To:
From:
Shawna Arroyo, Manager Student Relations
Dr. Susan Bussmann, Distance Education, OCIP Director
Sandra Johnson, Distance Education, OCIP Coordinator
Subject: OCIP Year 4 Report
Date: July 30, 2013
Distance Education respectfully submits the following Year Four Report for the Online Course
Improvement Program (OCIP) and the One Year Plus (1Y+) Fellowship Professional Development
Program.
1.
What events were provided by the Online Course Improvement Program?
From September 2012 to May 2013, 45 events were provided as follows:
Type
Number
Percentage
Let’s Talk Online Teaching
Hybrid Workshops
7
20
15.5
44.5
Webinars
Open Labs
4
9
9
20
Presentations
Distance Education Speakers
Total Events
2
3
45
4.5
6.5
100%
Thirteen events were hosted in conjunction with the Teaching Academy such as Let’s Talk Online
Teaching and guest speakers. Eight of events were hosted in partnership with the Canvas Support
team. Forty-two of the events directly supported Quality Matters (QM) Standards.
OCIP has organized the professional development workshops and presentations as well as the
online professional development training course thematically around the eight research-based
Quality Matters Rubric and Standards to ensure quality in blended/online course design.
For more detailed information on events provided by the OCIP team, see Appendix A.
2. What resources did they used to have before versus now (book rental, online materials only,
etc)? This information is collected in the 1Y+ Fellows application form. Plus, they agree to work on
reducing the cost of the supplies and materials for the course. Some examples of changes in the cost
of course supplies and materials were reported by the 1Y+ Fellows such as, offering materials in
digital format, use of etextbooks including information on renting books, use of video, audio, and
recordings for lessons and assignments that are offered online. See Appendix B for faculty
comments on reduction in material costs.
3. Did any of the faculty receive feedback from students on the difference/what feedback have
you received from the faculty? As of April 29, 2013, 51 course evaluations have been submitted for
the following Cohort IV courses. (Please note-most courses are scheduled to be taught Fall/Spring
2013-2014). See Appendix C for student comments.
Course Title
Number of Reponses
ASTRO 308 Into the Final Frontier
0
BIOL 154 Essentials of Anatomy & Physiology
0
BUS 203 Business & Professional Communication
2
CEP 110 Human Growth and Development
0
CJ 432 Issues in Criminal Justice
0
ENGL 203 Business & Professional
Communication
26
ENGL 218 Technical & Scientific Communications
0
HIST 302V/538 Science in Modern Society
0
HNDS 449/549 Diet Therapy II
0
HRMT 412 Beverage Management
0
MGT 309 Organizational Behaviors
0
MUS 101 Classical Music Appreciation
1
OECS 235 SQL
0
SOC 353 Social Research: Analysis
0
STAT 251 Statistics
8
W S 403/503 Gender and Horror
12
Another course not listed
2
Total Responses
51
4. How many students were enrolled in the classes that participated in program? The student
enrollment data is based on the available data for the 1 Y+ Fellows' courses for Cohort IV In terms of
primary impact, the estimated number of students enrolled in the 22 courses under revision is
1,430. In terms of secondary impact, the estimated number of students enrolled in the online
courses taught by the 1 Y+ Fellows is ~2,600. Secondary impact means students taking the other
2
online courses that 1Y+ Fellows will improve due to what they have learned about online course
design and the Quality Matters Rubric.
