllabus Examples

http://tlt.its.psu.edu/suggestions/syllabus/syllabusexamples.html Academic Integrity Information

http://tlt.its.psu.edu/suggestions/cyberplag/ Disability Statement Example

http://www.equity.psu.edu/ods/

Standard 4: Instructor Response and Availability

Instructor response time and availability is clearly communicated to the student.This standard does not prescribe what the response time and availability ought to be, but rather examines whether this information is conveyed to the students.Required evidence that this standard has been met includes notifying students of the following:

e-mail and discussion forum posting turnaround time time required for grade postings degree of instructor participation in specific discussions instructor availability via other media (phone, IM) exceptions to normal standards

Suggested Best Practices: Response time and availability are included in syllabus or other course orientation information

and in specific assignments where students will be expecting an instructor response. Examples: "I will respond to course e-mails within 24 hours." "Quiz assignment grades will be posted within one week of the due date." "I will be monitoring your class discussion and will be posting summary comments after your

discussion period ends." "When I am available by instant messenger, my screen name is InstructorJoe." "I will be out of town at a conference this week, so may not be able to respond to your emails

within 24 hours. I will reply as quickly as possible or within 24 hours after I return on Wednesday."

Resources: Online Response Time - http://www.ion.illinois.edu/resources/pointersclickers/2000_08.html

Standard 5: Course Resource Requirements

Hardware, software, or specialized resources required are clearly communicated to the students.Many courses have specialized technical requirements or include resources outside the learning management system. These specific requirements and/or access to these resources must be communicated to students.Required evidence that this standard has been met includes:

Technical standards meet Penn State's minimal requirements:d) Courses in Penn State's Course Management System, ANGEL

http://angelkb.ais.psu.edu/article.asp?article=1457&p=2e) World Campus courses

http://www.worldcampus.psu.edu/TechReq_General.shtmlf) Courses using Adobe Acrobat Connect Pro

http://meeting.psu.edu/requirements Technical and media requirements that exceed minimum technical or University

recommendations are clearly communicated to the students by listing them in the course syllabus and other appropriate means.

Access to course resources, including textbooks, videos, CD/DVDs, etc. which may not be available online is clearly communicated to the students in the course syllabus and by other appropriate means.

Suggested Best Practices: Post the specific technical requirements in a publicly-accessible Web site well in advance of the

start of the course. Send the specific technical requirements to your students via email well in advance of the start of

the course. List the specific technical requirements in your course syllabus. Consider alternatives/substitutes to media that have high technical requirements. Textbooks and/or CDs, if used, include titles, authors, publishers, ISBN numbers, copyright

dates, and information as to where copies can be obtained.

Resources: ANGEL Technical Requirements

http://angelkb.ais.psu.edu/article.asp?article=1457&p=2 World Campus Technical Requirements

http://www.worldcampus.psu.edu/TechReq_General.shtml Adobe Acrobat Connect Pro Technical Requirements

http://meeting.psu.edu/requirements

Standard 6: Technical Support

Information regarding access to technical support is clearly communicated to the students.Technical support includes information about topics such as how to log in, how to retrieve passwords, how to use the software, and how to report software failures. Technical support does not include help with course content, questions about assignments, exam dates or academic issues Information regarding help for these topics should be included elsewhere.Required evidence that this standard has been met includes:

Information regarding access to technical support is clearly communicated to the students.

Suggested Best Practices: Instructions for contacting technical support are provided in the introduction or home page for

the course, includingg) An email address, phone number, and IM name to contact the appropriate help desk.h) An email address and phone number for third party softwarei) A description of what is NOT considered "technical support" and instructions on seeking

assistance for non-technical support questions. In cases where no technical support is available, the student is informed that technical support is

limited or not available. Easy access to “Tech Help” resources specific to the page activity or function is provided. A "Technical Support FAQ" is included prominently in the course materials.

