Institutional Report on Distance Education
and Off-Campus Instruction
Submitted to the Texas Higher Education Coordinating Board
May 21, 2005
PART ONE
Introduction
In the relatively few years since its last DE Report to the Texas Higher Education Coordinating Board, the University of
North Texas has developed and implemented far-reaching changes in the way that students are taught. Students
throughout Texas and in 48 states are pursuing studies at UNT. In any given semester, over 2,000 students are enrolled
in only electronically-offered classes.
While this report concentrates on how this phenomenon has impacted access to UNT’s educational enterprise for students
outside of the campus, the greater impact will most likely be on students who can be considered “residential.”
Approximately two-thirds (21,000) of all students enrolled at UNT are enrolled in a course that utilizes the learning
management system supported campus-wide at the university. The infrastructure that was created to increase access is
being used to re-invent and transform the first and second-year experience for residential students. The university has
adopted transforming large enrollment undergraduate courses as the Quality Enhancement Project topic for the SACS
reaccreditation.
Along the way, the implementation of e-learning has resulted in several surprising bi-products. Most surprising is that
providing access to online has increased the average number of semester credit hours taken by residential students and
the percentage of students who are pursuing their studies full time.
The University of North Texas will continue to strive to utilize emerging information and telecommunications
technologies in meeting the Principles of Good Practice to serve the needs of our students. This report time-span crosses
not only a century, but also a millennium. We hope that it demonstrates a solid foundation for teaching and learning in
the new millennium.
UNT Institutional Report, P.2
PART TWO
DEGREE AND CERTIFICATE PROGRAMS EXPORTED VIA DISTANCE EDUCATION AND OFF-CAMPUS DELIVERY
Program Name and Degree
Designation
Program CIP Code
Masters in Industrial
Chemistry
Masters in Engineering
Technology
BS in Electronics
Engineering Technology
TESOL Certificate Through
Distance Learning
MBA Program
40.0599.10
C
Current
[C]
or Next
Year
[NY]
Program
C
15.0000.00
C
C
100%
C
C
100%
13.0301.00
C
C
100%
52.0201.00
C
NY
100%
MBA Program
52.0201.00
C
NY
100%
MBA Program
52.0201.00
C
NY
100%
Business Certificate in
Management
MBA
52.0201.00
C
C
100%
2-way interactive
video
2-way interactive
video
2-way interactive
video
Internet
52.0201.00
C
C
100%
Internet
Computers I
Business Certificate in ECommerce
52.1401.00
C
C
100%
Internet
Computers I
15.0303.00
Credit
[C]/
NonCredit
[NC}
Percent
Delivered by
Distance or
Off-Campus
Education*
Type of Delivery
Delivered Where and to
Individuals [I] or Groups [G]
100%
Internet
Computers I
2-way interactive
video
2-way interactive
video
Internet
Glen Rose TXU G
UNT Health Sciences G
UNT Institutional Report, P.3
Glen Rose TXU G
Computers I
Glen Rose TXU G
UNT Dallas Systems Center G
Computers I
Five-course sequence in
Retailing
52.1401.00
Masters in Secondary
Education
Masters in Educational
Administration
13.1205.00
C
C
100%
Internet
Computers I
C
C
100%
Internet
Computers I
13.0408.00
C
C
100%
2-way interactive
video
Allen and Denison Cohort in
Region X ESC G
Masters in Educational
Administration
13.0408.00
C
C
100%
2-way interactive
video
Keller, Carroll, Mineral Wells
Cohort in Region XI ESC G
Masters in Educational
Administration
13.0408.00
C
C
100%
2-way interactive
video
DeSoto, Frisco, and Colleyville
Cohort in Region X ESC G
Masters in Educational
Administration
13.0408.00
C
C
100%
2-way interactive
video
Richardson, UNT-D, and Grand
Prairie Cohort in Region X ESC
G
Ed. D in Educational
Administration
Certificate in Applied
Behavioral Analysis
Masters in Educational
Administration and
Supervision
Masters in Education
Administration
Masters in Educational
Psychology
13.0401.00
C
C
100%
Richardson in Region X ESC G
30.1701.00
C
C
100%
13.0404.00
C
C
100%
2-way interactive
video
2-way interactive
video
Internet
13.0408.00
C
C
100%
Internet
Computers I
42.1801.00
C
C
100%
Internet
Computers I
UNT Institutional Report, P.4
Milford, CT G
Computers I
Masters in Computer
Education and Cognitive
Systems
Graduate Certificate in
Volunteer and Community
Resource Management
MS in Rehabilitation
Counseling
Ms in Applied
Anthropology
Graduate Academic
Certificate in Storytelling
Graduate Academic
Certificate in Advanced
Management in Libraries
and Information Agencies
Graduate Academic
Certificate in Youth
Services in Libraries and
Information Agencies
Masters of Library and
Information Sciences
Masters in IndustrialTechnical Merchandising
and Fabric Analysis
Masters in Hospitality
Management
Bachelors of Business
Administration
13.0501.00
C
C
100%
Internet
Computers I
52.0206.00
C
C
100%
Internet
Computers I
51.2310.00
C
C
100%
Internet
Computers I
45.0201.00
C
NY
100%
Internet
Computers I
25.0101.00
C
C
100%
Internet
Computers I
25.0101.00
C
C
100%
Internet
Computers I
25.0101.00
C
C
100%
Internet
Computers I
25.0101.00
11.0401.00
C
C
100%
Internet
Computers I
52.1802.00
C
C
100%
Internet
Computers I
52.0901.00
C
C
100%
Internet
Computers I
52.0101.00
C
C
100%
On Site
UNT Dallas Campus
UNT Institutional Report, P.5
Ed.D. In Educational
Administration
MBA
C Administrative 100%
Management
Bachelors
in Sociology
C
100%
13.0401.00
C
C
100%
On Site
UNT Dallas Campus
52.0201.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
45.1101.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
Masters
in Educational
C
100%
Administration
MS/MEd
Higher Education
C
100%
(Student Services
Administration)
13.0408.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
13.0406.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
MS/MEd
Counseling 100%
C
13.1101.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
Certificate
in e-Commerce
C
100%
52.1401.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
Educational
Diagnostician
C
100%
Certificate
Substance
Abuse and 100%
C
Addiction Certificate
13.1101.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
51.2310.00
On SiteC
C
100%
Site
UNT DallasOn
Campus
UNT Dallas Campus
* Distance Education is defined in CB Rules 5.152 as: Instruction in which the majority of the instruction occurs when the student and instructor are not in the same physical
setting. Instruction may be synchronous or asynchronous to any single or multiple location(s): (A) Other than the "main campus" of a senior institution (or "on campus"), where
the primary office of the chief executive officer of the campus is located; (B) Outside the boundaries of the taxing authority of a community/junior college district; or (C) Via
instructional telecommunications to any other distant location, including electronic delivery of all types.
Off-Campus Education is defined as: Instruction in which one-half or more of the instruction is delivered with the instructor and student in the same physical location and which
meets one of the following criteria: for senior institutions, Lamar state colleges, or public technical colleges, off-campus locations are locations away from the main campus; for
public community/junior colleges, off-campus locations are locations outside the taxing district.
UNT Institutional Report, P.6
PART THREE
The Institutional Report
Note: Institutional Report Guideline version IRDE-2004.1 was used for this report
Section 1. Institutional Issues
1. The institution documents compliance with The Principles of Good Practice for Electronically Offered
Academic Degree and Certificate Programs (PPG). Does your institution use the PPG Course Guide (an
example of compliance documentation) when developing new courses or evaluating existing courses?
(http://www.thecb.state.tx.us/DistanceEd/PPGCourseGuide.pdf ) If not, please attach an example of the
course evaluation form that you use and explain how it allows you to confirm compliance with the PPG.
Yes. Academic programs desiring to offer a course electronically (more than one-half of the contact hours are delivered
electronically), must submit a Distributed Learning Course Proposal Form to the Office of the Provost and Vice President
for Academic Affairs. This form (See Attachment 1) http://www.unt.edu/cdl/approval_procedures/proposal_writing.htm
was created utilizing the Principles of Good Practice for Electronically Offered Academic Degree and Certificate
Programs as the basis. The submitted form is reviewed and approved by the Provost’s Office with input from the Center
for Distributed Learning. Academic programs are urged to begin the approval process before a course migrates to more
than 50% electronic delivery. Also, the intellectual property agreement should be in place before a course is offered
electronically.
Approval to offer a program electronically (more than 50% of the course delivered electronically) requires the completion
and submission of two forms (See Attachment 2) http://www.unt.edu/cdl/approval_procedures/proposal_writing.htm
and the review of the Center for Distributed Learning Steering Committee. Representatives from the proposing academic
program meet with the Steering Committee for a discussion of the proposed program. The Provost reviews the Steering
Committee’s recommendation and makes a recommendation to the President who, in turn, recommends to the Board of
Regents.
UNT Institutional Report, P.7
2. The institution evaluates the overall effectiveness of its distance and/or off-campus education efforts
by assessing progress toward meeting its institutional goals. The evaluation outcomes are incorporated
into the institution’s overall institutional effectiveness efforts. Please summarize the process and any
remedial actions taken.
Yes. The growth in electronically-delivered courses and programs at the University of North Texas in the past five years
has been substantial (See Attachment 3). Distributed learning has been a strategic priority of the UNT President during
this time. Because the institution is so large and diverse, effectiveness measures have been undertaken at both institution
and programmatic levels.
Institution-wide assessments and actions. At the close of each semester, the Center for Distributed Learning works with
the UNT Office of Institutional Research and Accreditation to collect data by type of delivery mode on;






