31 Mar 2006, 09:52:03

Participants
Agenda
DESB Summit
Organize Info Sources for Faculty Development Needs
Evaluate Metrics

Participants reported items of interest from their own campuses.
They then read the reports of others and raised questions or made observations of their own.
1. Anchorage
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UAA has just successfully completed a search for a new provost.
Michael Driscoll, from Portland State University will be joining UAA before July 1.
Donna Schaad's departure as the head of E-Media for UAA has remained unfilled. Rich Whitney, CIO is care-taking the department while the institution considers how to structure for the future on online learning.
Request from the Arctic Engineering Program faculty for UAA to become a member of the University of the Arctic. Would like to market the arctic engineering classes to a wider world-wide audience.
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UAA is piloting Elluminate across campus this semester. CAFE will have our 2nd summer session for faculty tech fellows. The College of
Ed is moving 2 ;more programs online and faculty development is occurring through e-Media and intense development will occur this May through grant funding. We're exploring podcasting within the College of
Ed - we have 5 faculty who will pilot it this sem. There is a crosscampus committee that is looking at the future of distance ed for UAA - don't know how that will coordinate with this group, as we've only met once so far.
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Military Programs are investigating participation in the Centralized
Tuition Assistance Program which would like UAA classes to military across the world.
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Concern about the lack of an online student evaluation option plagues the Promotion and Tenure process for non-tenured faculty.
2. Bristol Bay
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Developing the sequence of math courses for distance delivery in web-based format with increase level of interaction (e-Live, Black board, etc)
Implementing newest technology available for math, science, business, rural development humanities, foreign language courses
Preparing tutorial materials (in distance delivery format) to support developmental and college level courses primarily for English and math
Submitting proposal for NSF funded grant TCUP targeting college readiness, early college program, improve retention rate, recruitment primarily focused on encouraging native students to pursue STEM related degrees. The program contains significant on-line delivery component for all local school districts in the Bristol Bay region
Victor Zinger has presented at the International WEB-based education conference on topic of teaching mathematics via internet in Alaska(webbased, interactive format)
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Faculty and staff had extensive training from CDE on implementing e-Live, Black Board and other interactive technology to support and complement the course delivery

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Instructional technology coordinator was hired to support implementation of newest technology in distance delivery of various of courses
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Great! Who is the new instructional technology coordinator at BBC?
3. Center for Distance Education
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We did a presentation for Internet2 Day. We reconstructed a
Constructivist Classroom on the main stage with three large screens.
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As a visiting research professor at CDE I was able to work with people inside and outside the organization on a variety of research topics. We submitted about a dozen papers to conferences and journals this year, of which 7 have been accepted so far. - Bob
4. Chukchi
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Director Saito continues to develop courses for E-live and has one of the most progressive campuses in this area
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-Chukchi campus continues to explore good practice in online distance courses, particularly in the synchronous mode, with Elluminate
Live Internet conferencing. Some of the courses being offered online this Spring include:
3 courses in Inupiaq Language and Culture, Private pilot ground school,
Introduction to Veterinary Science, Science of Nutrition, Rural Social
Work, and developmental math, reading, and writing courses. [Our neighboring Northwest Campus is also offering math courses and
Beginning Arabic through this medium]
-Chukchi successfully obtained a five-year title III grant to build up three new academic programs in Inupiaq Language and Culture, Aviation, and Wind Turbine/alternate energy generation.
5. Cooperative Extension
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CES is looking to develop courses in cooking, gardening and other community interest courses.
6. Fairbanks
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The UA libraries meet a minimum standard for support services for distance students who are enrolled at one MAU but seek services from another MAU's library. Librarians are looking for ways to raise the level of service - make it more seamless as well as expand what is available.
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Not much new with my on-line classes in engineering. We have a new Transportation Research Center that has an education mission in addition to research. I have discussed with the TRC how we might provide distance courses to the DOT in Alaska and share with other states' DOTs. TRC is new and all this is just talk, at this time. May be hardware needed in the DOTs or coordination of DOT and UA hardware, which may be an administrative issue.
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After a number of years of developing web-based assignments for the library skills course that is a core baccalaureate requirement, UAF librarians have begun offering a web-based version of the course, with no classroom sessions but e-mail and group communication. The learning outcomes seem to be at least as good as the classroom version, and it is easier to identify students who find the material difficult and provide focused assistance. More difficult is to communicate that web-based is not distance ed: some students were surprised to find that they had to visit the library for some assignments.
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Curt Madison will give a presentation to the UAF Faculty Senate in the Fall.
7. Interior-Aleutians
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Funding is an important factor in retaining the student from year to year, we recently add a new position to I-AC to work with students on