Resources: ANGEL Support

https://cms.psu.edu/psad/psad20/index.asp ITS Help Desk

http://kb.its.psu.edu/psu-all/hd World Campus Help Desk

http://tech.worldcampus.psu.edu/

Standard 7: Accessibility Requirements

The course adheres to University policies and guidelines regarding accessibility. University policy establishes guidelines for course accessibility.Required evidence that this standard has been met includes:

The course adheres to the following University guidelines and policies:j) Penn State Policy AD-54, Web Page Design and Image

http://guru.psu.edu/policies/AD54.htmlk) Creating Accessible Web Sites

http://tlt.its.psu.edu/suggestions/accessibility/index.htmll) Section 508 Summary

http://tlt.its.psu.edu/suggestions/accessibility/section508.html

Suggested Best Practices: All online courses should include the Penn State "Statement of Nondiscrimination" (including

contact information for the Affirmative Action Director) on the syllabus, on the course home page, in the footer of course Web pages, or in some other prominent location. http://www.equity.psu.edu/ods/faculty/nondiscrim.asp

Resources: Quick Accessibility Checklist

http://tlt.its.psu.edu/suggestions/accessibility/check.html Penn State's Office of Disabilities Services

http://www.equity.psu.edu/ods/index.html

Standard 8: Learning Objectives

The course contains learning goals and objectives.Students should be provided with a clear, measurable description of what they will be able to do, know, and/or experience as a result of having successfully completed the course.Required evidence that this standard has been met includes:

The course contains learning goals and objectives Learning objectives are measurable

Suggested Best Practices: Course level objectives are included in the course syllabus. Lesson level objectives are included at the beginning of each course lesson.

Resources: Tools for Teaching and Learning

http://www.schreyerinstitute.psu.edu/Tools/ Writing Effective Learning Objectives

http://www.personal.psu.edu/bxb11/Objectives/index.htm

Standard 9: Learning Activities and Assessment

The course learning activities and assessment serve to stimulate student interactions with the course content and determine how well student performance achieves the course goals and learning objectives.A learning activity consists of one or more tasks to be completed by the learner, should have one or more learning objectives associated with it and may or may not be assessed. For example, a self-check quiz or non-graded reflection may be an effective non-assessed learning activity.Frequently assessments are used to provide evidence of how well the student performance on these activities achieves the course goals and learning objectives. Assessment strategies used to evaluate student performance on a learning activity should be consistent and congruent with the stated learning objectives.Required evidence that this standard has been met includes:

The learning activities are clearly derived from the learning objectives. The learning activities enable students who have completed the activities to master the related

learning objective(s). Analysis of related assessments indicates that the students have mastered the related learning

objective(s). Activities are planned so that students will be engaged in multiple ways with the course material,

the instructor, and each other to reach course goals and objectives. Specific and descriptive criteria are provided for the evaluation of students’ work and

participation in the learning activities.

Suggested Best Practices: Throughout the course, students are expected to complete learning activities that engage them

with the course subject matter in order to help them achieve the course goals and objectives. Learning activities engage students in various ways, including class discussions, team projects,

research assignments, case studies, simulation exercises, practice quizzes, written exercises, etc.

Resources: Assessing Student Learning At Penn State

http://assess.psu.edu/ Tools for Teaching and Learning

http://www.schreyerinstitute.psu.edu/Tools/ Learning Strategy Resources

https://www.e-education.psu.edu/facdev/learning Multiple Intelligences Primer

http://www.personal.psu.edu/bxb11/MI/index.htm Assessment Resources

https://www.e-education.psu.edu/facdev/assessment Walvoord, B. E., and Anderson, V. J. (1998). Effective Grading: A Tool for Learning and

Assessment. San Francisco, CA: Jossey Bass Higher and Adult Education Series. Best Practices in Assessment

http://www.apa.org/ed/best_practices.html

Standard 10: Copyright Requirements

The online course adheres to the current University policies for the use of third-party copyrighted material or is able to provide evidence of appropriate copyright clearance.Some courses make use of media and/or technology developed by a third party who holds copyright on the use of these materials. It is the responsibility of the course developers to ensure that use of these materials follows University policy.Required evidence that this standard has been met includes adherence to the following:

Penn State Policy AD-17, Royalty Payment for Course Materials http://guru.psu.edu/policies/ad17.html

Penn State Policy RA-17, Courseware http://guru.psu.edu/policies/ra17.html

Penn State Policy AD-20, Computer and Network Security http://guru.psu.edu/policies/AD20.html

TEACH Act http://tlt.its.psu.edu/dmd/teachact/

Suggested Best Practices: The standard statement of University policy on copyright compliance is provided on the course

splash screen or in another easily accessible location. Proper citation for copyrighted material is provided where appropriate.

Resources: Copyright and Intellectual Property Resources

https://www.e-education.psu.edu/facdev/copyright

Course Revisions and Peer Reviews

Penn State Online Course Revision Worksheet

Prepared for Penn State Online by the Faculty Engagement Sub-committee, 21 May 2013

There are many reasons that might lead to the need for an online course revision. This worksheet is intended for use by course development teams to communicate the reasons for a course revision, the specific course items in need of revision, the percentage of revision needed for each course item, the personnel who need to be involved in those revisions, and the total percentage of effort that will be required. This information can then be used to assign the appropriate resources to the course revision project.