First
Ali
Chet
Last Name
Ahmed
Barney
College
DACC
BUS
Role
Professor
Adjunct
Department
Math/ STAT 251
Management/MGT309
Organizational Behaviors
Ann
Bock
ACES
Professor
Nutrition/HNDS 449/549
Diet Therapy
*Nathan Brooks
A&S
Associate
History/HIST302V/538
Prof
Science in Modern Society
Kurt
Depner
DACC
Assistant
General Studies/ENG203
Prof
Business & Professional
Communications
Patricia
Hoffmann
A&S
Associate
Sociology/SOC 353 Social
Prof
Research: Analysis
Andrea
Joseph
A&S
Associate
Criminal Justice/CJ 432
Prof
Issues in Criminal Justice
Keith
Mandabach
ACES
Associate
Restaurant, Hotel,
Prof
Tourism/HRMT 412
Beverage Management
Gerri
McCulloh
A&S
Grad
English/203G Business &
Assistant
Professional
Communication
Bernard McNamara
A&S
Professor
Astronomy/AST308 Into
the Final Frontier
*Nikki
Mott
A&S
Adjunct
English/ENGL218:
Technical and Scientific
Communications
Hiranya Rowchodhur DACC
Associate
Health/BIOL 154 Essentials
y
Prof
of Anatomy & Physiology
James
Shearer
A&S
Professor
Music/MUS101 Classical
Music Appreciation
Rajaa
Shindi
DACC
Instructor
Computers/OECS235 SQL
*Enedin Vasquez
EDUC
Professor
CEP 110 Human Growth &
a
Development
Laura
Williams
A&S
Assistant
Women's Studies/WS
Prof.
403/503 Gender & Horror
*Participants noted in blue are in progress for completion.
No. Students
120
85
90
Not Reported
130
110
75
75
Not Reported
75
120
120
120
Not Reported
75
75
5. What faculty applied for the Fall 2012 Semester? (Fall 2012) Recruitment for Cohort 4 of 1 Year
+ Fellows ran from July 17–August 30, 2012. Thirty five applications were submitted. Twenty-two
applicants were accepted. Two applicants dropped the program within the first two months.
Thirteen applicants completed the online course and course revision requirements by April, 2013
from Cohort 4. One intends to complete the program by the June 15th deadline; two will complete
3
half the program by the June 15th deadline, and have requested to continue the program and
complete it next year; four 1Y+ Fellows stated that they wanted to complete the program but have
not yet fully participated. For a full list of OCIP cohorts since 2006 including represented colleges
and departments, see Appendix D.
6. Who are your partners for this program (e.g. Teaching Academy)? The partners for the Online
Course Improvement Program include the Distance Education, the Student Technology Advisory
Committee, Associated Students of New Mexico State University, Instructional Innovation and
Quality Unit, Teaching Academy, NMSU Library, and Information Communication
Technologies. OCIP/1Y+ faculty participants also provided peer support for the program and each
other.
7. What were some things that you learned this year that you would like to improve on for next
year? See Appendix E for participant feedback.
●
●
●
●
●
●
●
●
1Y+ Fellows had great feedback on the content within the online course. Revisions will be
make that will include more mentor support and less peer-to-peer expectation since this
requirement was hard for them to meet.
Increase integration of professional development activities & efforts of OCIP, Teaching
Academy, and Instructional Innovation and Quality units.
Continue to build a process to leverage the expertise of the 1Y+ Fellows to build a peer-topeer network of mentors and engage them in informal and formal course reviews using the
Quality Matters Rubric. See Appendix D for QM Peer Review process for NMSU.
Continue to develop an internal framework to recognize course quality and brand courses
with Quality Matters seal of quality.
Continue to align the OCIP professional development events around monthly themes that
align with the 1 Y+ professional development course and the Quality Matters Rubric
standards.
Improve OCIP outreach efforts to the main campus departments through flyers, meetings
with DE directors, HotLine, Faculty Listserv, and Canvas Listserv.
Support faculty teaching online and blended courses by establishing a professional
development opportunity “Summer Technology Camp” to be held June 11-13, 2013.
Provide support for faculty wanting to transition to blended or online, as in from face-to-face
to some online, or blended to online.
8. Long term goals if funding is matched with STAC as well if funds are not matched.
The long-term goal is to grow OCIP and the 1 Y+ Fellowship Program. Progress has been made in
securing stable funding. A one-year commitment of $225K to OCIP from the Course Delivery Fees
has been secured. The College Deans supported it and the University Budget Committee (UBC)
approved it. Since STAC continues to co-fund the program, requests for support will be submitted
each year since a multi-year OCIP funding commitment cannot be supported by STAC.
A request for continued professional development funding will be made to Deans and the UBC for
FY15. Ensuring quality for all courses regardless of method of delivery is the primary mission of the
4
OCIP/1Y+ Fellowship under Distance Education, Teaching Academy, and the Instructional Innovation
and Quality Unit.