Completion
Success
Gender
Race/Ethnicity
Semester Credit Hours taken
Student Classification
See Attachment 4 for results from the fall 2004 semester. These results are used to determine the extent to which
distance education is meeting the university’s mission, e.g. the target ratio of on-campus to off-campus and part-time to
full-time students. Completion and success rates for individual classes are analyzed and sections in which the
completion/success rates are higher for electronically delivered courses are studied to determine methodologies that may
be generalized to other courses. Conversely, if an electronically-delivered course section has at least a 10% lower success
or completion rate than its face-to-face counterpart, the faculty member is contacted and a consultation offered.
Students are also regularly surveyed in electronically-delivered courses regarding the technology utilized and creating
plans for assessing completion and success rates in electronically-delivered courses and programs. As a result of both
formal and informal data collection on effectiveness, the University has taken numerous and varied actions to better serve
students and faculty. Some of these actions are described in Attachment 5.
Programmatic assessments and actions. Assessment of distance learning varies among programs. Department chairs
are surveyed periodically to determine how distance learning is assessed and what actions are taken based on this
assessment. The university requires that all programs administer a course evaluation instrument. Many programs
supplement this instrument with questions specific to the distance learning experience. The programs use this
information to impact faculty assignment decisions as well as course design modifications. A sample response from a
department chair (Department of Higher Education):
UNT Institutional Report, P.8
“The first level of evaluation consists of review of the data for each course by the faculty of record. This includes feedback
during the class or by learners at the end of the course on the course evaluation forms for each course. The individual
faculty member also reviews course completion and drop-out data. Secondly, in discussions in faculty meetings usually
held once each year, faculty discuss feedback from students and from faculty regarding on-campus and online courses.
Depending on the data, discussion, and the resulting needs, plans are devised and applied to address situations requiring
change. To date, retention has been high in online courses in this program, and has been at the same level as traditional
courses .
3. The institution has a position responsible for distance learning and off-campus instruction that is
appropriate for the institution and the size of the distance and/or off-campus education program.
Describe the placement of the position in the institution's organization; attach an organization chart; and
explain how this provides the appropriate oversight of programs, and of faculty and student support.
Also identify the contact person or office at the institution where questions are answered for distance
learners and for others. Note changes and improvements in organizational structure to accommodate
new modes of delivery and/or the blending of electronic technologies into traditional courses.
Yes. From September, 1996 to July, 2004, Dr. Philip Turner served as Associate Vice President for Academic Affairs for
Distance Education. At the same time, he also served as Dean of the School of Library and Information Sciences. In July,
2004, Dr. Turner was named as Vice Provost for Learning Enhancement. In both roles, Dr. Turner reports directly to the
Provost. See Attachment 6 for organizational chart. He is responsible for overseeing the planning and implementation of
the use of information and telecommunications technologies in the teaching and learning at UNT. Two of the main
outcomes of his work in this role have been intellectual property policies and funding procedures.
The Center for Distributed Learning was created in 1998 under Dr. Turner’s supervision and has grown to include nine
full-time and eleven part-time staff. See Attachment 7 for the Mission, Purposes, and Functions of the CDL. The goal of
the Center for Distributed Learning, simply put, is to provide “Cradle to Grave” support for UNT faculty as they apply
emerging information and telecommunication technologies to teaching and learning. As these technologies have
emerged, this support has included the creation of a policy infrastructure, a funding infrastructure, and a design,
production, and evaluation infrastructure. The most recent efforts of the Center for Distributed Learning include the
Blended Learning Project, in which the transformation of five large enrollment undergraduate courses is being facilitated
by the CDL, including $50,000 in direct support. See http://www.unt.edu/cdl/blendedlearning/ for more information.
Another ongoing project is CDL’s implementation of the Learning Enhancement Grants. These grants, funded by the
Provost’s Office at $150,000, support eleven projects that involve the application of technology to instruction and
interdisciplinarity. See http://www.unt.edu/cdl/funding_opps/LEGrants.htm for more information.
UNT Institutional Report, P.9
4. The institution has a process for evaluating the rationale behind the proposal of complete degree and
certificate programs for delivery via distance and/or off-campus education. What are the factors that
cause your institution to engage in distant certificate or program delivery (examples of relevant factors
include partnership opportunities, market analyses, local needs, state incentives, faculty readiness)?
Describe the process and any improvements or adjustments made since your previous Institutional Plan.
Yes. The process of proposing to deliver a program via distance and/or off-campus education includes an analysis of the
reasons to do so. Since our previous institutional plan, we have instituted a planning workshop and departments
considering such an offering are encouraged to participate. This workshop assists the department to clearly identify the
reasons for offering the program and to “fact check” any assumptions about market. A budget is created for the first two
years as part of the workshop. All departments are required to work with personnel from the CDL when preparing their
proposals.
The factors that have caused UNT to engage in distant certificate or program delivery include perceived markets beyond
the Dallas-Ft. Worth Metroplex, an increasingly congested highway system within the DFW Metroplex, partnership
opportunities, and demand for graduates in certain fields. The following are examples of some of the electronicallydelivered programs at UNT and the reasons that they were chosen for this type of delivery:
Masters of Science in Library and Information Sciences. There has been a significant shortage of librarians at all levels
and there are only three programs in Texas accredited by the American Library Association (Two of them are in Denton.)
Libraries have been very willing to partner with UNT SLIS to provide facilities and other support. Seven universities in
Texas have hosted the UNT program as well as three outside of the State. Substantial Federal and private funding for
scholarships has been available in the past few years.
Masters of Science Computer Education and Cognitive Systems. Demand for this program has been strong for the past
several years. Driving to UNT has been increasingly difficult. The State of Texas infused significant scholarship funding to
support study in this area through the Texas Infrastructure Fund.
Master of Science, Industrial-Technical Merchandising and Fabric Analytics. The department determined a state,
national, and international demand for graduates in this area and were the first in the Nation to offer the degree online.
Subsequently, the Federal Agency that manages retail stores on military bases began paying tuition for employees of these
sites who pursue the degree.
Graduate Academic Certificate in Youth Services in Libraries and Information Centers. In 2000, UNT instituted
graduate academic certificates that combine existing courses to meet the needs of students who may not want to pursue a
masters but need specific expertise or who already have a masters and want to “re-tool” in a specific area. This academic
certificate is illustrative of the genre. The severe shortage of personnel to work with children and youth in public libraries
UNT Institutional Report, P.10
prompted the creation of this certificate. Funding from the Tocker and Verizon Foundations provided tuition and
equipment scholarships at the onset of the program and this certificate continues to flourish.
Masters of Science in Rehabilitation Counseling. This program grew out of the requirement of professionals in this area
obtaining a masters degree. UNT partnered with San Diego State University and Georgia State University to develop and
deliver a masters degree in this area online. The Federal Government provided scholarships to cover tuition expenses for
all students in the geographical areas surrounding each university. As the tuition support has phased out, the number of
students has remained stable because the demand has continued for the graduates.
These examples illustrate the pattern that the development of distance/off campus programs at UNT have followed. A
need based on demand and the availability of partners is often followed by external support because of the quality of the
program and the recognition that a significant demand is being met. The process for approving the programs has evolved
since the last DL Plan and involves significantly more communication between the Center for Distributed Learning and
the academic programs to ensure that all factors are taken into account as moving a program to distance/off campus
delivery is considered.
5. The institution’s admission and recruitment policies and decisions take into account the capability of
students to succeed in distance education and off-campus courses and programs. Please describe any
improvements in the admission and recruitment policies based on analyses of student success.
Yes. The University has statements on the portal to WebCT to assist students to self-determine if they are ready to
succeed in online courses. The UNTeCampus portal page also has a “Is Distance Education Right For Me” link that takes
the prospective student to a variety of information to assist them in answering this question.
Based on analyses of student performance in distance/off campus courses, a number of programs have instituted
mandatory “self-checks” into the admission process. One example is the Information Technology Knowledge and Skills
(ITKS) exam that students take as part of the admissions process to the School of Library and Information Sciences.
Students certify that they have taken the exam and remedied any deficiencies identified. The program provides a noncredit course to assist in the remediation.
Some programs have integrated a “projected life load” calculation into their recruiting information for programs that are
delivered online. Students are made aware of a rule-of-thumb for calculating the amount of time required to be devoted in
a given week to course work. This is most often four hours for each semester credit hours taken.
UNT Institutional Report, P.11
6. The institution has established requirements for satisfactory progress and graduation for distance
education students. Please summarize requirements. Please explain in more detail and attach relevant
policies if these requirements differ from those of traditional students.
Yes. The requirements for satisfactory progress and graduation are set by the program in collaboration with the academic
dean, the Graduate Council, and the Provost’s Office. These requirements are published in the appropriate catalogs. In no
case, do these requirements for distance/off campus students differ from on campus students.
7. Policies relevant to transcripting, grading, and transfer credentials are in place. Please explain and
attach relevant policies if they are different from on-campus classes.
Yes. These policies are in place and there are no separate policies for distance/off-campus students.
8. The institution has a process in place to address the needs of distance learners who fall under the
Americans with Disabilities Act (ADA). Please explain how ADA compliance for distance education is
handled at your institution. Describe the process and any improvements or adjustments made since
your previous Institutional Plan. (The CB has accessibility documents and standards on its website at:
http://www.thecb.state.tx.us/DistanceEd/access.htm .)
Yes. The UNT Office of Disability Accommodation is an institution-wide initial point of contact for students with
disabilities who are seeking accommodations. This office is extremely proactive and UNT has the largest number of
students with disability accommodations of any institution of higher education in the State.
While electronically-delivered instruction has significantly increased access for disabled students unable to come to
campus, it has also created challenges to provide access in an entirely new environment. While UNT has made
considerable progress in meeting these challenges, we have not met our goal of seamless accommodation.
Since our last Institutional Plan, some of the actions that UNT has taken include:

Identified or created quality resources to assist faculty. See Attachment 8 for an example.
http://courses.unt.edu/webct/faculty/accessibility/course_accessibility.htm

Introduced the practice of integrating the goal of meeting the needs of disabled students into all interactions with
faculty during the design and production of online courses as well as the implementation of videoconference
courses. We believe that simply having resources is not enough and that faculty need to be reminded and assisted
to meet this goal. In addition, during the Continuous Improvement Consultation Service, where an instructional
consultant observes an online class for an extended period of time, accessibility is one of the factors discussed.
UNT Institutional Report, P.12
Created an institution-wide policy on accessibility for Web sites (See Attachment 9).
http://www.unt.edu/policy/UNT_Policy/volume2/5_1.html

Held a series of training and information sessions on the topic.
A continuing challenge for UNT is to work with the providers of our Learning Management System to reach the goal of
universal disability access. The latest version of the WebCT LMS, Vista, has a number of challenges for visually impaired
students.
9. SACS and other professional credentialing agencies are notified, as appropriate. Please explain any pending
communications with SACS or credentialing agencies.
Yes. UNT is proud that all programs that have an external accrediting agency available are accredited. These programs
have complied with these agencies’ accrediting requirements regarding notification of distance and/or off-campus courses
and programs. UNT follows the SAC’s procedures for notification. UNT is in the process of obtaining renewed
accreditation with SAC’s with a visit scheduled for Spring, 2005.
10. The institution has sufficient financial resources to initiate and sustain quality distance learning and
off-campus courses and programs; the facilities, staffing, equipment and other resources essential for
them; and a process by which funding is distributed to support distance education and off-campus
instruction. Please describe how the capital and operating budgets for distance education and offcampus instruction and supporting services are set and sufficient funds distributed.
The university provides a certain amount of support across the institution as follows:

Center for Distributed Learning. As stated earlier, the CDL provides training, design, production, and evaluation
assistance to any UNT faculty member who wishes to offer electronically-delivered courses or programs. UNT
funds the CDL directly with an annual budget of slightly more than $1,000,000.

Academic Computing. While UNT Academic Computing supports the entire instructional enterprise, there are
three F.T.E. devoted to the support of WebCT and the media server.