Fin Aid and to deal with Student Retention. The feed back from the students on how helpful and necessary this position is has been great.
We now have more students receiving Pell Grants, and have had more apply this year than ever before for Fin Aid and UA Scholarships.
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We are in the process of developing a Veterinary Technician
Program, with some of the classes being developed to provide at a distance. Our piloted courses in the villages are usually full, with community members in the back observing the class.
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In the past our six centers are usually worked independent of one another, with the help of our Student Retention Specialist we now, review all student degree audits campus wide and determine any courses that can be offered between two centers or region wide. This is an effort to allow local course that might not had enough students to be taught with the collaboration between two centers, or more.
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The Ft. Yukon Center celebrated the opening of their addition, complete with a beautiful new computer lab. They are finally getting some decent internet connection so we are looking for exciting things to come from the Yukon Flats.
8. Juneau
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UAS School of Business now has the Bachelor of Business
Administration, with four emphasis areas (Accounting, Management,
Marketing, and General Business) available using distance strategy with all required courses offered every semester and at least once a year asynchronously. The MBA, which is completely online and uses a cohort model, is now in its second year of successful operation. We are currently preparing a fifth emphasis area for the BBA, Health Care
Administration, which will be distance delivered and should be online within the next two years.
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The AAS degree program from UAS is now coordinated and delivered by our Ketchikan campus.
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Referencing above...that is the AAS in Business.
9. Kenai
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KPC is working with UAA and UAF eMedia to create 24 online and blended distance courses to deliver classes offered by the KPC Mining and Petroleum Training Service. These courses will provide training for upcoming Alaska resource development projects including the mine industry, gas pipeline construction and operation, and potential opening of ANWR. Since many of these projects will be in rural and bush Alaska, it is necessary these courses be offered via distance.
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The KPC director announced at a Faculty Forum in February that he would provide a limited number of workload credits for faculty members that want to create distance courses primarily using ElluminateLive.
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UAA eMedia visited KPC ? Kenai River Campus in mid-March to conduct two ElluminateLive training sessions for FT and adjunct faculty members.
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KPC ? Kachemak Bay Campus assisted the 2006 Arctic Winter
Games held on the peninsula by serving as a Media Center where journalists could attend daily media briefings that were broadcast via interactive video from the Challenger Learning Center of Alaska in
Kenai. This saved the journalists from either having to drive 150 miles round trip for the briefings or having to only listen via audio.
10. Ketchikan
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Has been given oversight Advising and instruction) of AAS in
Business Administration
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Has seen a shift of instructors who usually teach exclusively via audio conference to wanting to move toward online delivery systems

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Does not have an Education/Instructional Designer
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Area of concern with AAS is retention and graduation rate - currently under 10%
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Currently piloting two professional development programs (Certified
Public Manager and Health Care Supervisory Certificate) via online delivery to local audiences that will be delivered statewide in Fall 2006.
11. Kodiak
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We have new full time faculty hired for the Math, Science and History departments who are being encouraged to offer courses online. They are expressing concern about a new delivery method and the need for training and support.
We have also hired a Faculty Assistant who can help them with some
Bb issues to alleviate some time constraints.
One of our experienced faculty members is involved in offering 2 one week courses in Anchorage through the college of Arts & Science the last two weeks of May for online educators and some of these new faculty mentioned above will be attending.
I still had it mentioned that Advising would like more information and collaboration with Distance sites and programs so that personal individual counseling can be provided to students who take these courses in our local area.
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I am continuing to offer a distance course for the School of Nursing to other Outreach sites in the state from Kodiak. In the fall, faculty from other distance sites will begin to offer other courses from their sites - so that all courses are not originating in Anchorage as previously.
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Several faculty are excited about the ability to offer Elluminate in their courses.
12. Kuskokwim
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Mary Pete was hired as the new KuC Director. She is working with key partners in the region, including the YKHC Health Center, Peoples
Learning Center and others. KuC will continue to develop courses as opportunities come forward
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KuC is providing some combined distance education and intensives in Bethel or surrounding villages for student cohorts in the areas of
Yup'ik Language Immersion-training trainers, early childhood and Rural
Human Service Students. The courses utilize audio conference, BB &
E-Live along with face to face. Telecommunication infrastructure development is still an important issue in our region. KuC has a joint grant with United Utilities through their Rural Broad band program. We are providing IT/computer training for their technicians in 13 villages in the next three years. We have just finished some training with Eek. The training program will allow the villages to have some internet cafe and computer support services which will in turn allow our village students better access to their courses. KuC has been using less videoconference for delivery because we are finding E-Live very effective.
Martin Leonard's ANSEP - AK Native Science and Engineering Program is moving along well. Students in this program are utilizing blogging and web casting as part of their course activities.
And yes, we are currently working on the KuC website and hope to have it launched shortly--or before fall. Heidi Simmons, KuC Distance Ed.
13. Mat-Su
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We recently conducted a survey of online students (approx. 80% of online students) at Mat-Su college, seeking responses from both

14. Northwest
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Northwest Campus has a new director, Dr. Lee Haugen, and this should help give direction to our distance education efforts
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Joe Mason's Hardware Configuration and Troubleshooting class, to be delivered by Elluminate Live, did not go due to lack of enrollment.
Causes could include the cost (over $600 for tuition and supplies), lack of adequate marketing, and/or a drying up of available dollars in rural
Alaska.
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The Computer Technical Support class delivered by Mason switched over from audio conference delivery to Elluminate Live in the third week of class. Transition went well, and students are interested in using the technology for class.
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Zeina Nehme continues to pioneer using Elluminate Live to deliver math coursework. She is in her second semester of using it.
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Joe Mason is on the Advisory Panel and the presentation review committee for the TCC Online conference. This is the oldest and largest online conference going, and it focuses on distance delivery of education. Through the UA ITS Committee, UA has an institutional registration to the conference allowing students, staff, and faculty to register and attend.
15. Prince William Sound
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PWSCC offered over twenty distance classes in the spring 2006 semester by video conference between Valdez, Glennallen and
Cordova. Also pilot tested AK ICE classes with the UAA community campuses during the spring 2006 semester. The participants were
Matsu, KPC, Kodiak and PWSCC.
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Plans to cooperate with UAA in the future to offer distance classes in the allied health field. ie. Nursing
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Have you encountered any problems with the AK-ICE?
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This was the first semester with AK ICE and we are working out the bugs for the fall 2006 semester.
16. Sitka blended and completely online courses. Most of the results were favorable, with a few interesting quirks. One problem that emerged revolves around online textbook handling: e.g., receiving a text in time for class. Additionally, students reported that texts purchased in online bookstores (e.g., Amazon) were very late in arriving unless shipped express. An encouraging result was that most students were coming to
Blackboard with experience from previous courses (online or otherwise).
Programs have been developing around blended courses in particular at
Mat-Su. The Early Childhood program is in its first year of blended format (though not completely blended yet, the program is advancing to that goal). CIOS and other disciplines are also heading toward blended formats.
We've had a few problems staffing online courses, particularly with intellectual property rights issues.
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IPR appears to be a really big deal for distance ed. How do you propose this get resolved?
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At this point, there is wrangling between proposals that have been
"killed" on IPR. I was hoping at some time that this group could take steps because it seems that if a group such as this does not, we are likely not going to see progress on the issue.
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We have a new director, Jeff Johnston. Jeff has experience w/distance education