9. Additional Activities
Peer Review of Online Courses Program
The Online Course Improvement Program is using Quality Matters (https://www.qualitymatters.org)
as the foundation for improving online courses. Quality Matters (QM) is a faculty-centered, peer
review process that is designed to certify the quality of online and blended courses using the QM
Rubric. Quality Matters program standards guide quality assurance for online education. OCIP's
goals were to conduct 2 formal QM online course reviews for national QM recognition as well as
having 5 Las Cruces faculty getting QM certified as peer reviewers. Goals for the 2013-2014 year are
to increase these numbers to 5 formal QM course reviews and having 16 certified peer reviewers for
the QM program at NMSU. See Appendix F for OCIP's brochure on Peer Review of Online Courses.
The following activity occurred for the Peer Review of Online Courses Program:
CEL 580/EDLT575
ENGL 203
Formal QM Online Course Reviews
Tools and Techniques for Online Teaching and Learning
Business and Professional Communication
Certified QM Peer Reviewers (Faculty)
Stephen Anderson, HSS
Krista Kozel, DACC
Betsy Stringham, ACES
Sandra Johnson, IIQ
Kourtney Vaillancourt, FCS
Theresa Westbrock, Library
Susan Wilson, HSS
Certified Facilitator Trainers (Support)
Sharon Lalla, Teaching Academy
2012/2013 Costs
Activity
Formal QM Course Reviewers
Cost
$150
Qty.
3
Total
$450
Formal QM Course Reviewers*
QM Peer Reviewer Certification
QM Facilitator Trainer Certification
0
$350
$500
3
6
2
0
$2100
$1000
$3300
1
$3300
QM License
*Conducted by Support Staff
Summer Technology Conference
The Summer Technology Conference was a three-day conference June 11-13 consisting of a cohort
of twenty-five faculty. Over fifty applicants applied for the cohort and 25 were selected based on
their responses to the application. See Appendix F for evaluation and feedback. Goals for the
summer conference included providing workshops on Canvas, Quality Matters, and Web 2.0 tools;
offering twenty hours of professional development to all participants; and provide conference
5
opportunities to any faculty not included in the cohort to attend the conference through open
registration. See Appendix G for participant feedback and evaluation of the technology conference.
Workshops
iPad Basics
Canvas Tools
Using your iPad in Canvas
Your Course Map: Course
Goals and Learning
Objectives
Meeting QM Standards:
Communicating your Online
Course
Web 2.0 Tools
iPad Apps for Faculty
The following faculty attended this year’s Summer Technology Conference:
Participants
Elsa Arroyos, EDUC
Timothy Barnett-Queen,
Mary Benanti, A&S
HSS
Carmen Boje, ETSE
Melinda Chavez, FCS
Ruth Burkhart, HSS
Joseph Gladstone, HSS
Zhen Chai, EDUC
Cecilia Hernandez, EDUC
Andrea Joseph, A&S
Loana Mason, EDUC
Amal Mostafa, A&S
Patricia MacGregorMendoza, A&S
Jesse Munoz, A&S
Donald Pepion, A&S
Deborah Rhein, EDUC
Kris Robinson, HSS
Cristobal Rodriguez, EDUC
Naomi Schmidt, BUS
John Scarbrough, HSS
Lois Stanford, A&S
Christina Schaub, ENGR
Elizabeth Stringham, ACES
Cynthia Murrell, A&S
Ann Bock**
**No costs incurred since this faculty member had her own iPad
The following costs were incurred during this year’s Summer Technology Conference:
Item
iPads
Refreshments
Lunches
Qty.
24
3
3
Cost
$479-499
$100 per day
$260 per day
Total
$11,536
$300
$780
Other*
$355
Approx. Total
$12,971
*stylus, iPad covers, bags, cleaning kits
6
Other Conference Scholarships
Scholarships were offered for OCIP fellows to attend national conferences concerning online and/or
blended learning. Through an application process, six fellows were chosen to attend five different
national conferences. One fellow was unable to attend and declined their offer. The scholarship
paid for the attendee's conference Early Bird registration, travel, hotel, food, transport, parking, and
other miscellaneous expenses. A total of up to $1800 (except for Galveston which was $1400), for
travel, per diem (hotel & food), registration, and other expenses was supported. As part of the
opportunity to attend the conference of their choice, OCIP fellows agree to "give back" to the
university community in the form of a presentation, workshop, or as a guest speaker.