Videoconference Infrastructure. The Computing and Information Technology Center provides bandwidth
internally and externally to UNT. There are also two F.T.E dedicated to the technical operation of the
videoconference network.
UNT Institutional Report, P.13

Internal Grants. For the past ten years, with the exception of FY04, UNT has provided at least $150,000 in
competitive grants to fund courseware development. See Attachment 10 for a list of FY05 recipients of the
Learning Enhancement Grants. http://www.unt.edu/cdl/funding_opps/LEGrants.htm

Since our last Institutional Plan, UNT has implemented a novel and very effective method of funding distance and
off-campus programs. The Distributed Learning Funding Model (DLFM) utilizes a modified Responsibility Center
Management (RCM) approach. In the DLFM, 83% of the in-state tuition of students living more than fifty miles
from Denton and enrolled only in electronically-delivered courses goes to the College or School of the offering
program. Of the remaining 17%, 10% goes to the institution as overhead and 7% goes to the CDL. (See Attachment
11.) http://www.unt.edu/cdl/funding_opps/revised_section/fund_mod.htm
Departments utilize the DLFM monies to assist in the creation and delivery of electronically-delivered courses and
programs. The funds must be spent during the fiscal year in which they are earned and according to the regulations
governing the type of tuition from which they were drawn. The amount “earned” by departments varies a great deal as
does the number of qualifying students, but the total has increased significantly with distributions of $1,604,593 (FY02),
$2,068,472 (FY03), and $1,614,657 (FY 04).
Another source of funding to support distance and off-campus education is the Out-of-State Teaching Fee (OSTF).
Departments who offer courses in which non-Texas residents who reside outside of Texas enroll set a fee to be charged to
these students (see #12 below for information on this process). The OSTF is distributed in a similar manner as the DLFM,
with 83% retained by the department, 10% by the institution, and 7% by the CDL. Again, the amount of this funding
earned by departments varied widely with the total brought in by the institution during FY04 being $1,317,346.
11. The institution complies with CB Rules in Chapter 4, Subchapter E and with Notification and
Approval Procedures concerning prior notification of peer institutions before offering off-campus
courses and programs and the Higher Education Regional Council procedures. If your institution has
received protests from other institutions because of lack of prior notification, please describe procedural
changes in effect to prevent such occurrences in the future.
Yes. There have been a few cases in which other institutions have questioned an announced plan to offer an off campus
course. In each case, a dialog with the other institution has resolved the issue.
UNT Institutional Report, P.14
12. A procedure for calculating the cost of offering distance education courses to out-of-state students
and a process for determining that fees “sufficient to cover the cost of instruction” are charged to those
students are in place. Please describe them.
Yes. The University of North Texas established the Out-of-State-Teaching Fee (OSTF) subsequent to our last Institutional
Plan (See Attachment 12 for description of the fee and calculation forms).
http://www.unt.edu/cdl/funding_opps/revised_section/alt_tuition.htm
Programs that project that non-Texas residents who live outside of Texas will want to enroll in a course are required to set
up an OSTF before early registration. The department completes the forms to assist them to calculate the costs of
delivering the instruction. All course fees and special service fees are included in this calculation.
The university adds a 17% overhead charge for instructional support and also adds the university-wide fees minus any fees
for services that a student residing out-of-state would not be expected to use. These excluded services included Medical,
Transportation, Recreation Center, and Student Union.
The department sets up a separate section number to which the OSTF is assigned. Students residing out-of-state
registering for a course will select the OSTF section and be charged accordingly.
UNT Institutional Report, P.15
Section 2.
Educational Programs
1. The institution has procedures in place for planning, development, approval and review of distance
and/or off-campus education programs to ensure quality and currency; and for meeting external
accrediting bodies’ standards. Please explain the process for programs (not for individual courses).
Describe any improvements to these procedures based on program reviews.
Yes. Departments considering offering entire programs (undergraduate or master’s) through distance education or off
campus are urged to work with the Center for Distributed Learning early in the process. In actuality, there have been few
programs at UNT that have made the leap from totally residential face-to-face to offering at a distance or off campus. The
usual pattern is for a program to gradually increase the number of electronically-delivered courses until the culture within
the program is ready for the transition if one is desired. Even in cases in which funding was made available for the
transformation of an entire degree program, the actual transformation has taken place over several years. This
transitional period provides the time for the Center for Distributed Learning staff to work with the department at the
design and production level, the policy level, and logistical level.
When a department indicates that they are considering offering a program through distance learning or off campus, the
usual practice is to hold a meeting involving the department chair, key faculty members, and UNT support personnel
(usually representatives from the Registrar, Bursar, Financial Aid, Library, and CDL). This meeting is both preceded and
followed by meetings with CDL staff to assist the program in creating a program proposal that adheres to the Principles of
Good Practice for Electronically Offered Academic Degree and Certificate Programs as well as dovetails with the UNT
support structure (See Attachment 2 for the forms used to propose a program).
The proposal is reviewed and approved by the department chair, dean, and any other entities required by college and
school rules. Accreditation requirements specific to any external accrediting bodies are considered in approval
consultations. The Center for Distributed Learning Steering Committee reviews the proposal, meets with representatives
from the proposing program, and makes a recommendation to the Provost. The Provost recommends to the President and
the final review is held by the Board of Regents. The procedure for doctoral programs is similar except for the additional
steps of review by the THECB Distance Education Advisory Committee and the THECB.
This process has been modified based on feedback from participating parties. As an example, the need for the meeting
with the representatives from the Registrar, Bursar, Financial Aid, Library and CDL became clear after individual students
had problems with these service groups because logistical arrangements had not been made.
2. The institution has plans/procedures for assessing student learning outcomes. The institution also
evaluates student retention and student satisfaction in its distance and/or off-campus education
programs and courses and uses the results of the assessment to improve courses and programs. You are
UNT Institutional Report, P.16
encouraged to submit existing summaries of meaningful conclusions drawn from data on student
retention and student satisfaction, as you would provide to SACS.
Yes, see Section 1, Number 2. Our plans and procedures are at both an institutional level as well as programmatic. At the
institutional level, data are collected on completion and success rates for each course section. These data are analyzed by
mode of delivery. Additionally, data are gathered on choice of mode of delivery by gender, race/ethnicity, student
classification, etc. The most successful courses are studied to determine characteristics that might be generalized.
Consultation is offered to faculty responsible for less successful courses
At the program level, use of outcomes data has been used in a variety of ways. As an example, in the School of Library and
Information Sciences (over 80% of courses delivered electronically), a wide variety of data are collected from students,
alumni, and employers. Results of this data collection include the creation of a virtual student union, introduction of more
community-building events, and formation of a student paper and project award.
3. The institution evaluates the effectiveness of the electronic delivery modes it uses in the context of
student learning. How are delivery technologies chosen for specific courses and programs? Please
summarize how particular technology strategies are aligned with the type of content to be delivered and
the learning goals.
Yes. At the conclusion of each semester, data on student completion and success are analyzed by mode of delivery (See
Attachment 4 for sample data). In addition, programs collect and analyze student data. There are also departments that
use pass rates on state and national exams as the basis for analyzing the mode of delivery. As an example, the Behavioral
Analysis Program uses the National Certification Exam as their benchmark. To date, the students in their program have
exceeded national averages for passing this exam.
Delivery modes are chosen in consultation with the Center for Distributed Learning within the process for approval to
deliver courses/program electronically (See Attachments 1 and 2). The type of learning sought, the characteristics of the
students, as well as the prevailing pedagogy in the face-to-face version are often the primary factors in making the decision
regarding mode of delivery. While the current method of instruction may not be the most efficacious at times, the comfort
level of the faculty member is an important factor. There are many programs that have migrated directly from a face-toface delivery to a 100% Web delivery. There are others that have migrated first to a videoconference (distance
independent synchronous) mode and then to Web delivery.
UNT uses a blended approach in many of its Web courses. The faculty decide which components of the course require a
face-to-face delivery mode and what are the activities that need to take place during that mode. As an example, the MBA
Program plans to require students to attend three weekends with the primary goal of socialization and meeting mid-to
upper-level management. The Master’s in Library and Information Sciences Web Institute Program requires students to
attend two four-day institutes at the start of each of the first two semesters. These institutes involve lectures, labs, and
UNT Institutional Report, P.17
evening social events. In that same program, courses in Legal Informatics, Medical Informatics, and Metadata each
require a weekend of face-to-face classes that involve providing access to specialized on-site resources and student
presentations.
4. Programs and courses provide for timely and appropriate interaction between students and faculty,
and among students. Please explain how these interactions occur and any improvements or new
techniques for interaction that have been implemented.
Yes. The University of North Texas has adopted WebCT as the supported platform. Currently, we utilize both Campus
Edition and Vista (732 sections and 391 sections, respectively in Spring, 2005). These learning management systems
provide many tools for faculty-to-student and student-to-student interactions. The university does not dictate to
programs or faculty how they will interact with students. However, plans for interaction are required when proposing a
course or program to be delivered electronically. In addition, the need for and methods to achieve interaction are covered
in faculty training programs. Also, this has been the topic of several of the Brown Bag Lunch Series that are held monthly.
Faculty regularly share the methods that they use and the pros and cons of each.
Some of the methods utilized to enable and promote interaction are:

Toll free number.

Departmental policy of a 24-hour turnaround to posted email.

Requirement of weekly chats.

A “lyceum” website to promote communications among students and between students and faculty not directly
related to a specific course.

A community bulletin board.