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We are currently piloting a PCA (personal care) distance certificate and we're offering a distance version of the CNA certificate.
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We have a new Title III grant funding 2 new positions for student support - students will be contacted individually as they register to make sure they know about all of the support available to them and help them get started in their distance course. The grant also is supporting an early intervention program.
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We have added a curriculum specialist to our Instructional Design
Center
17. TVC
18. System Office
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CTAM - Centralized Tuition Assistance Management - Army (DoD) portal that all active duty soldiers who are using TA (tuition assistance) to pay for coursework will be using starting April 1.
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Senate University Oversight committee meeting this spring to "help guide UA into the 21st century'. A fair amount of interest in distance education as a means to meet UA's strategic goals and to be something with a purpose rather than something we just do.
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From IR standpoint: Evolving information needs - how to fully capture the scope of student interaction with UA? Current measures don't capture all this activity but there is interest in recognizing it.
19. WICHE
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Recent collaboration with UAS business program to establish articulation so TVC-UAF business students can make a smooth transition to the UAS BBA. The articulation would also encourage to students to take online classes from either program to count toward
AAS and BBA.
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Continued development in distance courses esp within business, health, human services.
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Continued push for all programs to offer distance courses through instructor training and recruitment.
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Effective distance courses are the fasting growing segments of programs.
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New courses are being developed for allied health and CHAP
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The Western Interstate Commission on Higher Education (WICHE) is working to provide opportunities for member institutions to share courses and programs through WICHE Internet Course Exchange
(ICE). WICHE ICE is a data base system modeled after AK ICE. A pilot of AK ICE is in progress this spring at UAA's community campuses.
WICHE is committed to supporting this opportunity for western states to share courses and programs.
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Are you "on loan" or have you moved on from UAA?
Several people presented topics of interest to the board. During the presentations the board members recorded questions or insights about the presentation. In some cases the presenters wrote responses later in the meeting. Those appear below:
1. Karen Perdue - ETT Strategic Initiatives
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Will the top ETT priority list that Karen presented on screen be made available to DESB members in print as a "take away" from the DESB

meeting? It would be very helpful for me to take that list back to my
Campus Director. Thanks. Susan W.
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I commend the ETT for listening to the work completed as well as recommendations made and moving distance education forward. The pace is slow but steady.
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I would also appreciate receiving the ETT priority list. Thanks, Margie
- Kodiak
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Enjoyed your presentation, table space is sorta hard to lay things out so I look forward to being able to find your priority list in my notes or having you send us a copy if they are not in there.
2. Curt Madison - Status of DE in Alaska
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On page 8, where it talks about the gender distribution, the second line says, "ration of women" should read "ratio of women"
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p.24 Please include specific teaching strategies. General phrasing on teaching methods is not helpful.
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Page 5: Reference to Dr. Madden prior to any introduction to her work (which appears later in the report.
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On page 11 it says all but a fraction were taken for credit, where the rest audits?
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Page8 First paragraph: third sentence is confusing since these motivations have not been previously referred to.
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page 11: First sentence: we have not stated any expectations to be contrary to yet in this report
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Page 15: "This differences" should be "these differences."
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it might not look good, and maybe i missed it, but is there a graph that shows successful completion rates of DE classes vs F2F
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Page 15: "With . . ." is a fragment: we need to expand the idea both grammatically and topically.
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Pg 17. AK ICE could better be described as a data base for sharing courses and program among University of Alaska institutions to meet student need.
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pages 13 and 14: small sections of graphs and keys are so small that we cannot read them. Good graphs, but maybe the smallest portions should be massed together
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Generally, I like the report and this type of shared information is helpful. Would like more explanation on how the statistics were gathered.
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Graphs on page 16: bottom graph: narrative to explain this would help clarify.
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Madden's 3 models are very illuminating. Some specific examples of each model would be helpful.
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RE: 80: Items labeled OIR 1 were drawn from the UA database of student enrollments. Items labeled OIR2 were drawn from published reports from the Office of Institutional Research web site. Items labeled
CDE1 were drawn from CDE registration databases.
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pg 14 it is hard to tell which campus is what color when they get small. It might be helpful to put a percentages after each listed campus.
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page 23, second paragraph, 3rd sentence: not sure "independent
Learning" is the right term here.
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While the graphs are helpful, one problem I notice overall is that the graphs are not 1) referenced in text and 2) discussed in text, with only slight variations. Page 16 is particularly concerning, for it presents a wide range of graphic ideas without discussion--for a general audience, this is usually problematic.