First Name
Last Name
College
Name of Conference
Ali
Ahmad
DACC
Texas Distance Learning Conference
Galveston, TX
Margaret Ann
Bock
ACES
Blended Learning Conference (Sloan C)
Milwaukee, WI
Chris
Cramer
ACES
Distance Learning Conference
Madison, WI
Kurt
Depner
Dona Ana
Community
College
Emerging Technology Conference (Sloan C)
Las Vegas, NV
NMSU - Main
US Distance Learning Association
Conference
St Louis, MO
Niki
Mott
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10. What is your budget for this OCIP year?
OCIP Y4 STAC Budget
Master ICT Budget 2012-2013
Percentage
Amount
Salaries
Instructional Consultant Lead (.62 FTE)
$35,368
Instructional Consultant Intermediate (.21 FTE)
$10,555
12 Faculty Stipends
$24,000
Subtotal
$69,923
Benefits
Instructional Consultant Lead
32%
$11,318
Instructional Consultant Intermediate
32%
$3,368
OCIP Faculty Supplemental Compensation
19%
$4,560
Subtotal
$19,246
Purchased Services
Food
$81
Total
OCIP Y4 CEL Matching Budget
Master CEL Budget
Salaries
Percentage
$89,250
Amount
Cost
Program Administrator (.30 FTE)
Program Support (.50 FTE)
$17,400
$40,000
1 Faculty Stipend
$2,000
$59,400
Subtotal
Benefits
Program Administrator
Project Coordinators
32%
32%
$5,568
$12,800
1 Faculty Stipend
19%
Subtotal
$380
$18,748
Subtotal
$78,148
Services
Quality Matters Subscription Upgrade
$1,650
QM Training and Course Review Expenses
Consultant Fees
$3,550
$5,902
$11,102
Subtotal
Total
$89,250
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Appendix A
OCIP Workshops or Hybrid Presentations
Communications
Interaction and Engagement Online
Communications in Canvas
Using Canvas for Collaboration and Group Work
Collaboration and Group Work
OCIP Teaching Academy Events
Interaction and Engagement
Communications in Canvas
Student Groups
Graphic Syllabus
Assignments
Assignments in Canvas
Using Canvas for Collaboration and Groupwork
Interaction and Engagement Online
Interaction and Engagement
Assessment in Online Learning
Learning Objectives
Assessment in Online Ed
Learning Objectives
Student Groups
Design
Beginning Design in Canvas
Graphic Syllabus
The Online Syllabus
Additional Resources
SoftChalk Hybrid and Face to Face Workshops
Course Technology and Canvas (Video, Podcasting)
Course Technology and Canvas
Other
Accessibility
Getting Started Module
Open Educational Resources
Jossey Bass WebinarsEngaging the Online Learner
Getting and Keeping Students Engaged
Learner Support in Canvas
MOOCS
Learner Support
MOOCS
Quality Matters
Canvas Open Labs
Quality Matters
Summer Technology Conference
9
Appendix B
Faculty Comments - Reduction in Materials and Textbook Costs
I led the conversation on implementing a new textbook for our Tech Writing class (ENGL218). What
we did was get together in a small cohort to determine which text was preferable and then choose
to eliminate about half of the chapters that are either not used or whose material can be found
easily (and freely) elsewhere. As a result, we created a custom text w/ a bundled etext that cost
about $40 less than the original.
I created my workbooks with Kendall/Hunt Publishing Co. in an effort to reduce student costs.
Something that has proven even more successful with the changes we made during the OCIP
process is that we now offer Rhapsody access for the listening component of the class. It does not
reduce the cost a great deal, but it offers much more value to the student, as they now have access
to everything on the extensive Rhapsody website rather than being tied to the 70-100 tracks we had
available on the old listening CD sets we created.