A “Virtual Student Union,” SLIS Village. See Attachment 13.
5. Appropriate security measures are in place to assure the integrity of student work and testing. Please
explain these measures and any improvements that have been made.
Yes. The university provides training in methods to ensure the integrity of student work within a distance course. The
WebCT LMS’s provide tools by which a faculty member can randomly arrange quiz or test questions and can limit the
access time to a particular quiz or test. The university holds a campus-wide license to Turnitin.com which is a tool for
faculty to use to determine if papers contain content that can be found on the Web or in a variety of journals. The Center
UNT Institutional Report, P.18
for Distributed Learning serves as the facilitator for the license and has conducted various training sessions on the use of
this tool.
Faculty have employed a variety of methods to address this issue. Many faculty have moved away either partially or totally
from “paper and pencil” testing to portfolio or project-based evaluation. Some faculty meet on-site for testing and many
of these use general access computer labs for the testing. This has presented a problem at UNT because of the high
demand for these labs for general lab use. As a result, the use of the general access labs for testing is a secondary priority.
We are currently in the process of determining the overall university need for lab-based testing and hope to address this
need. UNT also participates in the TIF Grant Funded Testing Cooperative in which students from participating
universities can take exams at the testing centers of other members.
Finally, there are some faculty who utilize a proctor system for students at a distance. The usual method is for the student
to provide the name and contact information of a proctor who is contacted for validation. The proctor prints the exam,
administers it, and returns the completed exam for grading.
6. All electronically delivered courses and programs are listed on TexasDistanceEducation.com. If not,
please explain why.
Yes. The university has implemented a process though which standard course information is published on all
electronically delivered courses at UNT before students begin early registration for a particular semester or summer
session. See www.UNTeCampus.com or www.DistanceEducation.com. These data form the basis for the data to be sent
to TexasDistanceEducation.com and through THECB, to the Southern Regional Electronic Campus.
UNT Institutional Report, P.19
Section 3. Faculty
1. The qualifications for distance and/or off-campus education faculty are the same as faculty teaching
the same courses in a traditional on-campus format. Please describe the rationale applied for making
exceptions.
Yes. For the vast majority of courses, the qualifications of the faculty teaching the distance courses are the same as the
faculty teaching the residential courses. In some cases, the qualifications are higher for online courses because a senior
faculty member will choose to teach electronically because of the challenge of teaching in a new medium, the opportunity
to receive internal and external grants, to prepare for modified service and/or retirement, etc.
In the programs that have experienced the greatest enrollment growth, the departments have often taken advantage of the
geographical independence factor for course instructors. A number of programs have implemented a team approach to
teaching in which full-time faculty serve as lead members of a teaching team. They are most often responsible for
curriculum development and oversee a team of teaching assistants and clinical faculty. Typically, the clinical faculty are
practitioners who assist with grading, lead discussions, etc. The size of these teams can be expanded and contracted based
on enrollment demands.
2. The institution provides orientation, training, and support services for faculty involved in distance
education and off-campus programs. Please describe any improvements that have been made.
Yes. Since its last Distance Education Report, the University of North Texas has implemented a wide variety of programs
and services to support distance education. The Center for Distributed Learning was established in 1998 to provide
“Cradle-to-Grave” support for electronic teaching and learning at the University of North Texas. The Center has grown to
13 full-time and nine part-time staff members.
The CDL provides an extensive suite of training for faculty who are planning on using either Videoconferencing or Webbased technologies in their teaching. See Attachment 14 or
http://www.unt.edu/cdl/training_events/WebCT_training/webct_schedule.htm for a listing and description of the
formal courses. The CDL also hosts a monthly “Brown Bag” series in which faculty and other presenters speak about
various topics and demonstrate portions of their classes. The CDL serves as a conduit for distributed learning training,
including hosting the Dallas Telelearning Programs. The university is also a premium member of the Sloan-C University
Transformation Project and publicizes the programs that are available through this project to faculty.
The Center for Distributed Learning has five full-time instructional consultants who work individually with faculty to
assist them in designing Web-based instruction. They are supported by graphics, video, and programming support
personnel. There is a full-time videoconference support staff member who supports the training for and delivery of
videoconference-based instruction. In summary, the University of North Texas provides a wide array of high quality
UNT Institutional Report, P.20
support for its faculty as they utilize emerging information and telecommunications technologies and this support is
provided at no cost to the faculty.
3. Procedures are in place for appropriate evaluation of faculty involved in the distance and/or offcampus education program (such as procedures that evaluate faculty-student interaction). Please
describe these procedures and any changes that have been made to the evaluation process.
Yes. The University of North Texas requires that all faculty provide students with the opportunity to evaluate each course
and the teaching of that course. Furthermore, this procedure must provide for confidentiality. The results of these
evaluations are used by personnel affairs committees and by administrators as part of the annual evaluation of all faculty.
Direct observation of faculty by administrators and peers is less uniform. Some departments have procedures in which
triads of faculty members visit each other’s courses. Most departments require visits to all non-tenured faculty including
adjuncts.
One of the challenges that we have faced is “visiting” an online course. We have modified and adopted an online course
observation form to assist administrators and peers to constructively observe online courses (See Attachment 15). In
addition, the CDL provides a service in which an instructional consultant will join a course for an extended period of time.
They then provide the faculty member with an in-depth report and suggestions for improving the course.
The University has also instituted an Outstanding Online Course/Teaching Award. One of the reference points in making
the nomination is the online course observation form. The award process also identifies exemplary courses that are
identified in www.UNTeCampus.com.
4. Faculty have a role in development and evaluation of courses. Please describe this role and their role
in affirming adherence to the Principles of Good Practice.
Yes. The majority of online courses taught at the University of North Texas have been developed by the faculty who are
teaching them. These same faculty also serve as the chief evaluators of the course that they teach. As described earlier,
UNT has in place a process for approving courses to be offered electronically that is driven by the Principles of Good
Practice. In addition, most of the courses are developed with the participation of instructional consultants from the
Center for Distributed Learning. These consultants use the Principles of Good Practice as the touchstone for their
practice.
There are cases in which electronically-delivered courses are taught by faculty who did not design the course nor who
maintain the course. However, in all of these cases, the courseware was required to go through the review and approval
process.
UNT Institutional Report, P.21
5. A policy exists that addresses faculty teaching load for those involved in distance and/or off-campus
education. Please attach the policy and explain rationale.
Teaching loads at the University of North Texas are determined by the department chair or, in some cases, the dean of a
school. These vary considerably among and between administrative units. Therefore, there is no university-wide policy
regarding teaching load for distance and/or off-campus education. However, providing a course release for courseware
production is a common practice.
If teaching a course electronically will result in enrollment beyond what is typical in a residential format, there are several
ways in which compensation is addressed. The university has a published schedule of teaching load credit for large
enrollment classes. This, however, is for reporting purposes to the THECB and does not necessarily impact course load at
the departmental level. Departments vary on how larger enrollments in electronically-delivered courses are handled. As
an example, in the School of Library and Information Sciences, the faculty adopted a policy that provides a one-third
course credit for each additional 15 enrollments in a course. The faculty can take these credits as a course release or as
increased operational support for travel or graduate assistant support.
6. A process exists for evaluating the credentials of faculty employed by other institutions who are
teaching courses for which your institution is awarding credit.
Yes. All faculty who teach courses for which credit is awarded by the University of North Texas must meet the
requirements set by the SACS standards. In addition, faculty who teach graduate-level courses must meet the
requirements set by the Graduate School. There have been a few cases in which faculty at other institutions taught an
electronically-delivered course in which students at both institutions were enrolled and these faculty met the same
requirements that UNT faculty would meet.
7. The institution has policies on intellectual property, faculty compensation, copyright guidelines, and
the distribution of revenue (if applicable) that are appropriate for distance and/or off-campus education.
Summarize policies that address issues raised by distance and/or off-campus education.
Yes. The University of North Texas was one of the first institutions in the nation to develop an intellectual property policy
for electronically-delivered course materials (See Attachment 16.)
http://www.unt.edu/policy/UNT_Policy/volume3/15_2_17.html
The UNT policy addresses the use of copyrighted materials within the course. The philosophical underpinning of the
policy is that the best course materials will result from a partnership of the university and the faculty. The policy
establishes four categories of partnerships. These are determined by the relative contribution to the creation of the course
materials provided by the institution and the faculty member. Under Category I, the university provides no support other
than what would “normally” be provided. Under Category IV, the university provides all of the support in a “work-forUNT Institutional Report, P.22
hire” scenario. In Categories II and III, both the faculty member and the university contribute to the creation of the
course materials.
If a faculty member uses their own courseware in teaching a course, they are not entitled to compensation for the use of
the courseware. If another faculty member uses the courseware, the faculty member receives a royalty, negotiated as part
of an agreement with the department chair, unless the agreement was under Category IV.
The vast majority of intellectual property agreements at UNT have been in Categories II and III, with royalties ranging
from 8% to 12% of the tuition. There are currently over 200 intellectual property agreements in place. An intellectual
property agreement is required as part of the course approval process.
UNT Institutional Report, P.23
Section Four: Student Support Services
1. The institution provides distance and off-campus learners access to appropriate student services.
Please describe the support services to distance and/or off-campus students in each of the following
areas (as applicable) and how they are evaluated: admissions, registration, academic advising, remedial
services, placement services, testing and assessment, orientation, computing departments, financial aid
offices, and help desk/hot line. Include the URLs of examples. (Note: attachment of descriptive
documents is encouraged.) How have these services been updated or improved?
Yes. The provision of a wide range of quality student services has been an ongoing challenge as electronically-delivered
programs have grown in number and in geographical dispersion. The university has committed significant resources to
develop a variety of tools that enhance the access and quality of student services for all students.
Admissions. The admissions process has undergone a significant change since our last report. UNT has established a
central admission site (See Attachment 17). http://www.unt.edu/admissions.htm
There is now an online admissions process. Programs that are offered online have established a variety of tools to assist
applicants, e.g., toll-free numbers and online “steps to admission.”
Registration. Registration and payment at UNT is available online and the student is provided with numerous points of
online assistance (See Attachment 18). See http://www.unt.edu/attendingclasses.htm and