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page 25; another example might be distance program in elementary teacher credential from UAS
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Colors on graphs on page 13 and 14 are hard to correlate to the slice it represents.
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Does the Northwest accreditation block us from advertising programs outside our geographic region.
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page 30 bottom of page: sentence "distance originated as a means to give access to women." Where did this come from? Women are of course one group needing access, but in Alaska, I believe DE evolved to give access to geographically isolated people.
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It is fascinating to read (page 30) that minority students are enrolling at an increased rate as compared to majority students. Is this really about ethnicity, or is it about location?
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Would like clarification of who this report will be shared with. Mailed to people outside the university? If so, need to list all the Campus
Distance Ed sites and key contacts.
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page 33: First sentence, first paragraph should insert K-12 after
Alaska.
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Re:94. Where could I find that info? - Bob
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Would it be useful to get accreditation to offer programs outside
Alaska?
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Page 13 geographic distribution. Wade Hampton; at least most of it is in the Kuskokwim Campus Service Area.
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What is the recent change in federal legislation which no longer requires 50% residence for campuses offering courses?
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Need to investigate accreditation issues regarding awarding degrees to out-of-state students.
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List out by name the top three school districts as well as the top ten that make up the bulk of distance ed for k-12 students.
3. Donna Schaad - AK ICE
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On your video, lovely student but using a native or other minority student would be a great role model.
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Good idea. I was on a short timeline and simply utilized the resources in my office.
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it's a nice idea, but when we don't even have Blackboard access integrated across the MAU's (I'm currently trying to enroll UAS and UAA faculty and staff into a Blackboard site hosted on UAF's Blackboard server, and I've found it has to be done manually as they are not considered "in" the system), and this is a much simpler task, how will the course offerings across MAU's be seamless?
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This is a challenge. I think there is a study currently underway to explore the possibility of one CMS system for the state. It is possible to utilize AK ICE no matter what the CMS happens to be.
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Who is the Champion? a Dean, Provost, Director, Chair?
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The person should "champion" the cause for distance education at their campus. They need some authority and a passion for students.
Each campus can choose who would be best for their campus.
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If you have seats held, and a students do not register what is the financial impact?
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The champion negotiates a date by which any unfilled seats are returned to the teaching campus. Conceivably there would be little financial impact.
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Regarding comment #1, the student portrayed represents well the
"average" student. Alaska Native and "other minority" students have

other barriers to succeed that we need to address, but putting a "face of color" on a video for its own sake smacks of "tokenism". It also occurs to me that a student "whining" about how bad the system is makes a poor role model.
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On the champion . . . not always. At Mat-Su I serve as champion-and I'm faculty.
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Is there any integration to Banner?
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Not yet.
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Who is managing AK ICE now that Donna is at another job?
IF another MAU or campus wished to participate, who do they contact?
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Contact Curt. His soon-to-be-hired assistant will have AK ICE responsibilities.
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Since we have three MAU's will there be an automatic process for petitioning;
I’d assume that if you put student in a course from somewhere else your local registrar or advisor would be responsible for ensuring that the course numbering will work effectively for the degree program.
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Is there a template for an articulation agreement?
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Mary Howard, registrar at UAA, gave my several samples.
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Seems like this is really helpful in this whole discussion about a
"home" campus. Is there still a need for that?
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Home campus becomes a non-issue with AK ICE.
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Do we have a list of the champions?
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No. Some campuses have yet to assign champions.
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Is CDE responsible for the training?
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Yes
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Donna refers to Registrars - is she referring to all Registrars in the system - including the MAUs?
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I was referring to the registrars at the campuses involved in the pilot and Mary Howard at UAA.
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A challenge is getting students to enroll early in the class.
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Great job Donna, there are great opportunities through AK ICE.
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Lets get UA distributed gateway running at a more robust and shared level; and then maybe put some ICE features in the Administrative side.
I just don't think we need both. If all campuses used the distributed gateway to "talk to each other" we would not need "new" ICE... I could be wrong... ps. Thanks Donna for sharing this choice and discussion with us.
Curt, since this is now in your shop what type of advertising is planned for the statewide or CRCD regions.
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Is this feasible on a large scale? What additional human effort would be needed to run this versus the added benefit via enrollment?
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In Illinois 48 community colleges shared courses and programs.
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I agree completely with Sandy: the Champions should actually get together to establish who is involved as well as to discuss what each school has and how the courses could be shared.
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What happens after you give the seats "back" and then a student wants to enroll after that date. Is there a way to ask for one seat back?
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This has to be negotiated by the champions.
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Good questions, we get so mired by PBB, this should help us to better coordinate programs as SCH goes to whomever registers the students. Lets go!