Please complete both Section A and Section B

Section A: What is the reason for the revision? (Check all that apply.)1. Three-year routine review and/or aging course that needs to be revisited2. Improve web accessibility per University policy (AD 69 and AD 25 )3. Respond to feedback from pilot or evaluation (SRTEs, mid-semester evaluations)4. Nature of course requires frequent updates (e.g., due to rapid changes in the field, reliance on current events)5. New instructor/author6. New textbook or elimination of textbook7. Out-of-date content (e.g., lack of recent research findings, no mention of current contributors in the field)8. Out-of-date technology9. Quality issues (e.g., possible copyright issues, multimedia elements lack pedagogical value)10. Unique summer session version needed11. Other (please specify)

Section B: Which course items need to be revised?

Complete the chart shown on the next page as follows:1. Indicate the parts of the course that need to be revised and, for each, estimate the percentage of that

element of the course that needs to be addressed in the revision process.2. Indicate the personnel that are needed to make these revisions. NOTES:The “Overall percentage of revisions needed to improve this course” cell at the bottom of the chart should not be the result of simple addition of the column above it, but rather a judgment of the overall effort that will be needed to revise the course. In other words, that cell tells the reader what percentage of the entire course needs to be revised.The “Overall percentage of time or number of hours needed to complete course revisions,” however, could be either a simple addition or a judgment of the effort needed. Use whichever method is most meaningful to your process.

What needs to be revised? Who needs to be involved?(check all that apply) (check all that apply)

Course Item to be Revised or Created

Revise/Edit

Existing

CreateNew

MakeAccessible

Other*Estimated

% toRevise

Faculty IDMultimediaDeveloper

ID Assistant

/IPS

Other(videographer,

programmer, etc.)

Estimated % of time

or # of hours

Syllabus/ Course Schedule % % or #

Lecture Content(text-based)

% % or #

Formal Assessments (e.g., exams,

% % or #

Informal Assessments (e.g., self-check

% % or #

Graphic Elements (e.g., images, diagrams, illustration

% % or #

Multimedia Elements (e.g., animations, simulatio

% % or #

Videos(e.g., demos, field

trips, guest speakers)

% % or #

Other(please describe

in the space below)

% % or #

Overall percentage of revisions needed to improve this course % Overall percentage of time or number of hours needed to complete course revisions %

Peer Review of Teaching

The peer review of teaching is a widely accepted mechanism for promoting and assuring quality academic work and is required for the purpose of promotion and tenure at Penn State. The peer review process in resident instruction typically involves faculty reviewers observing a peer’s classroom. The reviewers then summarize their observations in a document that is to be included in the reviewee’s dossier.

To address the need for online course peer review in the College of Earth and Mineral Sciences, Ann Taylor, an instructional designer and member of the Dutton Institute, has designed, implemented, and assessed a peer review process for online teaching. The Peer Review Guide for Online Teaching at Penn State is based on the “Seven Principles for Good Practice in Undergraduate Education,” a summary of 50 years of higher education research that addresses good teaching and learning practices. While instruments such as end-of-course surveys provide a measure of student satisfaction with a course, the Seven Principles provide a useful framework to evaluate the effectiveness of online teaching. Each adapted principle is described in detail in the Guide, including examples of evidence of how a principle may be met in an online course.Resources for additional information are also included (http://facdev.e- education.psu.edu/evaluate-revise/peerreviewonline).

The Peer Review Guide for Online Teaching at Penn State has been approved for University use by the Penn State Online Coordinating Council.

The Peer Review Guide for Online Teaching at Penn State is composed of two parts:

1. An Instructor Input Form to be completed for the reviewer by the reviewee in advance of the peer review, and

a. Instructor Input Form (Microsoft Word version that can be customized)b. Instructor Input Form ("as is" PDF version that can be filled in and saved)

2. The actual Peer Review Guide for Online Teaching at Penn State, which is to be completed by the reviewer during the peer review.

a. Peer Review Guide for Online Teaching at Penn State (Microsoft Word version that can be customized)

b. Peer Review Guide for Online Teaching at Penn State ("as is" PDF version that can be filled in and saved)

Following the peer review, the reviewers summarize their observations in a document that is to be included in the reviewee's dossier—identical to the procedure followed in resident instruction. (NOTE: The following example is fictitious.)