http://www.unt.edu/registrar/general/assist.htm. Much of this information is also available by telephone.
Academic Advising. Programs that are offered online provide academic advising through a variety of methods. All
programs provide for email contact with advisors. Some programs utilize the university phone bridge to hold advising
sessions. One program established sites at other institutions that were located near students and installed video
telephones at these sites so that students could see as well as hear their advisors. These have been replaced by the use of
web cameras at the desktop of the individual students. Programs with geographically-based cohorts often hold advising
sessions on location. Another technique is to hold “All School Days” at various locations with a large UNT population.
These events provide programming as well as opportunities for the students to meet with an academic advisor. See
Attachment 19 for an example.
Placement Services. The University of North Texas Career Services Office provides a web site
http://careercenter.unt.edu/cs_home.htm that provides a variety of information on careers. This center works with
programs that are offered online or at a distance to service those students. As an example, the Center conducts a virtual
career day in which they present online about preparing a resume and a cover letter. Students can then engage in an
asynchronous discussion with staff from the Career Services Office.
UNT Institutional Report, P.24
Testing and Assessment. This has been an ongoing challenge at UNT. UNT is in the process of migrating to WebCT Vista
which has superior assessment tools built into the LMS. The Student Tracking Tool provides a wide variety of information
on the use of the platform by the student. Faculty use a variety of techniques such as timed release of questions and
automatic randomization of questions. Some faculty require students to arrange for local proctors for tests.
There are faculty who require proctored on-site testing. Several years ago, UNT was the lead institution in setting up a
Statewide testing network in which institutions would create and share testing centers for students enrolled in online
courses. Adequate access to computer labs for online testing is a continued challenge at UNT. We are currently
conducting a survey to determine the extent of the demand and have identified a number of methods of meeting demands.
Orientation. The university requires all undergraduate students to attend an on-site orientation process. Since at this
time, UNT does not offer full programs online at the undergraduate level at this time, this has not proven to be a problem.
At the graduate level, programs provide for orientation in a variety of ways. Most require a meeting of the students at a
common location to provide an orientation.
Computing Services. The university provides a high level of computing services for all students. Many students take
online courses as well as residential courses and these students have access to general access computing laboratories at
UNT with state-of-the-art equipment for use by any UNT student. http://www.gal.unt.edu/ All UNT students are
provided with an Eagle Mail account and access to a server to create a Web page.
UNT Information Technology Services also provides access to a wide variety of information technology training lessons
that are available online. These are often integrated into a non-credit online training opportunity for entering students in
programs that are offered online (See Attachment 20). http://www.unt.edu/cbt
Financial Aid Offices. Financial aid services for all UNT students has been the foremost challenge in student services at
UNT. With increases in enrollment and significant increases in tuition charges, the number of students filing for financial
aid has doubled in the past three years. Financial aid was rated among the lowest of all student services in a recent survey
conducted by an outside firm. The office of financial aid has identified an employee to serve as the liaison for distance
students. This has proven to be very beneficial but because of staff turnover, there were occasional vacancies in this
position and distance students have received sub-par service. In the current fiscal year, ten new positions have been
allocated to the Financial Aid Office at UNT and we believe that the quality of service will be significantly improved.
Help Desk/Hot Line. The University of North Texas Computer and Information Technology Center provides excellent
help desk services seven days per week for at total of 95 hours per week. They provide first-level assistance to online
students, e.g., problems with logging in. They also maintain a Self-Help Web Services Portal.
UNT Institutional Report, P.25
The Center for Distributed Learning maintains a second-tier help desk for both Web-based and Videoconference courses.
Consultants are on call seven days/week and are contacted by the UNT Help Desk staff to address higher-level problems.
Both faculty and students can access this service.
2. Distance and off-campus learners have access to library resources of an appropriate breadth and
quality for the distance and/or off-campus education program(s) offered. Please provide an on-line
address and describe resources, including any difference in service for off-campus and for instructional
telecommunications students. Are electronic resources given priority on your campus?
Yes. Distance and off-campus learners have equal access to library resources as those students attending on-site with the
exception of rare and archival materials and some multimedia.
Access to electronic resources is authenticated by EUID and student password for both full text and index/abstract
databases. E-books are available via the Libraries' Online catalog and again access is authenticated by EUID and student
password. Print materials (e.g. books) are requested by students and mailed via our Interlibrary Loan Department. Print
journal articles are converted and delivered electronically. Electronic reserves are used as appropriate. Special
arrangements are made with instructors when multimedia materials are required. An online chat service, email
reference, phone and fax provide reference services to distance education students.
For a list of services and specifics see http://www.library.unt.edu/remote/offcampus.htm
UNT Institutional Report, P.26
Section 5: Distance Education Facilities and Support Services
1. The institution has available the facilities and equipment necessary to deliver its distance learning
program. Please describe, in brief, current infrastructure and procedures for evaluating its
effectiveness. Describe major changes in facilities and equipment.
Yes. UNT has made significant changes since the last report and has developed a sophisticated enterprise-wide solution to
providing support for distributed learning. Our WebCT Campus Edition environment is made up of the following
equipment:
 One Sun Microsystems server that runs the WebCT software.
o This server is fiber attached to a Hitachi SAN for storage.
The system sits directly on the public network in our server room and is used solely to run WebCT Campus Edition.
Our WebCT Vista environment is made up of the following equipment:
 One Sun Microsystems server for the Oracle Database backend.
o This server is fiber attached to a Hitachi SAN for storage.
 Two Sun Microsystems servers for the application tier that runs the actual WebCT Vista software.
 One Sun Microsystems server that is an administration node for the other application servers.
 These application servers sit behind a Radware WSD load balancer that directs the incoming traffic to these
application servers.
The WebCT Vista environment sits on a private network in our server rooms that is only accessible to the outside world
through the Radware WSD load balancers. The WebCT Vista servers are used solely to support WebCT Vista.
We strive for 24X7 99.99% uptime for each of our WebCT environments; these systems are mission critical to the
University of North Texas. See Attachment 21 for diagrams of the system.
UNT also has a high-quality videoconference network. See Attachment 22 for a description.
2. Arrangements have been made for off-campus delivery of required laboratories, clinical placement
sites, workshops, seminars, etc. associated with distance learning activities. Please describe these
arrangements and any improvements that have been made.
Yes. Since our last report, programs have developed a variety of ingenious methods for meeting the needs of these
services. For electronically-delivered courses that serve a local student population, the laboratory remains an on-campus
UNT Institutional Report, P.27
experience. In other cases, faculty have developed on online laboratory, e.g., in the Engineering Technology Department,
a faculty member developed an online electrical testing lab that allows a student to go through the same procedures as the
on-campus lab. In the Masters in Chemistry Program, the department utilizes a virtual chemistry laboratory through a
license with a commercial provider.
The College of Education is utilizing two-way video to extend its supervision of practicum students. Faculty utilize a
desktop two-way video camera/microphone/codec to watch their students teach and to hold conferences with them and
the local supervisor.
The School of Library and Information Sciences employs on-site practica supervisors who work with students within a
designate geographical area to set up and supervise the practicum experience. This School also provides access to the oncampus workshops and seminars through the SLIS Village, a “virtual student union.” Speakers are video-recorded and the
presentation is streamed in the meeting hall of the SLIS Village. The speaker participates in an asynchronous discussion
in this site for a designated period of time.
UNT Institutional Report, P.28
Institutional Report on Distance Education and Off-Campus Instruction
The University of North Texas
Attachments
UNT Institutional Report, P.29
Attachment 1
Proposal Form for offering a course electronically
http://www.unt.edu/cdl/approval_procedures/proposal_writing.htm
UNT Institutional Report, P.30
Distributed Learning1 Course Proposal Form
Please complete this cover sheet and include it with your Distributed Learning Course Proposal and a copy of your Intellectual
Property Agreement. It is not necessary to submit an Intellectual Property Agreement for videoconference courses that are not being
recorded for future distribution. Course proposals shall be submitted to the Office of the Vice President of Academic Affairs for final
consideration.
Department: ___________________________________________________________________
Course Number: ________________________________________________________________
Course Title: ___________________________________________________________________
Mode of Instruction: ____________________________________________________________
Location(s) (if site-based): ________________________________________________________
Effective Term: ________________________________________________________________
Submission Date: ________________________
Is the proposed distributed learning course in the existing UNT course inventory?
Yes
No
NOTE: If the course is not in the existing UNT course inventory, it must receive approval as a new course before this distributed learning course
proposal is submitted. After approval, if mode of delivery changes, a new course approval will be required (e.g. videoconference changes to Webbased course)
If this proposal is reviewed by the Center for Distributed Learning, please have a representative provide a signature:
CDL representative: _____________________________________________
Date: _____________
Please attach a copy of the Intellectual Property Agreement (required) for this course. The copy must contain signatures of faculty member,
department chair and dean. Other approvals may still be pending.
REQUIRED SIGNATURES
Department Chair: _________________________________________
Date: _____________
UNT Institutional Report, P.31
Dean: ___________________________________________________
Date: _____________
Provost/V.P. of Academic Affairs: ____________________________
Date: _____________
UNT Institutional Report, P.32
Distributed Learning1 Course Proposal Form
Please use this form in the preparation of a course or program proposal to be submitted for approval. Please attach the appropriate
course or program cover sheet and secure the necessary signatures.
Need and Marketing
1. Describe how this course or program fits within the Mission of UNT.
2. Describe how the need/market for the course or program has been established.
3. Describe the plans for marketing the course or program.
Curriculum and Instruction
1. Describe the program/course including content and type of learning (factual, conceptual, application, psychomotor, attitudinal) and
type of student (motivation, individual/group learner, special needs, and other relevant characteristics).
2. List any special challenges that the distributed learning environment poses for the students.
3. Describe how the necessary interaction between faculty and students will be provided.
4. Describe how the course/program differs from the corresponding course/program offered in a non-distributed mode.
UNT Institutional Report, P.33
5. Describe how comparable student learning is assured.
UNT Institutional Report, P.34
Distributed Learning1 Course Proposal Form
Resources
1. Explain how faculty will have the time to develop the course(s).
2. Describe which sources of funding have been identified (course fees, contracts, internal and external grants, and distributed
learning funding model).
3. Describe what resources, if any, will be needed from the Center for Distributed Learning.
Student Services
1. Describe how will students be admitted, registered, and advised.
2. Describe how students will be trained in the instructional technology used.