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Within the MAUs this could work great, but before we market across
MAUs y
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we need to determine articulation
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I wouldn't request seats in a course unless an articulation agreement was in place. I would go first to the registrar to see if the course had previously been transferred. If so, most of the work has been done. The
Regents have agreed the all GER's are transferable.
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A challenge for the student will be alignment of student services/calendar/ect. to be the same regardless of the campus they are taking a course from.
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how do students get books?
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This information can be found in AK ICE on the course information page. It varies by institution.
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if a student uses the distance ed gateway to find classes - the institution offering the course gets the $. AK-ICE gives the campus w/the student - the course and the $
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The financial model is determined by the players. With the community campuses in the pilot. The tuition goes the teaching institution. The fees and credit hours go to the institution enrolling the student.
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Building on #123 - is this scalable across the MAUs? How much effort will be needed by a Registrar's staff - if this is manually entered into Banner, this will probably raise much consternation...should we be looking at ways to integrate to Banner (electronically)?
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Give Sandy Gravley at Mat-Su a call. She can give you the information.
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Donna, thank you for all the work you have done with AK-ICE and distance education in general.
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What is the incentive for a faculty member who always fills his/her classes to engage in giving away seats. I "ave away class seats in the past to another campus and it was a nightmare in that they did not cut off students when the course max number was hit. Also, separate student lists, grading rosters, etc. It was a lot more paperwork and headache. I would love to cooperate statewide, but my past experience makes me nervous to bother opening my classes again since I don't need the numbers.
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You have a choice. I'd advise you to choose not to play. An institution with course capacity would be a better candidate.
4. Kristen Bouffard - DE Gateway and DESB Web Site
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great that we can now get the website to send changes to us
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The site is a LOT better than it was. No site's perfect, and no site will satisfy everyone, but this design is great.
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On the Gateway website, under "contacts" I didn't see universities' websites listed. They should be.
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I love the new changes, the website looks professional - a comment I hear over and over.
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We need to have the same contact for all campuses and centers, ie there is not websites or email for all.
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Nice job...seems much smoother and more functional.
One thing that would be wonderful for future years would be to be able to search by category of GER course (i.e., Humanities, Social Sciences,
Lab Science, etc.). Currently, we search by specific subject...and have to run different searches for the same GER category. Not urgent...but would be really nice.

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Typo in the prose block on the main page to register: necessary not necessary
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In the glossary section, I add some descriptions on the modes of delivery, particularly since they may be confused (e.g., multi media and web).
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When students click on faculty member's names, it would be nice if they saw a bio and teaching pedagogy. This may help eliminate so much anonymity
5. Mary Lou Madden - DE Business Models
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Just a head's up Mary Lou in the appendix in the back of your report....Lots of folks get us mixed up.... but you have Heidi Olson listed as CRCD/Kuskokwim.
I appreciated the opportunity to talk to you as you were collecting information; Im Heidi Simmons, Coordinator of Distance Ed at
Kuskokwim Campus in Bethel. lnhls@uaf.edu 543-4521.
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Page 4 (anywhere that customer support is mentioned--far site campus support includes high levels of test proctoring and technical IT support services including student equipment check-out.)
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I think the one thing this report shows is you can't apply similar practices/put us all under the same mold, as we all have found was to make things work for our regions, whether urban or rural.
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What, when and how will this report be used. I think its generally very representative through the models.
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I think that duplication at the CRCD level is taken care of through division heads. If a campus decides to have their own section then they determined the need locally.
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Page 5 regarding the course schedules. Historically, when Jim
Stricks was Director of CDE the catalog committee and the Department
Heads looked closely at different program requirements and used a five year rotating template of general course offerings. This template allowed for courses to be placed at certain times and students had less problem of required courses being taught at the same time. Now days faculty are allowed to choose a course time that suits their own convenience. This is causing more schedule conflicts and thus it has been necessary to have more of a duplication of courses.
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Can we pls. get a copy of Mary Lou's ppt presentation posted on the website? Thanks
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I think duplication is going to occur with GERs to help meet student needs. Not all students can take classes at certain times. It would be a disservice to only have one section of ENGL F111 or to limit to one section which might be offered via only internet, thus limiting the student. Students like to have choices.
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In the "Structural Model" analysis, I would add a third way a campus is organized to support distance education: No support.
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Nice job!
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In response to comment #149 - I agree. Offering 2 sections or even two programs doesn't necessarily equate to duplication. Students choose courses/programs based on time, quality, support services, personnel, etc.
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Well done! Thank you for an interesting comprehensive report.
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one model is missing....a blended of all 3!
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Not all NODS student are without a program, they just haven’t take time to apply, but are still working with an advisor. I would presume that at the Rural campuses, the NODS get advising just as much as degree seeking students. There are also those NODS who are just that, they

don't want a degree they just want to take classes that interest them.
Maybe we should make more efforts to get them into programs through a creation of incentives.

Thanks for comment 156. Most of our NOD students get academic advising - they just choose at this point not to sign up for degree.
Sometimes this is because they know that they will take seven years or more to finish the degree and also travel around the state and may not be ready to pick an MAU.

I agree with #156, we have a number of students who sporadically take classes based on funding that semester.

As an early adopter, this report helps me see my program's place in the bigger scheme of things. An interesting further study would be to look at the evolution of some of the early distance programs into today's structures.

one of big problems within the UA system is GERs....and transferability between MAUs.
6. Gwen White - IR

Gwen thanks for all your work bringing statistical information to the discussion. Naturally there is still a lot of mystery especially the cost figures.

No where do we see successful completion numbers of DE vs F2F.
This is the one area i think we need to address. When I hear people talk about DE this is an area they are concerned with - the outside perception is successful completion is low. If it is we need to address it.

Please post the hand outs not available on our website. Thanks

Comparison of F2F and DE cost per credit hour

Ditto: on posting the handouts

For the Revenue Total this is based off credit hour? and fees? or does it take in to consideration the 80/20 split for rural college - just trying to get an accurate picture.

can we measure how a campus assists a program getting a new student enrolled. If we have students enrolled in a program they get counted by the program campus. Can we get an announcement

Recognize the serving campus, program campus and academic campus. There should be a business model that breaks out the revenue, otherwise there's a disincentive to collaborate.