Dossier example 1

Use of these materialsThe College's peer review resources are freely available for non-commercial use under a Creative Commons Attribution-Non-Commercial-Share-Alike 3.0 License

Background

In 1987, Arthur Chickering and Zelda Gamson published “Seven Principles for Good Practice in Undergraduate Education,” a summary of 50 years of higher education research that addressed good teaching and learning practices. Their findings, and faculty and institutional evaluation instruments based on the findings, have been widely used to guide and improve college teaching.

While instruments such as the Student Rating of Teaching Effectiveness (SRTE) provide a measure of student satisfaction with a course, the Seven Principles provide a useful framework to evaluate the effectiveness of online teaching and learning. Therefore, this Peer Review Guide adapts the Seven Principles to facilitate the peer review of online courses in both undergraduate and graduate level online courses at Penn State. Each principle is described in detail, including evidence of how a principle may be met. Examples of evidence to look for and resources for additional information are also included.

The Seven Principles

Good practice:

Encourages contact between students and faculty; Develops reciprocity and cooperation among students; Encourages active learning; Gives prompt feedback; Emphasizes time on task; Communicates high expectations; and Respects diverse talents and ways of learning.

While, ideally, good practice would suggest that all seven principles would be supported in some way in an online course, variations in course format, size, and faculty teaching experience can make reaching that ideal difficult. Like the SRTE, where achieving an overall score of “7” is rare, it is assumed that a peer reviewer will discover room for improvement when examining a course through the lens of the Seven Principles. This Peer Review Guide provides space for the peer reviewer to note teaching and learning strengths, as well as areas for improvement.

Recommended Peer Review Process

Peer reviews of teaching are required for promotion and tenure at Penn State. We also need to conduct peer reviews for our part-time faculty members who teach online and at a distance. University Policy HR23 states, “Each academic unit (e.g., department, college, and University Libraries) of the University should take responsibility for developing detailed review procedures, supplemental to and consonant with general University procedures, as guidelines for promotion and tenure.” To help facilitate the peer review of online courses, we recommend the following peer review process:

The department/division head or school director or, where appropriate, campus chancellor and campus director of academic affair, identifies a faculty peer (“peer reviewer”) to conduct the peer review of teaching.

The course instructor completes the “Instructor Input Form” and shares that document with the peer reviewer to convey contextual information about the course.

After reviewing the completed “Instructor Input Form,” the peer reviewer uses the “Peer Review Guide for Online Courses” to work through the online course, observing how well the instructor addresses each of the Seven Principles. The reviewer notes the instructor’s strengths and areas for improvement for each Principle in the space provided.

NOTE: Reviewers should feel free to ask questions of the instructor any time clarification or information is needed during the review process.

The peer reviewer summarizes the feedback in the form of a letter to that instructor that can be included in the instructor’s dossier. The letter, as well as a copy of the completed Peer Review Guide, is then shared with the instructor, the Program Manager (if the course is part of an online program), and the department/division head or school director or, where appropriate, campus chancellor and campus director of academic affairs.

For provisional faculty (not yet tenured), it is recommended that peer reviews should occur at least once per year and in a variety of courses. Faculty being reviewed for promotion, it is better to have a series of peer reviews over time rather than several in the fall immediately preceding the review.

Principle 1: Good practice encourages contact between students and faculty.

Frequent and timely student-faculty contact is the most important factor in student motivation and involvement, particularly in a distance education environment. Evidence of faculty concern helps students get through challenging situations and inspires them to persevere. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

Examples of evidence to look for:1. A "welcome message" is provided at the beginning of the course that

encourages student-to-instructor contact for course-related discussions or concerns.

2. The instructor encourages and fosters a healthy exchange of ideas and sharing of experiences among course participants.

3. The instructor initiates contact with, or respond to, students on a regular basis in order to establish a consistent online presence in the course (and prior notice is given to students in the event that the instructor will be unavailable for more than a few days, such as might be the case during professional travel).

4. A prominent announcement area is used to communicate important up-to- date course information to students, such as reminders of impending assignment due dates, curriculum changes, scheduled absences, etc.

5. The instructor holds regular office hours, and by appointment, that are mediated by technology (e.g., the telephone, chat areas, Adobe Connect Pro) to accommodate distance students.

6. Student inquiries are responded in a timely manner.7. The instructor provides students with interaction space for study groups, "hall

way conversations,” etc.