Faculty Support
1. Describe how faculty will be prepared to teach in the distributed learning environment.
2. Describe how faculty will obtain access to the necessary instructional technology.
UNT Institutional Report, P.35
3. Describe what compensation the faculty will receive for teaching.
4. Describe the arrangements that have been made regarding ownership of materials generated in the course(s).
UNT Institutional Report, P.36
Distributed Learning1 Course Proposal Form
Resources for Learning
1. Describe how access to library materials and reading/viewing materials will be obtained.
2. Describe any special laboratories, equipment, or facilities that will be required for the course/program and how these will be
provided.
Commitment for Support
1. Designate who is the instructional leader(s) for the revision or creation of the distributed learning coursework.
2. Describe how a student will be able to finish a full program of studies.
3. Verify that the method of delivery being used is a supported item at UNT (Academic Computing, Center for Distributed Learning,
etc.) or designate how this technology will be supported.
4. Provide the names/affiliations of those who you have consulted with in preparing your distributed learning proposal (Center for
Distributed Learning, departmental contacts, external consultants, etc.), if any.
UNT Institutional Report, P.37
Distributed Learning1 Course Proposal Form
Evaluation and Assessment
1. Describe how student learning, student retention, and student/faculty satisfaction are assessed.
2. Describe how support services, technology effectiveness, faculty and student training, and other program aspects are assessed.
3. Describe how program or course announcements are made.
4. Describe how distributed learning students keep in contact with the main campus and with each other.
1
A course is considered delivered by distributed learning if the faculty and student are not physically present for at least 50% of
the time and if the medium of transmission is digital (Web, Internet, Videoconference, CD-ROM, etc.). A program is considered
delivered by distributed learning if over 50% of the courses are delivered via distributed learning.
UNT Institutional Report, P.38
Attachment 2
Proposal form for offering a program electronically
http://www.unt.edu/cdl/approval_procedures/proposal_writing.htm
UNT Institutional Report, P.39
Distributed Learning
Program Proposal Cover Sheet
Please complete this cover sheet and attach it to the front of your Distributed Learning Program Proposal with copies of your Intellectual Property
Agreements attached for the appropriate courses (see page 2).
It is not necessary to submit an Intellectual Property Agreement for videoconference courses that are not being recorded for future distribution.
Submit your proposal to the Center for Distributed Learning to be forwarded to the Steering Committee for a recommendation to be forwarded to
the Office of the Provost/Vice President of Academic Affairs and subsequently to the Office of the President.
Department: _________________________________________________________________________
Program Name: ______________________________________________________________________
Method/s of Delivery: _________________________________________________________________
If delivery methods vary, indicate Web (W), Videoconference (VC), or Off Campus (OC) beside each course on the next page.
Site Location/s (if site-based) ___________________________________________________________
Effective Term: ______________________________________________________________________
Submission Date: ___________________________
Do all the courses in the proposed distributed learning program exist in the UNT course inventory?
Yes
No
NOTE: If the course is not in the existing UNT course inventory, it must receive approval as a new course before this distributed learning course
proposal is submitted.
If this proposal is reviewed by the Center for Distributed Learning, please have a representative provide a signature:
CDL representative: _____________________________________________
Date: _____________
REQUIRED SIGNATURES
Department Chair: ______________________________________________
Date: _____________
Dean: ________________________________________________________
Date: _____________
Center for Distributed Learning (CDL): _____________________________
Date: _____________
UNT Institutional Report, P.40
(will route to Steering Committee)
CDL Steering Committee: ________________________________________
Date: _____________
Provost/Vice President
for Academic Affairs: __________________________________________
Date: _____________
President: _____________________________________________________
Date: _____________
UNT Institutional Report, P.41
Distributed Learning
Program Proposal Cover Sheet
List each course in this program according to its intellectual property agreement status as indicated below. If delivery
methods vary, (e.g., 4 courses Web, 2 courses Videoconference) indicate their method in the right column with “W” for
Web, “VC” for Videoconference, or “OC” for off campus, face-to-face teaching where applicable. If delivery is the same for
all courses (e.g. all Web), disregard this column.
Note: Any course additions to your program not listed in this proposal will require individual course approval through the
Provost. If the course is not in the existing UNT course inventory, it must receive approval as a new course before this
distributed learning course proposal is submitted. After approval, if mode of delivery changes, a new course approval will
be required (e.g., videoconference changes to Web-based course).
A. Intellectual Property Agreement is in place (Provost approval) or not required as in the case of a videoconference that is
not being recorded for future distribution.
Course Number and Title
W/VC/OC
B. Intellectual Property Agreement currently pending approval (attached copies with faculty member, department chair, and
dean signatures required)
Course Number and Title
W/VC/OC
C. *No Intellectual Property Agreement, course will be offered in the future, author pending. Separate course proposal with
Intellectual Property Agreement will be submitted when author and delivery date are identified. Approval required through
Provost office.
Course Number and Title
W/VC/OC
UNT Institutional Report, P.42
*Please note that any courses with this status will require individual course proposal approvals with Intellectual Property Agreements before they
may be delivered. Please do this as soon as the course author is identified. These courses will not be on the approval list maintained by the
Provost’s office, remaining unavailable for registration until approved. 3/27/04
Proposal to Deliver a Program *Electronically
Part One
Required by SACS and submitted to Office of University Planning
as Appendix B:
THE SUBSTANTIVE CHANGE PROSPECTUS
1. ABSTRACT (limit to one page or less)
Describe the proposed change; its location; initial date of implementation; projected number of students, if applicable; description of primary
target audience; projected life of the program (single cohort or ongoing); and instructional delivery methods.
2. BACKGROUND INFORMATION
Provide a clear statement of the nature and purpose of the change in the context of the institution’s mission and goals; whether the proposed
degree program is offered on the main campus; whether it was offered in 1995 when the university was last reviewed by SACS; or at other
off-campus sites (list the sites).
3. ASSESSMENT OF NEED AND PROGRAM PLANNING/APPROVAL
Discuss the rationale for the change, including an assessment of need; evidence of inclusion of the change in the institution’s ongoing planning
and evaluation processes (for example, how does it fit into the university’s vision); and documentation that the program’s faculty were
involved in the review and approval of the new method of delivery or program.
4. DESCRIPTION OF THE CHANGE
Is this a new delivery system for an existing program? List the student learning outcomes for the program (these should be the same as for
programs offered face-to-face on-campus or at another approved site) and describe how the faculty will assess whether the students achieve
the learning outcomes and how changes will be made to the program using the results of this assessment. Provide a list of courses for the first
UNT Institutional Report, P.43
year. If any, describe differences in admission, curriculum, or graduation requirements for students enrolled in the program with the new
delivery system, from the on-campus program. If there are not differences, just say “Same as for program offered on-campus” and attach a
copy of the admission and graduation requirements (you may attach copies of pages from the catalog). List the name of the coordinator of the
program and provide their email address.
5. FACULTY
Provide a complete roster of those faculty (full-time and part-time) who will teach in the program using the “Roster of Instructional Staff” that
can be found at http://www.unt.edu/planning/SACS/FacultyRoster031302.doc
6. LIBRARY AND LEARNING RESOURCES
Describe library and information resources that students can access to support the program (contact Frances A. May for assistance
fmay@library.unt.edu ). Describe any cooperative agreements with other institutions and include a copy of the agreement in the
appendix. Describe how students and faculty will be trained to use electronic library materials. If students need access to other
learning resources, describe how they will have access.
[Note: For new programs or the expansion of existing ones, the terms of electronic resource contracts and/or the number of
simultaneous users may need to be negotiated, or for existing electronic resources, re-negotiated. This process will require several
months to complete and possibly additional budgetary expenditures will need to be made by the academic unit and/or the
Libraries.]
7. PHYSICAL RESOURCES
Provide a description of physical facilities and equipment to support this initiative, if applicable. Describe how the proposed new program or
method of delivery will impact existing program and service physical resources.
UNT Institutional Report, P.44
8. FINANCIAL SUPPORT
Provide a business plan that includes the following: (a) a description of financial resources to support the change, including a budget for the
first year; (b) projected revenues and expenditures and cash flow, excluding required university tuition; (c) the amount of resources going to
institutions or organizations for contractual or support services; and (d) the operational, management, and physical resources available for the
change.
9. EVALUATION AND ASSESSMENT
Describe how the academic department will monitor the quality of the program. Describe how support services, technology effectiveness, and
faculty and student training in the use of technology will be assessed. Describe how the results of these assessments will be used to improve
the program and services. Please attach a list of the learning outcomes for the program and describe how the program evaluates
whether students achieve them.
10. APPENDICES
Attach necessary supporting documentation in appendices.
Please note that the Commission on Colleges reserves the right to make amendments to the above requirements for certain types of changes.
Institutions initiating level changes must request and complete an “Application Form” in quadruplicate.
*A program is considered to be delivered electronically (i.e. interactive video/web-based) if the majority of courses in the program can be taken
in either of these modes.
UNT Institutional Report, P.45
Attachment 3
Headcount of DL students for Fall, 1999 through Fall, 2004
UNT Institutional Report, P.46
UNT eCampus Historical Enrollments
Combined Graduate and Undergraduate
10,000
471
9,000
685
745
8,000
643
558
7,000
6,000
5,000
576
9,074
8,470
4,000
7,399
3,000
7,665
6,722
538
827
4,345
497
2,000
2,982
400
2,318
435
1,000
1,754
1,202
258
0
Videoconference
Internet
8
308
276
112
160
855
Spring
1998
Fall
1998
Spring
1999
Fall
1999
Spring
2000
Fall
2000
Spring
2001
Fall
2001
Spring
2002
Fall
2002
258
308
276
435
400
497
827
538
576
558
643
745
685
471
8
112
160
855
1,202
1,754
2,318
2,982
4,345
6,722
7,399
7,665
8,470
9,074
UNT Institutional Report, P.47
Spring
2003
Fall
2003
Spring
2004
Fall
2004
Videoconference
Internet
Attachment 4
Sample Outcomes Assessment Results
UNT Institutional Report, P.48
Attachment Four
Sample Outcomes Assessment Results
% Pursuing Full-Time Studies
Average SCH by Mode of Instruction
79.33
71.06
80
14
70
12
60
10
50
12.29
11.26
8
40
4.94
6
30
20
4
7.73
2
10
0
0
Both
UNT only
Dist only
Both
UNT only
Dist only
% Enrollment by Classification
100%
17.64 17.5 18.04 17.3
80%
0.4
0.8 1.16 2.6
11.5 14.47
8.6
Mode of Instruction (Female)
4.5
24 22.29
Both
16%
60%
86.79
40% 81.9 81.59 80.78 80
64
63
20%
0%
Freshman
Junior
Post Bach
Doctoral
Both
Dist only
UNT only
Dist only
3%
UNT only
Dist only
Both
UNT
only
81%
UNT Institutional Report, P.49
Undergraduate
Completion
Success
COBA
CAS
COE
CO ENG
CO MUS
SCS
SLIS
SMHM
SVA
TOTAL
1
Graduate
Completion
Success
% Total Enrl1
On
Campus
INET
On
Campus
INET
On
Campus
INET
On
Campus
INET
On
Campus
INET
94%
93%
97%
94%
95%
95%
91%
97%
96%
94%
92%
89%
93%
97%
98%
87%
86%
96%
90%
92%
80%
77%
91%
77%
89%
85%
82%
87%
89%
81%
81%
70%
79%
61%
86%
66%
76%
76%
77%
76%
91%
90%
94%
95%
96%
91%
96%
87%
92%
92%
90%
86%
89%
n/a
n/a
93%
93%
100%
n/a
91%
82%
87%
92%
89%
93%
88%
95%
84%
89%
89%
81%
71%
83%
n/a
n/a
85%
90%
89%
n/a
86%
86%
99%
81%
96%
98%
82%
16%
74%
97%
90%
11%
1%
15%
3%
2%
11%
81%
26%
3%
7%
Percentages do not total 100% because all instructional delivery modes are not represented.
UNT Institutional Report, P.50
Attachment 5
Listing of actions which the university has taken as a result of feedback on DL to better serve
students and faculty
UNT Institutional Report, P.51
Actions Taken as the Result of DL Assessments
For videoconference classes:

Added an after hours help desk. The help desk is operated in the evenings beginning with the first connection until
the last class ends. In the event that the help desk employee must leave before the last class ends, the phone is
forwarded to an on call full-time employee. The help desk is also available on weekends as necessary.

Created a trouble tracker and call log which tracks the problems associated with our videoconference connections
and equipment. These logs are used to determine what types of issues must be dealt with in order to enhance the
quality of the videoconference experience.

Developed a training program to assist faculty who teach via videoconference. We expanded the training to include
those who teach at off-site locations such as Region 10, Region 11, Midwestern State University, UNT Dallas Campus
and the UNT Health Science Center. Likewise, we developed a training program for our Room Coordinators as well
as the Room Coordinators at the Dallas campus.
For online classes (including classes using WebCT as supplemental)

Created the UNTeCampus which is a portal for standardized information on electronically-delivered courses and
programs at UNT. There have been over 250,000 hits to this site in the year since its inception. See
www.UNTeCampus.com

Altered the UNT Information Technology Help Desk as follows:

Increased hours of operation

Increased collaboration with Center for Distance Learning and the Web Administration areas to point out problem areas reported by
students, and find solutions or workarounds.

Hired a programmer at the Helpdesk to automate some processes, thus streamlining the time it takes to help a student be added to a
course, or diagnose a problem area on their workstation setup.
UNT Institutional Report, P.52


Full-time staff has participated in training to create courses in WebCT CE and Vista to better understand the process behind the
system, as well as use the tool for employee training.
When interviewing new student workers, we make sure anyone hired is either in a web based course, or has taken one in the past.
UNT Institutional Report, P.53
Attachment 6
Organizational Chart for the Center for Distributed Learning
UNT Institutional Report, P.54
Philip Turner
Philip
Turner
Vice Provost for
Vice
Provost for
Learning Enhancement
Learning
(940) Enhancement
565-4462
(940) 565-4462
pturner@unt.edu
pturner@unt.edu
Wanda
Philip Roberts
Turner
Administrative Assistant
Vice Provost for
(940) 565-2708
Learning
Enhancement
wroberts@unt.edu
(940) 565-4462
pturner@unt.edu
Patrick
Philip Pluscht
Turner
ViceDirector
Provost for
(940) 565-4936
Learning
Enhancement
pluscht@unt.edu
(940) 565-4462
pturner@unt.edu
EmilyTurner
Rich
Philip
Senior Marketing
Vice
Provost
for
Specialist
Learning
(940)
565-2942
Enhancement
emilyrich@unt.edu
(940) 565-4462
pturner@unt.edu
Stacia Gibson
Philip
Turner
Senior Instructional
Vice
Provost for
Consultant
Learning
(940)
369-7669
Enhancement
stacia@unt.edu
(940) 565-4462
pturner@unt.edu
Carol Latham
Philip
Turner
Instructional
Vice
Provost for
Consultant
Learning
(940)
369-8446
Enhancement
clatham@unt.edu
(940) 565-4462
pturner@unt.edu
Jane Himmel
Philip
Turner
Senior Instructional
Vice
Provost for
Consultant
Learning
(940)
369-8137
Enhancement
jhimmel@unt.edu
(940) 565-4462
pturner@unt.edu
Jennie
Philip Vautrin
Turner
Instructional
Vice
Provost for
Consultant
Learning
(940)
369-8175
Enhancement
jvautrin@unt.edu
(940) 565-4462
pturner@unt.edu
Mike
PhilipWilhelmi
Turner
Media Specialist
Vice
Provost for
(940) 369-7668
Learning
MWilhelmi@unt.edu
Enhancement
(940) 565-4462
pturner@unt.edu
Rachel Turner
Harris
Philip
Instructional
Vice
Provost for
Consultant
Learning
(940)
369-7670
Enhancement
rgartner@unt.edu
(940) 565-4462
pturner@unt.edu
Joesph
C. Hoffmann
Philip
Turner
Instructional
Vice
Provost
for
Programmer
Learning
(940)
369-7294
Enhancement
hoffmann@unt.edu
(940) 565-4462
pturner@unt.edu
Samer Hassan
Philip
Turner
Instructional
Vice
Provost for
Programmer
Learning
(940)
369-7962
Enhancement
samer@unt.edu
(940) 565-4462
pturner@unt.edu
UNT Institutional Report, P.55
BrendaTurner
Ritz
Philip
Videoconference
Vice
Provost
for
Coordinator
Learning
(940)
369-7877
Enhancement
ritz@unt.edu
(940) 565-4462
pturner@unt.edu
Mark Withers
Philip
Turner
Videoconference
Vice
Provost for
Services Technical
Learning
Supervisor
Enhancement
(940)
369-7071
(940) 565-4462
wither@lis.admin.unt
.edu
pturner@unt.edu
Attachment 7
Mission, Purposes, and Function of CDL
UNT Institutional Report, P.56
Our Mission
The mission of the Center for Distributed Learning (CDL) is to assist faculty in the development and delivery of highquality instruction through distributed learning technology. Our mission supports the University's goal to enhance
learning-centered environments that help students get the most from their academic experience. In an effort to
accomplish our mission, the Center provides UNT faculty with many services:







Expert consultation
Cost-effective and shared production facilities, equipment, and software
Technically competent personnel
Training for hardware and software
Assistance in meeting local, state, and regional approval requirements for distance education classes
Assistance with the use of copyrighted material
Assistance in marketing distributed learning courses
The CDL helps faculty members maximize the University's human and equipment resources. We support faculty in their
implementation of distributed learning by serving as a liaison for various administrative and technical support
functions.
Purpose
In the next decade, emerging telecommunications and information technologies will significantly impact teaching and
learning in higher education. The primary purpose of the Center is to furnish you with one-stop assistance in using these
technologies to provide the highest quality teaching and learning experiences, independent from time and distance.
The Center for Distributed Learning seeks to:

Provide initial consultation to help you determine the best combination of
technologies that will enable your students to succeed
UNT Institutional Report, P.57