Of course, the most difficult measure is job placement after graduation/completion. The Dept of Education and Early Development is working with Education units to determine this. Do we have this type of information for other program areas?

Start by looking at draft MOU's with AK ICE that work with units outside of their own MAU

We need to establish a metrics on partnerships. This will promote many things to support students. Distance Education being just one possible area.

Would there be any value to replicating existing student enrollment reports - for dist ed students?

metrics: ratio of distance ed courses to f2f courses; technologies used; # of course completers; # of students who take subsequent distance offerings; ratio of reg. vs. adj faculty offering courses for a program or dept. or school/college; amt. of tech-related prof. development faculty engage in per year

Census page 4 of 7 just does not seem correct. Would like to know reports used to generate these statistics.


Excellent suggestions on #174, especially those students who take a subsequent DE course and # of completers.

Perhaps it would be useful to report incremental costs per credit hour before overhead is allocated.

Maybe we need a new code on SGASTDN or when the student is admitted that shows their home campus. Their is also a place to put a site code SGAUSDF, CRCD uses it now for tracking.
7. Karen Schmitt - UA Performance Measures and DE program strategies; case study

Do you count the graduates at UAS and UAA in the nursing program?

The program for graduation created by UAA credited most of the work to UAA for last year's TVC nursing students, even though there was much efforts provided by TVC. How is this addressed at UAS?

What is the gender mix of nursing students? Is there a requirement for gender balance?

Is an revenue given to UAS from UAA for an advisor?

Please post this presentation on the website. Thx

Please share your procedures with others. All doing distance education can benefit from your work.

Great presentation!

As a coordinator of an "historic" model program in a high demand field, I can see in this example a stark comparison between a planned program vs one that has evolved over a long period of time. I would like some of these older programs to receive attention/support in
"modernizing" the older programs so that they are similarly funded and esteemed by the UA and the community.

In response to interest expressed by the Educational Technology Team, members of the DESB brainstormed sources of information for discovering the faculty development needs with respect to DE. They organized their brainstorming comments into several categories which appear below:
1. Academic planning
1. strategic plan, compact plan, enrollment management plan, facilities plan all have goals - lets use those as well to determine what technology we need to support as faculty are pushed in certain directions
2. ACADEMIC PLAN!
3. look at the 6 year plan ---- or any course sequence plan
4. Identify programs/courses that are not currently offered, to avoid duplication of effort.
5. check the strategic plan
6. Academic planning - growth in size of distance component of education.
7. First we need to decide IF faculty are required to teach via distance. There are some faculty that refuse to and this greatly impacts a campus' ability to offer programs.
8. I'm not sure that course and enrollment projections are particularly needed for this task, though they would be crucial in determining which programs would have priority for development.
9. Know the value of the distance format in terms of the strategic plan. Then sell that course to faculty with interest.
10. Through a careful assessment of future course offerings and enrollment management needs
11. Quantify the desired volume of distance delivery.
12. look at the number of majors in programs that intend to delivery by distance
13. Calculate the cost of delivering training to faculty, including differential between main campuses and community campuses / branch campuses.
14. develop a survey to send to faculty
2. Surveys
1. survey, but look at the difference between urban and rural
2. Ask the faculty by developing a assessment tool to capture the needs
3. Involve UAA's CAFE, and analogous entities at other MAUs, for their read/insight/suggestions.

4. develop a survey to send to faculty
5. interview 10 DE teachers in 10 locations. Vary interviewees from sophisticated to neophyte in uses of tech for teaching.
6. have CAFE, other campus faculty development entities conduct a survey to determine what faculty feel the needs are.
7. survey faculty, particularly those interested in (and never having done) online education.
8. Consult faculty development coordinators, distance ed coordinators, academic technology specialists about what services they now supply that are heavily used and what unmet needs they perceive.
9. Check student evaluations to see what kind of feedback we are getting on distance technology and its use.
10. Review course sites to see what is being used, by whom, and to what extent
11. survey the department heads/deans/directors
12. What kind of access do students have? this will in part determine the needs to be developed
13. survey faculty for pedagogy and technology levels of experience
14. Take university wide survey of faculty needs for the professional development.
15. find out what is currently being done for online education--then proceed from there.
16. Ask DE faculty what, in their wildest dreams, would help them
MOST in teaching their courses and programs.
17. if possible sample some of the blackboard sites and ask those students what they like and what they don't
18. Survey the faculty
19. survey of faculty indicating their self-perceived competency level with different instructional strategies
20. survey faculty
21. the key is to identify the areas faculty need help in order to meet end goal
22. Team members could (with permission) drop into a variety of
DE courses to observe how tech is being used. Some sort of observation instrument would be needed. "Observers" could suggest possibilities for faculty development.
23. The question is a little backwards. First you need to start with the state/employer NEED, then identify the program that will meet the need, then the mix between on-campus and DE that will supply