I still use my textbook but am now providing all my resources online. Students no longer have to
purchase extra components outside of the text.
The textbooks that I use for Ast110, Ast308 and Hon 308 are now entirely on-line. They are free.
This decreased the text book cost for Ast110, Ast308, and Hon 308 from $100 per course to $0.
Total enrollment in these courses is approximately 120 students. The student textbook saving is,
therefore, $12,000 per course set offering.
I offered the option of using online texts and provided links to three alternate sources for books. I
also reduced the course book requirement to only one and provided supplementary materials free
of charge.
The main way I reduce cost with the online statistics class is that since I am able to use Canvas for so
many learning assignments, there is no need for the students to purchase a study guide- it is online
and they are able to purchase the older edition of the textbook and that saves them close to $100
each. So with 25 students in each online statistics class that comes to $5,000 a year total. But they
do have to still purchase the textbook and the student version of SPSS.
I have reduced textbook costs for my students as suggested by the OCIP group by allowing students
to use previous editions and providing supplemental material from the web that allows students to
individually research the topics that were added to the text in the newer edition. I also have added
videos to replace additional texts for my classes.
I am supplementing my online and face to face classes with online resources that are free. This is
steadily reducing reliance on hardcopy textbooks. It is not easy to teach anatomy and physiology
without a textbook since students have come to rely on texts quite heavily. However, my classroom
method is shifting steadily towards problem-based learning, and I am confident that in another year
or two I can completely eliminate textbooks and rely on free resources.
10
Appendix C
Samples of Student Feedback
Learning new formats and their abilities. That is was online so classroom talk did not hinder
the teacher performance and thoughts of progress.
It was easily accessible.
I really enjoyed the discussions because it allowed me to understand the movie from other
people's views and it pointed out stuff I may have missed. Also, I enjoyed the choosing of
movies to view.
The online course was without difficulties or issues. Was able to maneuver through it with no
problems.
It was easy to find the assignments and what was required each week.
I liked that there was a discussion almost every week and the expectation was always
discussion due on Monday and the responses due on Wednesday.
I really enjoyed the aspect of submitting every assignment as a discussion.
The additional academic readings.
The content, movies, and papers.
I liked that we got to practice communicating professionally with our peers and I got to
prepare for the work environment.
I did enjoyed the structure the class had
The instructor's feedback and the readings.
Regular coursework deadlines and expectations. Instructor knowledge and enthusiasm. My
professor gave very comprehensive feedback that included follow-up questions. This
contributed greatly to my comprehension of the course material.
That everything was online :)
I like the way the instructor taught and communicated
Collaborating with other students and getting through assignments as a group.
How everything was online.
There were lots of interactions between classmates. This was due to the professor creating
opportunities for this type of participation.
11
Appendix D
Full List of 1Yr+ Fellowship Participants
Applicants
Totals A&S ACES
BUS
EDUC
ENG
HSS
Other
Qualify
Cohort 1 (2009)
25
4
6
2
5
0
0
8
17
Cohort 2 (2010)
19
2
8
3
4
1
1
0
19
Cohort 3 (2011)
22
9
0
0
3
5
3
2
20
Cohort 4 (2012)
34
10
3
4
3
1
0
13
30
100
25
17
9
15
7
4
23
86
Accept
A&S
ACES
BUS
EDUC
ENG
HSS
Cohort 1
14
2
1
2
3
0
0
8
Cohort 2
15
2
5
2
3
0
0
12
80%
Cohort 3
15
6
0
0
2
2
2
12
80%
60%
62%
Totals
Grads.
57%
13
Cohort 4
Totals
22
10
2
5
1
1
1
(As of
7/28/13)
66
20
8
9
9
3
3
45
Grads.
Participated
Totals
A&S
ACES
BUS
EDUC
Prof.
11
6
2
1
1
Assoc. Prof.
22
5
3
5
5
Asst. Prof.
12
6
1
2
Coll. Prof
1
1
Coll. Asst. Prof.
6
2
1
Coll. Inst.