Where to look:

1. Discussion forums2. E-mail messages3. Posted announcements4. Course syllabus5. Chat space

Resources:1. “What to do when opening a course” - https://www.e-

education.psu.edu/facdev/pg32. “Using online icebreakers to promote student/teacher interaction” - http://www.southalabama.edu/oll/jobaidsfall03/Icebreakers%20Online/icebr eakerjobaid.htm

Feedback for the Instructor

Evidence Found:

Strengths:

Areas for Improvement:

Principle 2: Good practice develops reciprocity and cooperation among students.

Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.

Examples of evidence to look for:1. Regular opportunities for students to engage in one or more of the following

activities:a) Formal and/or informal discussions of course topicsb) Collaborative course assignmentsc) Study groups

2. A "meet one another" activity at the beginning of the course so students can begin to make personal connections.

3. Encouragement to students to strengthen their online presence in the course by sharing links to their e-portfolio, personal Web site, and/or posting a photo of themselves to the class Web space (e.g., their ANGEL profile).

4. Group assignments that follow the basic tenants of cooperative learning (see Resources, below) in order to avoid the common pitfalls of "group work."

5. An explanation of the criteria for “good” discussion participation.6. Modeling of good discussion participation practices by the instructor.7. Discussion prompts that help to guide and elicit student participation in class

discussion activities.8. Instructor facilitation of class discussions by encouraging, probing,

questioning, summarizing, etc.9. Student interaction space(s) for study groups, "hall way conversations,” etc.

Where to look:1. Instructional materials / Assignment directions2. Discussion forums3. E-mail messages4. Course syllabus5. Chat space

Resources:1. “An Overview of Cooperative Learning” - http://www.co-

operation.org/pages/overviewpaper.html2. “Strategies to Promote Online Discussion” -

http://members.shaw.ca/mdde615/howcommunicate.htm3. “Ice-breakers” -

http://www.ion.uillinois.edu/resources/pointersclickers/2002_01/index.asp3. “Leading and Facilitating Discussion” -

http://www.princeton.edu/~aiteachs/handbook/facilitating.html


Evidence Found:

Strengths:


4.

Principle 3: Good practice encourages active learning.

Active learning methods engage students in the learning process by encouraging them to discover, process, and apply information. Empirical support for the positive impact of active learning on student achievement is extensive.

Examples of evidence to look for:1. Student activities that involve one or more of the following:

a) Active use of writing, speaking, and other forms of self-expressionb) Opportunity for information gathering, synthesis, and analysis in solving

problems (including the use of library, electronic/computer and other resources, and quantitative reasoning and interpretation, as applicable)

c) Engagement in collaborative learning activitiesd) Application of intercultural and international competencee) Dialogue pertaining to social behavior, community, and scholarly

conduct2. For General Education courses, three or more of these activities are

integrated into courses offered in the knowledge domains (http://www.psu.edu/ufs/geic/framewrk.html):

3. Opportunities for students to “customize” their learning by tailoring assignments to their personal and professional interests and needs.

a) Examples of student work where theyb) Think, talk, or write about their learningc) Reflect, relate, organize, apply, synthesize, or evaluate informationd) Perform research, lab or studio work, or physical activitiese) Participate in, design, or develop educational games and simulations.

Where to look:1. Course syllabus2. Instructional materials3. Assignment dropboxes4. e-Portfolios5. Discussion forums

Resources:1. Active Learning (Illinois State University) -

http://www.cat.ilstu.edu/additional/tips/newActive.php2. “How Can Teachers Promote Learning and Thinking?” -

http://www.pgcps.pg.k12.md.us/~elc/theory9.html3. “Inquiry-based Learning” - http://www.schreyerinstitute.psu.edu/pdf/IBL.pdf


Evidence Found:

Strengths:


Principle 4: Good practice gives prompt feedback.

Instructors help students frequently assess their knowledge and competence and provide them with opportunities to perform, receive meaningful suggestions, and reflect on their learning.

Examples of evidence to look for:1. Information about course feedback methods and standards on the course

syllabus.2. Option (or requirement) for students to submit drafts of assignments for

instructor feedback.3. Meaningful feedback on student assignments that is provided within a

publicized, and reasonable, time frame.4. Assignment feedback that is clear, positive, specific, and focused on

observable behavior that can be changed.5. Clearly communicated course and individual assignment grading criteria.6. Up-to-date, student-accessible course gradebook.7. An open discussion forum where students can ask questions, and receive

instructor feedback, about course content and activities.8. Student surveys that provide the instructor with feedback for course

improvement.9. Examples of student work that demonstrate advancement toward learning goals.