the program, and lastly, what development the faculty would need to staff the DE portion of the program.
24. There is so much training available out there already. If nowhere else, over the internet. The better question is why aren't faculty pursuing it on their own. Distribute a survey to ask faculty why they aren't learning waht they need to.
25. Ask Institutional Research about distance courses with low completion rates
26. Ask department heads
27. faculty survey
28. ask division heads
29. ask student services: what problems have students had with previous/current online course?
30. Student evaluation and also course syllabi. Support staff that work for faculty can also clue into the need for faculty development of the courses they support.
31. #103 agree - many students shy away from online course because of the bad rap of low completion rates - and then lets do some great marketing
32. UAA uses the excellent idesign curriculum for training. Share the curriculum with faculty support units across the state.
33. survey the instructional designers
34. Where can we find the information that would let us determine the scope of faculty development needs?
35. Survey faculty to determine their interest in offering distance courses
36. survey and assess areas that a faculty needs help in beefing up skills
37. Survey the students to see how much distance delivery they want/will accept.
38. revise instructor evaluation and also evaluate BB sites to determine what students think of the online development
39. survey the faculty
40. Where can we find the information that would let us determine the scope of faculty development needs?
41. look at what percentage of faculty is currently utilizing technology in delivering courses
42. Determine if utilization of technology should be attached to job performance.
Provide training, incentive and support for faculty that contribute to their campus head count by teaching via distance.

43. look at new technologies as presented at tech conferences and conventions for innovative new uses of tech for teaching.
44. Conferences seem an excellent spot to start . . . newer technologies = newer training
45. look at subject and pedagogy faculty needs
46. Survey the technological capabilities of the different campuses to deliver instruction
47. what are students' expectations of faculty?
48. Inventory of tools and methods currently in use systemwide.
49. inventory faculty needs
50. ask students!
3. Existing tools
1. A top 10 list of websites for course development. Don't give us a ton of info that's impossible to get through to determine the best stuff.
2. find out what kind of technical support and technology faculty feel they need to develop d.e. courses
3. i agree that what works for students is very important - expect in some cases it exceeds most faculty aspirations and in other cases is limited by what the students have available
4. Programs identify minimum skill sets needed by faculty.
5. Develop the rubrics for academic subjects for the potential for distance delivery
6. Faculty who teach at a distance from a campus are often unaware of what advances are possible and available, so keep
"offering" them to isolated faculty.
7. Create effective tutorial system delivered on-line
4. Current Enrollment Statistics
1. Quantify the desired volume of distance delivery.
2. look at the enrollment of courses that are not face to face but have a distance section
3. Create a database of existing practices
5. Experienced people
1. Ask experienced faculty to recommend the amount of training needed by their department members
2. Ask, Center for Advancing Faculty Excellence, what constitutes faculty development
3. Partner experts in distance delivery methods with new faculty for support when they begin to utilize a new method.
4. need some criteria for what expectations are for faculty technology use

5. Ask UAA E-Media, or other relevant staff who support questions from distance ed students, what faculty need development.
6. I really think that faculty who want to do a great job will figure it out. Make faculty accountable for figuring out how to develop a effective, great class for students and holding high standards.
Karen hit the nail on the head with saying that a lot of people
(including faulty) can say "No" and they do.
7. i disagree with that (identify faculty without training). Don't waste your time on the 5% of non-joiners. Now if they WANT training, that's a different matter.
8. First identify faculty who have not had any technology training.
9. Be prepared to provide the necessary support (instructional designers, etc) for faculty to be successful.
10. ditto on #84 - need to reward faculty or it will get lost among the many other priorities
11. look at what other colleges/universities with great DE departments are doing - seek out their best practices toward support faculty
12. sometimes, some faculty are ahead of the curve, trying different things on their own to deliver skills in the best way. Identify these early adopters and utilize their experience
6. Educational Design
1. separate subject matter from pedagogy
2. Provide more support at the local level for Instructional Design and clerical so that faculty can be free to do what they do best -- teach. Unfortunately at most campus the only faculty using distance are the ones that have the time and courage to develop their own courses.
3. remember that it's not about the technology.....it's about learning!
4. Consider mandatory skill set for faculty offering distance course
5. Delivery systems need to be determined first

In response to a request from the Office of Institutional Research, the
DESB brainstormed the kinds of information that various university stakeholders might need to make informed decisions about distance education. They then converged on a list of 24 information needs, which they prioritized by importance to the particular stakeholder who cast the vote. The results appear below:
Cell Statistic: mean
Number of Ballots Cast: 18
Ballot Items
Criteria
How
Important?
Numeric Scale 1 Polling Method:
Allow Bypass: Yes
Faculty and administrators need to know how much time they commit to development and delivery (separately) of distance education so that administration will create realistic workloads.
Administrators need to know student program completions broken out by DE mode (full distance, partial distance, classroom only) so they can judge the efficacy of DE
Deans and Academic Planning structure need to know whether redundant DE courses are reducing class sizes across the system thereby raising costs, so they can make sound judgments about allocations of resources.
IT needs to know which programs have high involvement distance delivery so they can allocate resource for supporting the unit
Supporting-campuses need to know what percentage of their resources are devoted to student services for students who are taking DE elsewhere so they can ask for reasonable compensation to provide the support.
Deans, dept chairs need to know new program admissions so they can plan course offerings
People who plan course offerings and advisors must know what technology they have available so they don't overload their capacity
Program advisors need to student preparedness (academically and technically) in order to devise pathways to success for students
High School councilors need to know about dual-credit offerings so they can encourage their students to participate.
5.50
4.11
4.83
4.72
4.77
4.38
4.33
4.22
3.72
Directors and dept heads students need to know the quality of on4.61