5
2
1
Adjunct
6
3
1
Grad. Assistant
1
Totals
64
25
7
ENG
(As of
7/28/13)
6
13.3%
2
2
17
37.7%
2
1
10
22.2%
2
4.4 %
2
4
8.8%
1
1
2.2%
1
3
6.6%
1
2
4.4%
1
8
(as of
7/28/13)
1
1
1
HSS
11
4
7
45
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Appendix E
Participant Feedback from Midpoint Focus Group OCIP Cohort 4
 Highlights of Professional Development Course Evaluations from 1 Y+ Fellows
 My experience with the OCIP program was more than positive. I have learned new methods
to engage my students in the discussions, learned how to organize learning modules to fit
students, use learning objectives to measure learning, etc. The OCIP team was very helpful
and answered all questions quickly. I appreciate that.
 I found the program to be a critical part of my development as an online instructor. This
program should be required for anyone wanting to teach an online course at NMSU.
 The OCIP program exposed me to the state-of-the-art requirements for the online teaching
& learning. My participation in OCIP helped me critically re-think my approaches to
delivering hybrid or online courses. It was extremely informative and applied. I have made
some important changes during the course of the program and I continue the work on
improving my courses. I hope to see a significant payoff in terms of increase in my students
learning.
 The program gave me new insight in how students learn and how to make their learning
experience less stressful and more organized. I just wish this could be an on-going effort for
each of us teaching at the university. Every person who teaches online can benefit from this
program!
 The OCIP Fellowship has taught me the value of organization of an online course by forcing
me to visualize a new course from a student's perspective. I was forced to reexamine the
way I structure online classes, not with respect to technology, but rather with access to and
organization of content and the various ways to foster student interaction and engagement.
 I got a much stronger sense of students' needs from an online course. I found the OCIP staff
absolutely available, knowledgeable, and helpful. I also learned how to streamline some of
the busywork, esp grading.
 I think my class is so much better organized; it’s easier to navigate for the students. They
know what to do from the very beginning. I feel as if, because of this program, I will be a
better online teacher.
 And having professionals help us out certain helps me feel more… it encourages me to try
things that sound like maybe it will work, maybe it won’t but you can turn to somebody if it
doesn’t work.
 Actually the role of review is very important. Because we all come from educational grounds,
and a lot of the information we were provided was for a particular context that some of us
were not familiar with. So, having someone come in and say, well, this is what it actually
means, makes it a lot easier to incorporate. We are getting that feedback to help us relate to
the material.
 I feel like it has helped me become a better organizer, it’s helped me to match what I am
doing in my classroom with proven techniques with the rubric, and that’s really a matter of
13







contrasting and comparing at every level. And that’s that reflective, you know, here it is,
here is the standard, am I actually implementing that in my classroom. And I think it has
helped me think through what that actually means.
The webinars are very good, the first Soft Chalk I did was a webinar and then I created an
assignment page that has all sorts of little links to the helps I wanted to give them, so the
webinars are very good.
Everything about my teaching has changed because of what I have learned in here.
I think that the aligning of learning objectives and creating of learning objectives at a module
level is important.
I’ve used it in my face to face class. In fact, on a slightly different subject, I’ve made all my
face to face classes hybrid now
OCIP gave me that handle on how to actually use that blending. So it helped, like I said in
face to face classes, that I am using the same technique and the same principals but now
that I have those in front of me, I am using this in my face to face class, the blending of it the
two.
I think in my case my students actually find my courses more organized
I’m working harder on communication with my students; I’m clearly thinking more about
course design from the students’ point of view; and in new class construction, I’m starting by
building with the tools I’m learning in this program
14
Appendix F
QM Brochure
15
16
Appendix G
Summer Technology Conference Evaluation






This is a great opportunity to learn, practice, and understand the value of 21st century technology for
learning."
It will make your teaching and communication with students more fun and effective!
Of course we earned iPads, which is really cool, but I have come to see that the very fact of
developing comfort with this technology will help me connect better with my students.
Great interaction with instructors and other participants!
We were encouraged to immediately apply what we were learning and ask questions.
Very collaborative and focused on directly relevant and helpful knowledge and skills.
17