Where to look:1. Course syllabus2. Instructional materials / Assignment directions3. Assignment dropboxes and e-portfolios4. Course gradebook5. Discussion forums6. Survey instruments

Resources:1. TLT Ideas for Giving Prompt, Better Feedback to Students -

http://www.tltgroup.org/SEVEN/4_Feedback.htm2. Providing Feedback - http://www.netc.org/focus/strategies/prov.php3. Collecting Feedback That Improves Teaching and Learning -

http://www.schreyerinstitute.psu.edu/Tools/MidsemesterFeedback


Evidence Found:

Strengths:


Principle 5: Good education emphasizes time on task.

The frequency and duration of study, as well as effective time management skills, are critical for students and professionals alike. Students need help in learning to manage and prioritize their study time.

Examples of evidence to look for:

1. A published course schedule that outlines topics to be covered and assignment due dates so students can plan their workload accordingly.

2. Information on the course syllabus that provides an estimate of the amount of time students should spend on the course (e.g., “”On average, most students spend eight hours per week working on course assignments. Your workload may be more or less depending on your prior experience with computing and the Web in general, and with this subject in particular.”)

3. Time-to-completion information on course assignments (e.g., “This assignment should take you approximately 2 hours to complete.”)

4. Course-specific study tips that provide students with strategies for utilizing their time well.

5. Assignment feedback that provides students with information on where to focus their studies.

6. Assignment due dates and timeframes that take into account the nature of the target audience. For example, a course targeted to working adult professionals might incorporate a weekend into an assignment timeframe.

7. Course statistics that demonstrate that time-to-completion and weekly time- on-task estimates are on target.

Where to look:1. Course syllabus2. Instructional materials / Assignment directions3. Assignment dropboxes and e-portfolios4. “Report” tab in ANGEL

Resources:1. Emphasize Time on Task (Ohio Learning Network) -

http://www.oln.org/ILT/7_principles/time.php2. iStudy Module (for students) on Time Management:

http://istudy.psu.edu/modules.html


Evidence Found:

Strengths:


Principle 6: Good practice communicates high expectations.

As the saying goes, “if you don’t know where you are going, how will you know when you get there?” Effective instructors have high, but reasonable, expectations for their students. They clearly communicate those expectations and provide support to their students in their efforts to meet those expectations.

Examples of evidence to look for:1. Explicit communication of the skills and knowledge every student needs to have

in order to be successful in the course.2. Explanation of course learning goals and how assignments are designed to help

students achieve those goals.3. Frequent feedback provided to students through written explanations and

detailed feedback on assignments.4. Motivation and encouragement that inspires students to move past the easy

answers to more complex solutions.5. Routine use of critical and probing questions when communicating with

students about course assignments and activities.6. Examples and non-examples of high quality work, along with a discussion of the

differences between these.7. Examples of student work that demonstrate advancement toward learning

goals.

Where to look:1. Course syllabus2. Instructional materials / Assignment directions3. Assignment dropboxes and e-portfolios

Resources:1. “Student Learning Goals and Outcomes” -

http://www.schreyerinstitute.psu.edu/pdf/DevelopingStudentLearningOutco mes.pdf

2. “Checklist for a Course Assignment and Associate Grading Criteria” - http://www.schreyerinstitute.psu.edu/pdf/assignments_grading_checklist.pdf


Evidence Found:

Strengths:


Principle 7: Good practice respects diverse talents and ways of learning.

People bring different talents and styles of learning to the learning environment. Some bring a wealth of relevant experience to a course, while others may new to the topic at hand. Likewise, students who are strong in a discussion situation may be less adept at lab or studio work. Students need the opportunity to demonstrate their talents and to “personalize” their learning so that it is relevant to them. It is also important to give students opportunities to learn in ways that may be less comfortable in order to improve their learning skills.

Examples of evidence to look for:1. Use of a variety of assessment tools that gauge student progress.2. Alternative assignment options that allow students to demonstrate their progress

in a manner that is best conducive to their talents. For example, a podcast might be allowed as learning evidence instead of a written paper.

3. Supplemental online materials are provided to students who lack prerequisite knowledge or who would benefit from having content presented in an alternative manner.

4. Timely, corrective feedback for online activities.5. A positive online climate where students are encouraged to seek assistance with

course content and learning activities if needed.6. A policy for accommodations that is stated on the course syllabus.7. Accommodations are proactively offered for students with disabilities.