line courses so they can maintain standards.
Program heads need to know how many students must delay their graduation because the courses they need are not available in a timely manner.
Central administration needs to know how many courses are canceled so they can judge impact on ability of learners to complete their programs in a timely way
Enrollment management officers, crcd division heads, course planners need to know how often a full course is closed so they can judge and accommodate excess demand
Faculty, administration, advisors, registrars, program heads, need to know that a course is ready (using an accepted rubric) for distance delivery.
Administrators, faculty, students need to know course completion rate by mode (DE vs Non DE) and by delivery method (e.g. conf call, e-luminate, etc) so they can make sound choices about instructional design.
People who market DE need to compare the value of DE to students compared with that of face-to-face courses.
Providers of support services need to know levels of DE enrollments so they can plan their service delivery
IT planners need to know where technology deficits exist so they can bring all campuses up to required capabilities.
IR needs to know which courses are distance, which are not, and the degree to which others are somewhere in-between so they can answer many queries from the university community.
Directors need to know how much has been spent on DE so they can get credit and funding for their units
University administration needs to know the success-rate of students (as measured against student goals) in resource-rich programs vs. those in resource-poor programs.
Legislature needs to know the impact of DE on place-committed learners so they can allocate resources.
Community Campuses need to know what happens when students transfer to programs in other campuses so they can calculate the success rates of the students who start with them.
UA administrators and Legislature needs to know how many students are going to other distance universities so they can know how to allocate funds to UA and so they can track market share of
UA
4.16
4.44
4.88
5.05
4.44
3.77
5.22
4.72
5.11
4.76
4.33
4.72
4.33
5.16

This section shows a breakout of how team members rated each item.
Number of People Who Polled Each Value
Ballot Items
Faculty and administrators need to know how much time they commit to development and delivery (separately) of distance education so that administration will create realistic workloads.
Administrators need to know student program completions broken out by DE mode (full distance, partial distance, classroom only) so they can judge the efficacy of DE
Deans and Academic Planning structure need to know whether redundant DE courses are reducing class sizes across the system thereby raising costs, so they can make sound judgments about allocations of resources.
IT needs to know which programs have high involvement distance delivery so they can allocate resource for supporting the unit
Supporting-campuses need to know what percentage of their resources are devoted to student services for students who are taking DE elsewhere so they can ask for reasonable compensation to provide the support.
Deans, dept chairs need to know new program admissions so they can plan course offerings
People who plan course offerings and advisors must know what technology they have available so they don't overload their capacity
Program advisors need to student preparedness (academically and technically) in order to devise pathways to success for students
High School councilors need to know about dual-credit offerings so they can encourage their students to participate.
1 2 3 4 5 6 7 8 9 10 mean
1 0 1 2 3 5 6 0 0 0 5.50
3 1 3 2 5 1 3 0 0 0 4.11
1 0 1 7 3 2 4 0 0 0 4.83
1 1 2 4 4 2 4 0 0 0 4.72
2 1 2 3 1 4 5 0 0 0 4.77
1 2 3 3 4 2 3 0 0 0 4.38
1 1 6 2 1 5 2 0 0 0 4.33
2 0 6 2 4 0 4 0 0 0 4.22
3 1 5 3 2 3 1 0 0 0 3.72

Directors and dept heads students need to know the quality of on-line courses so they can maintain standards.
Program heads need to know how many students must delay their graduation because the courses they need are not available in a timely manner.
Central administration needs to know how many courses are canceled so they can judge impact on ability of learners to complete their programs in a timely way
Enrollment management officers, crcd division heads, course planners need to know how often a full course is closed so they can judge and accommodate excess demand
Faculty, administration, advisors, registrars, program heads, need to know that a course is ready (using an accepted rubric) for distance delivery.
Administrators, faculty, students need to know course completion rate by mode (DE vs Non DE) and by delivery method (e.g. conf call, e-luminate, etc) so they can make sound choices about instructional design.
People who market DE need to compare the value of DE to students compared with that of face-to-face courses.
Providers of support services need to know levels of DE enrollments so they can plan their service delivery
IT planners need to know where technology deficits exist so they can bring all campuses up to required capabilities.
IR needs to know which courses are distance, which are not, and the degree to which others are somewhere in-between so they can answer many queries from the university community.
Directors need to know how much has been spent on DE so they can get credit and funding for their units
University administration needs to know the success-rate of students (as measured against student goals) in resource-rich
1 1 4 3 2 3 4 0 0 0 4.61
1 3 2 3 5 3 1 0 0 0 4.16
1 2 1 5 4 3 2 0 0 0 4.44
1 0 2 2 6 6 1 0 0 0 4.88
1 1 2 3 1 5 5 0 0 0 5.05
2 0 7 0 1 4 4 0 0 0 4.44
1 4 4 4 1 2 2 0 0 0 3.77
1 0 1 3 4 5 4 0 0 0 5.22
1 1 3 3 3 3 4 0 0 0 4.72
2 0 2 1 4 3 6 0 0 0 5.11
0 3 0 3 6 2 3 0 0 0 4.76
2 0 3 6 2 2 3 0 0 0 4.33

programs vs. those in resource-poor programs.
Legislature needs to know the impact of
DE on place-committed learners so they can allocate resources.
Community Campuses need to know what happens when students transfer to programs in other campuses so they can calculate the success rates of the students who start with them.
UA administrators and Legislature needs to know how many students are going to other distance universities so they can know how to allocate funds to UA and so they can track market share of UA
1 2 2 2 4 3 4 0 0 0 4.72
1 2 1 5 4 5 0 0 0 0 4.33
2 0 1 1 5 4 5 0 0 0 5.16