Where to look:1. Course syllabus2. Instructional materials / Assignment directions3. Assignment dropboxes and e-portfolios4. Discussion forums

Resources:1. “Learning effectively by understanding your learning preferences” –

http://www.mindtools.com/mnemlsty.html2. “Classroom assessment techniques” -

http://www.ntlf.com/html/lib/bib/assess.htm3. Accessibility in course design forum on PSU Learning Design Community Hub -

http://ets.tlt.psu.edu/learningdesign/forum/44. Office of Disability Services Faculty Handbook –

http://www.equity.psu.edu/ods/faculty/overview.asp


Evidence Found:

Strengths:


A Peer Review Guide for Online Teaching at Penn State – Instructor Input Form

Instructor and Peer Reviewer

1. Instructor’s name:

2. Peer Reviewer’s name:

3. Date of review (month/year)

Online Course

4. Course name and number (e.g., EARTH 101):

5. Course title (e.g., Introduction to the Planet Earth):

6. Semester (or term) and year during which course was most recently offered (e.g., Spring 2009):

7. Relationship of course to certificate or degree programs (e.g., required or elective for PhD in Earth Awareness):

Online course technologies

8. Where will the Reviewer find the course home page?

9. Where will the Reviewer find the course syllabus?

10. Where will the Reviewer find the calendar of assignment due dates?

11. Where will the Reviewer find the course lessons and assignments?

12. Where will the Reviewer find quizzes and examinations?

13. Where will the Reviewer find the discussions among students and instructors?

14. Please describe the nature and purpose of the communications between students and instructors in this course.

Course Instructor:

1. Complete this Instructor Input Form and share it with your assigned peer reviewer(s)2. Grant your peer reviewer(s) permission to access protected online courseware

15. Please identify other communications among students and instructors about which the Reviewer should be aware but which are not available for review at the sites listed above.

16. Does the course require any supplementary materials beyond what is provided at the sites listed above (e.g., textbook or software)?

Yes No

If yes, please describe:

17. Does the course require any synchronous activities (same time, same place)?

Yes No

If yes, please describe

18. Does the course require any face-to-face activities?

Yes No

If yes, please describe: 19. Other information that Instructor wishes to have the Reviewer consider:

Sample of a Peer Review

(THIS IS FICTITIOUS)

Date November 29, 2009From David DiBiaseTo Alex Klippel, MGIS Program ChairpersonSubject Teaching Peer review of Robert Smith – GEOG 543:GIS Applications in Archeology

It has been my pleasure to review evidence of Bob Smith’s teaching in the Fall 2009 offering of GEOG 543: GIS Applications in Archeology. Bob and I met to discuss this review today, January 29. GEOG 543 is an elective course in the GIS Certificate and Master’s degree programs offered through the World Campus.The Fall 2009 offering attracted nine students.

Before considering Bob’s teaching style and results let me briefly describe the structure of the course that distant students encounter online.

The Fall 2009 instance of GEOG 543 was presented to students in two parallel learning environments—a password-protected section in the University’s ANGEL course management system and courseware deployed through the College of EMS Drupal content management system as part of the College’s Open Educational Resources initiative (http://open.ems.psu.edu/courseware). The ANGEL section provides an assignment schedule, assessment surveys and self-assessment quizzes, and communication tools including discussion fora and email. The open courseware includes 49 original HTML pages organized in six lessons. The lesson text is well written and helpfully illustrated with many tabular examples. The open courseware site also includes an up-to-date syllabus and orientation materials.

As recommended in the Institute’s Peer Review Guide for Online Courses, my review is organized under seven headings corresponding to Chickering and Gamsonʼs Seven Principles for Good Practice.

1. Encourages contact between students and facultyThe volume of messages and high participation rate indicate that students felt comfortable contacting Bob. I only had access to questions and answers exchanged in discussion forums not the private exchanges between the instructor and students in the ANGEL email system.

Bob provided an ANGEL discussion for each of the six lessons, as well as for the course orientation and final project. Some lessons generated more discussion than others, and students were more or less communicative, but nearly all students participated at one time or another. I was also impressed that the discussion increased as the course progressed; in other online classes the opposite is the case. However, one student commented in the World Campus end- course evaluation that “there was little interaction on the discussion board, and I expected more interaction with students and teachers.” This student may have been reacting to the “question- and-answer” nature of most forum discussions.

Assessment surveys – including pre-course, mid-course and post-course evaluation surveys – were present but hidden under ANGEL lessons tab. This seems like a missed opportunity to get to know students’ backgrounds and to assess their feelings about their course and their progress in it while the course was still

underway. I recommend that Bob consider revising the assessment surveys so that they include fewer but more pertinent questions. Aggregate responses to surveys make effective icebreakers for class discussions and can help build camaraderie among students. An important subtext of the assessment surveys is to express the instructor’s concern about his students. Such expressions can be effective, I think, in encouraging contact between students and faculty.

Although students were allowed to post comments to the open courseware, I did not find many.

2. Develops reciprocity and cooperation among studentsBob allows, but does not require, students to work in small teams to fulfill the final project assignments. This optional approach to teamwork is appropriate for kind of students we teach (older, working full-time, dispersed across time zones). Apparently none of the nine students enrolled in this term opted for group work.

In the course orientation, students were encouraged to share professional profiles and reflections on their learning experiences through personal e-portfolios. These were available as links from the Course Roster under the Communicate tab in ANGEL. At the time of this review, seven of nine students have links to e- portfolios, and six of these exhibit their project work. Since I don’t have access to private correspondence among students I can’t tell if Bob’s encouragement was effective in encouraging cooperation and esprit.

Evidence from the end-of-course evaluation survey conducted by the World Campus suggests that the discussion forums were not helpful in this regard: the mean rating of student responses to the question “rate your satisfaction with course discussions as a way to create a sense of community in the class” was only3.75 out of 7 – though the response rate was only 44% and the standard deviation was 2.22. However, I see many examples of students helping their peers in the discussion forums for lessons 5 and the final project. This is usually a good sign about an online class collaborative atmosphere.

3. Encourages active learningStudents cannot achieve the educational objectives of Bob’s class by reading the text and passing quizzes. Project assignments and associated documentation count for 70% of students’ course grades.

4. Gives prompt feedbackBob typically responded within hours to student questions posted in the busiest discussion forums (lesson 5 and final project). However, a few students seemed to be somewhat dissatisfied with Bob’s turn-around time in grading assignments: in the end-course evaluation survey conducted by the World Campus, student responses to the question “rate the timeliness of feedback you received from the graders in response to assignments you submitted” ranged from 4 out of 7 to 6 out of 7; the mean response was 4.75 out of 7. Their mean rating of the “quality of feedback” received was 5.75 out of 7, however.

5. Emphasizes time on taskIn the end-course survey students were asked to estimate the time per week they devoted to their studies. One respondent chose “9-12 hours,” two chose “13-16 hours,” and one other estimated “more than 16 hours.” Activity logs recorded in the ANGEL course management system confirm that Bob’s course demands substantial and sustained time-on-task. However, actual workloads seem to be in line with the “10- 12 hours of student activity each week” that the syllabus warns students to expect. Three of four respondents to the end-course survey rated the workload as “just about the right amount of work.” None complained that the required time on task was insufficient.

6. Communicates high expectationsThe end-course survey indicates that respondents felt “well informed about course objectives, policies and due dates” (mean rating 6.25 out of 7). At the outset Bob warned students that the class would be demanding, but worthwhile. Bob also insisted that assignments be delivered on schedule. This expectation may explain why eight of nine students successfully completed the course despite its rigors.

7. Respects diverse talents and ways of learningAlthough the class objectives are focused on programming skills, students were opportunities to learn through interactive quizzes (worth 30% of course grade). One student commented that “I liked the real world examples and the flexibility of the deliverable for lessons … there was enough room for creativity.” Another stated “the sample project and supplementary training materials were very helpful.” On the other hand, another student requested “online lectures as opposed to just text and discussion forums.”

Summary

Bob Smith is a key asset to the Penn State Online GIS Certificate and Master’s degree programs. The “archeology” class is an innovative response to contemporary trends in the geospatial field. Evidence of his performance – as well as his students’ – in the Fall 2009 offering of GEOG 543 demonstrates good teaching practice in relation to all seven of Chickering and Gamson’s principles. Students’ average rating of the “overall quality of the course” was 6.0 out of 7.0. Opportunities for improvement include (1) use of succinct assessment surveys as means to demonstrate concern for student welfare and to encourage interaction; (2) manage expectations about delivery of feedback to student assignments; (3) consider alternative channels to stimulate interaction among students and instructor, such as occasional optional toll-free teleconferences; and especially (4) insist on higher rates of response to end-course evaluation surveys conducted by the World Campus. These results are needed for annual requests for permission to teach graduate courses.

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