Provide a team that will assist in implementing the instructional approach that you choose
Enable you to increase your understanding, skills, and comfort level with
distributed learning technologies
Act as a liaison to support functions including the library, registrar, admissions, legal, The Coordinating Board
and the Southern Association of Colleges and Schools
Help you to obtain grants to support the re-engineering of your courses
Assist in evaluating the outcomes of your distributed learning courses
The Center recognizes that you, as a UNT faculty member, are the key to the University's ability to thrive in the highly
competitive and volatile environment of the next decade, and it has the purpose to assist you.
Function
The Center supports faculty in the implementation of distributed learning by serving as a liaison for various
administrative and technical support functions for successful course delivery. The Center also serves as an origination
point for policy suggestions related to distributed learning. A Steering Committee made up of representatives from the
various UNT constituencies provides continual direction for the Center. In addition, a representative from the Center
serves on the UNT Information Resources Council.
UNT Institutional Report, P.58
Attachment 8
Faculty Resources for Designing Accessible Online Courses
http://courses.unt.edu/webct/faculty/accessibility/course_accessibility.htm
UNT Institutional Report, P.59
Designing Courses for Accessibility
WebCT is committed to making its platform accessible to everyone. Beginning with version 3.6, WebCT has taken steps to
implement Section 508 guidelines (29 U.S.C. 794d). The company's 508 Implementation page explains the ways in which the
software's structure and course building tools comply with these guidelines. The company continues its mission to maintain and
improve platform accessibility by conducting internal and external audits against both industry standards (e.g. Web Accessibility
Initiative Standards - WAIS, W3C) and Section 508 guidelines.
Additionally, WebCT provides suggestions for course designers who are building courses in WebCT to ensure that their courses
comply with the various components of the Section 508 Guidelines.
Because WebCT offers course designers flexibility in the kinds of materials they can upload to their course sites, designers are
responsible in making sure the content they provide to students is accessible. Course designers and instructors should become
familiar with techniques for making various formats accessible. The remainder of this page provides information and links to help
instructors make content accessible. If you have questions about any of this information or need assistance, please email
webctfac@unt.edu.
WebCT Course Design
"Concrete suggestions for making your online course accessible." Written by Glen Low, WebCT. Date: Sept. 19, 2001.
"WebCT, Accessibility, Usability and the Disabled Student" Division of Distance & Distributed Learning (DDL), Georgia State
University.
"WebCT Course Design Accessibility Checklist."
Posted by Rob Shea, May 28, 2003. (Requires Adobe® Reader®.)
PDF
"How to Create Accessible Acrobat PDF files." Written by Paul Bohman, WebAIM. Last updated April 21, 2002.
"How to Create Accessible Adobe PDF Files Booklet." Acrobat accessibility, Adobe® Systems Incorporated. Copyright 2003.
UNT Institutional Report, P.60
PowerPoint
"How to Create Accessible PowerPoint Slides on the Web." Written by Paul Bohman, WebAIM. Last updated: Sept. 2002.
"Microsoft Office Web Publishing Accessibility Wizard For PowerPoint, Word, and Excel." Division of Rehabilitation Education
Services, The University of Illinois. Most recently updated: 19 May 2003.
Multimedia
Macromedia Flash Animations or Interactions
"Accessibility: Macromedia Flash MX Features." ©1995-2003 Macromedia, Inc.
"Making Flash Accessible." WebAIM. (Note: This article does not contain details about some of the new features in Flash MX. We will incorporate
information about the accessibility features of Flash MX in the near future.)
Captioning for Audio and Video
"Captioning for the Web." WebAIM. (Note: This is an excellent overview of captioning for video and audio with links to more detailed instructions for
specific software programs such as Quicktime, Windows Media, etc.)
Web Page Content (HTML)
See "Tips and Tools for Creating Accessible Web Pages."
UNT Institutional Report, P.61
Attachment 9
UNT Web Accessibility Policy
http://www.unt.edu/policy/UNT_Policy/volume2/5_1.html
UNT Institutional Report, P.62
Policy Manual
Classification
Number: 5.1
University of North Texas
Date Issued: 07/29/2003
SUBJECT: UNIVERSITY OF NORTH TEXAS WEB ACCESSIBILITY POLICY
APPLICABILITY: ALL NEW AND UPDATED WEB SITES AT UNT
The University of North Texas is committed to making its web sites and web applications accessible to all users. We have created
the following web accessibility requirements that are designed to improve accessibility for users with disabilities. The requirements
are based on federal and state guidelines, policies and coding standards for creating accessible web sites.
In accordance with the State of Texas definition of a "state web site," this policy shall apply to all UNT web sites and pages
including UNT's home page and any key public entry points. The requirements listed below shall be required to be followed for
every new web site or page that is created or updated starting after the publication date of this policy. UNT also encourages site
administrators to examine existing sites and implement accessibility features to provide equivalent access.
New web sites shall be checked for compliance when a link is requested on the UNT home page. Existing UNT web sites shall be
contacted for accessibility issues as complaints or concerns are initiated.
Further explanation for each requirement and technical resources can be found at http://www.unt.edu/webinfo/accessibility.
The UNT web accessibility requirements:
Every image used on the UNT web site shall use an “alt tag” to provide access for people using assistive technologies. Images used
to convey information not duplicated in an accessible format elsewhere on the page require a descriptive alt to provide equivalent
information. Images used only for design, structure or that do not provide unique information shall have a “null” or “blank” alt
(alt=”” or alt=” “).
UNT Institutional Report, P.63
Whenever multimedia presentations or streaming video (such Real, Quicktime, Flash or Microsoft streaming media formats, etc.)
are used on the web, the presentation shall be evaluated to determine the best method for providing equivalent access. Access
options can include captioning or providing a text transcript for the presentation.
Web pages shall be designed so that all information conveyed with color is also available without color for those with color
blindness or viewers with devices that do not display color.
When style sheets are used, the pages shall be created so that the documents are still readable if the web viewer does not have style
sheet capabilities, or if the viewer has disabled style sheets. Text presented in a web document shall be created in such a manner that
the web viewer can adjust the text size to promote readability.
When image maps are used as a navigational element in the page, client side image maps shall be used (instead of server-side image
maps) in conjunction with alt tags to provide text equivalents for those using assistive technologies.
When tables are used to present data (as opposed to create design), markup shall be used to designate the relationships between the
rows, columns and cells in a table for web viewers using assistive technologies.
Frames used on the UNT web site shall be created using techniques that facilitate frame identification and navigation including the
use of the “title=” attribute inside of the <frame> tag.
The use of animated content on a web site (animated gifs, plug-ins, or other technologies) requires that the page be evaluated to
make sure that people with disabilities are not adversely affected and that the information is still accessible.
A text-only page of web content shall be created and maintained only when a web page cannot comply through any other means.
The text-only version shall be updated when the regular page content is updated.
When scripting languages (javascript, vbscript, java, etc) are used to convey essential information or to create navigation or interface
elements, functional text shall be used to convey equivalent information.
When plug-ins are required in order to display information, it is the responsibility of the web developer to make sure that the plug-in
and the plug-in’s content comply with assistive technologies or to provide the web viewer with alternative content that is accessible.
The web developer must also link to the download location of the plug-in on the pages that require the plug-ins to be installed.
Electronic forms designed to be completed online shall be designed so that all input fields, cues and directions are available to those
using assistive technologies. This includes making sure that the titles or descriptions of input fields can be read in an order that
clearly identifies the information being requested for each form elements.
UNT Institutional Report, P.64
A method shall be provided that permits users to skip repetitive navigation links.
When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required.
To improve the accessibility of all UNT web sites, all new and updated web sites should be tested on multiple browsers and
platforms. New web site’s markup should be validated to ensure proper coding and rendering on multiple platforms, browsers, and
browser versions. Accessibility issues shall be checked by accessibility web sites or software.
Where To Address Web Accessibility Concerns or Questions
Existing web site compliance problems can be addressed to the Director of University Online Communications in University
Communications and Marketing using the following contact options:
E-mail: ucmweb@unt.edu
Phone: (940) 565-3476
Mailing address:
P.O. Box 311070
Denton, Texas 76203-1070
Please send your name, contact information, the nature of the accessibility problem, and the web site address or specific web page
that contains your accessibility issues.
UNT Institutional Report, P.65
Attachment 10
List of recipients of the LEG Grants FY 05
http://www.unt.edu/cdl/funding_opps/LEGrants.htm
UNT Institutional Report, P.66
Learning Enhancement Grant Awards 2004-2005
The Provost allocated $150,000 to fund this grant program. There were a total of 18 proposals submitted requesting $383,784. A
six-person evaluation committee completed an 11-item scoring sheet for each of the proposals. These scores were tabulated and
rankings established to serve as a starting point for the committee to discuss which proposals to fund. Written comments on each
proposal were also captured in the initial scoring. On December 8, 2004, the committee met for several hours to discuss the rankings
and formulate its funding recommendations. In order to stretch the funds as far as possible, the committee recommended funding
only two proposals at 100%. Nine other proposals were recommended for funding at some level. Seven proposals were not
recommended for funding due to limited funds. Formal letters of award were delivered to recipients on January 24, 2005.
College/School
Department
Project
Coordinator
Title
Total
Amount
Funded
Arts & Sciences
Chemistry/Biology
Diana Mason & Lee
Hughes
Improving Pedagogical Content Knowledge
(PCK) for Science Teachers
$14,000
Arts & Sciences
English
Kathryn Raign
Proposal to Develop Online Version of Course
English Composition Courses
$8,000
Arts & Sciences
Geography
Harry Williams
Developing Online Labs for a Large-Enrollment
Geography Lab-Science Class
$2,874
Arts & Sciences
Linguistics
John Ross
A Field Methods Course in American Sign
Language
Not
Funded
Arts & Sciences
Radio, Television &
Film
Harry Benshoff
A Documentary History of Sexuality
Not
Funded
Business
Administration
Finance
Michael Impson
Conversion of the MBA/MS Course in
Investments (FINA 5210) into a Web-based
Course
Not
Funded
Business
Administration
COBA
Interdisciplinary
Derrick D'Souza
Developing the Online MBA Core: A Prelude to
Program Offering in 2005-2006
$32,000
Business
Administration
Marketing
Jhinuk Chowdhury
An Online MBA with a Concentration In
Marketing
$24,000
UNT Institutional Report, P.67
Community
Service
Anthropology
Education
Technology &
Cognition
Larry Naylor, Christina
Wasson, Doug Henry,
Online Masters Program in Applied Anthropology
Mariela Janes & Alicia
Re Cruz
$24,000
Cathleen Norris
Technology Applications in Science &
Mathematics
$8,000
Engineering
Computer
Science/Engineering
Michael Kozak
Development of Engineering Ethics as a Webbased Course and the Conversion of Professional
Presentations to a Web-based Course to Better
Meet the Needs of the College of Engineering
$14,000
Library &
Information
Sciences
Library & Information
Sciences
Jiangping Chen
The Development of SLIS 5970 Database
Modeling and Design for Information
Professionals as a Web-based Course
$6,748
Music
Music
Cindy McTee
Virtual Orchestration
Not
Funded
Music
Music
William Scharnberg
Center for Stress Management in the College of
Music
Not
Funded
Music
Music
Deanna Bush
MUMH 2040: Music Appreciation
$6,748
Visual Arts
Art
Kelly Donahue-Wallace
ART2350: Art History Survey I
$9,630
Visual Arts
Art
Max Kazemzadeh
Electronic Media Art
Not
Funded
Visual Arts
Studio Art
Andy Holtin
Collaborative Course Proposal: Electromechanical
Systems in Art
Not
Funded
UNT Institutional Report, P.68
Attachment 11
DLFM description
http://www.unt.edu/cdl/funding_opps/revised_section/fund_mod.htm
UNT Institutional Report, P.69
Distributed Learning Funding Model
The purpose of the Distributed Learning Funding Model is to encourage the enrollment of students at UNT who would
otherwise not attend because of distance limitations. These students must be enrolled in distributed learning courses or
programs. Through this model, 83% of the tuition is returned to the offering College or School. Because the University
must budget for these funds before the start of the fiscal year, departments must identify the courses in which qualifying
students will enroll.
UNT Institutional Report, P.70
Attachment 12
Out-of-State Teaching Fee (OSTF) Description
http://www.unt.edu/cdl/funding_opps/revised_section/alt_tuition.htm
UNT Institutional Report, P.71
Out of State Teaching Fee
The Texas Legislature has ruled that courses taken by students outside of the State do not qualify for formula funding.
Students in these courses are charged an Out of State Teaching Fee in lieu of tuition and instructional fees. This
fee must cover the cost of instruction, including overhead. On February 1, 2001, the UNT Board of Regents approved
such a fee.
Each department may determine the cost for each course in which students residing outside the State are expected to
enroll. While the vast majority of these courses will be delivered electronically, this fee also applies to courses in which
faculty travel to an out of state site to deliver instruction. Departments propose a fee to be charged in lieu of tuition. The
proposed fee is reviewed and approved by the college or school and university administration. Departments may make a
"profit" on the course. The Center for Distributed Learning is available to departments for assistance with setting up the
fee.
Eighty-three percent of the fee is placed in a local account within the department and these funds may roll over into the
next fiscal year. Colleges and schools may retain a portion of the funds for administrative overhead.
Departments should propose Out of State Teaching Fees before registration begins for the semester in which the course
is to be taught and the fee applied.
UNT Institutional Report, P.72
Attachment 13
Home Page of SLIS Village
http://Webct.unt.edu
UNT Institutional Report, P.73
UNT Institutional Report, P.74
Attachment 14
Web Course Training Page from CDL Site
http://www.unt.edu/cdl/training_events/WebCT_training/webct_schedule.htm
UNT Institutional Report, P.75
Web Course Training
The Center for Distributed Learning offers the following training courses:
Designing Instruction for Online Courses - This course is for faculty who are planning to replace face-to-face,
classroom contact hours with online instruction. It teaches the skills necessary to enable good pedagogy for the online
learner through effective instructional design. The CDL recommends that faculty and instructional designers take this
course and focus on content development at least several months in advance of tackling the how-to of using WebCT
Campus Edition or WebCT Vista. Content development is the most time-consuming portion of online course
development and if possible, a year should be devoted to this task. This course requires a minimum of a 20 hour
commitment.
WebCT Xtreme: WebCT Campus Edition Training - This course is for faculty and teaching assistants who are
about to begin teaching an online course in WebCT Campus Edition. This course covers the basics of how to use all of
the WebCT Campus Edition tools, including communication tools, content tools, quizzing tools and assignment tools.
Teaching and Managing with WebCT Vista - This course is for faculty and teaching assistants who are about to
begin teaching an online course in WebCT Vista. This course covers the basics of how to use all of the WebCT Vista
tools, including communication tools, content tools, quizzing tools and assignment tools.
Visual Design and Multimedia for Online Courses - This course introduces faculty, instructional designers and
teaching assistants to web design principles and multimedia tools that can be used to create an effective online
environment. This is an online course designed to provide you with a basic understanding of design and interactive
multimedia. An overview is provided of the components used to create good web design and multimedia, including text,
graphics, animation, sound and video.
You can register for a course online by and view the current training schedule on the Training Schedule and Registration
form.
UNT Institutional Report, P.76
Sequence of Training Courses
The CDL recommends that you take:

Designing Instruction for Online Courses - at least a year in advance of when you intend to teach your
course.

WebCT Xtreme: WebCT Campus Edition Training or Teaching and Managing with WebCT Vista within a couple of months of when you intend to teach your course

Visual Design and Multimedia for Online Courses - after you've taught your online course for at least a
semester and you're ready to begin adding multimedia to it
If you have any questions about training opportunities, please email vistafac@unt.edu.
UNT Institutional Report, P.77
Attachment 15
Online Course Observation Form
UNT Institutional Report, P.78
DRAFT
DRAFT
DRAFT
VIRTUAL CLASSROOM OBSERVATION FORM1
Instructor Name: ______________________________ School/College: ______
Department: ____________________________ Class: ___________________
Semester/Year: _______________ Observer: __________________________
Introduction: This form is intended to aid the observer in appraising both the courseware and the faculty member’s
implementation of the courseware so that both may be continuously improved.
1. Course Home Page
Is the home page clear, concise, understandable? Are there directions for the student or visitor about where to begin
(e.g. “Start Here” or “Read Me First”)? Are all of the links operational?
Comments/Examples:
2. Course Syllabus
Is appropriate quality information provided in the syllabus or elsewhere? (See Attachment A for the Syllabus Information
Checklist.)
Comments:
1
Elements of this form were drawn from the Alamo Community College District Form
UNT Institutional Report, P.79
DRAFT
VIRTUAL CLASSROOM OBSERVATION
3. Instructional Strategy
Does the course utilize an appropriate variety of media (text, graphics, audio/video) to deliver the content and
accommodate different learning styles? Can students select from this variety? Do the lessons follow sound instructional
design principles (present, give examples, apply, summarize, and assess)? Is there interactivity during and after content
blocks?
Comments/Examples:
4. Responses to student questions/requests for information
Does the instructor provide a process for student questions? Is it clear, concise, understandable? Does the instructor
indicate how often he/she will be available for questions and how quickly a response can be expected Does the faculty
respond within the stated timeframe? Are the responses constructive? Is there an excess of logistics questions that
might indicate poor course construction?
Comments/Examples:
5. Student-to-student interaction
What are the mechanisms for student-to-student interaction? Is peer learning encouraged? Is student interaction
positive and encouraging? Is student interaction sufficiently related to course content?
UNT Institutional Report, P.80
Comments/Examples:
DRAFT
VIRTUAL CLASSROOM OBSERVATION
6. Organization and Navigation
Does the content of the site appear organized? Are instruction pages clear, concise, understandable? Are there
directions for the student about what to do or where to go in the course or on the Web? Are the links (if any)
operational? Are images where they are supposed to be?
Comments/Examples:
7. Clarity of assignments
Does the instructor have a clear mechanism for the requirements and submission of assignments? Does the instructor
have a “back-up” plan for submitting assignments? Is this plan clear, concise, understandable?
Comments/Examples:
UNT Institutional Report, P.81
Overall Appraisal:
Recommendations:
UNT Institutional Report, P.82
Attachment A
Syllabus Information Checklist






Course title, section, start/end date (Calendar tool link)
Prerequisites
Instructor’s e-mail address, voice mail, and fax number
Course description
Course objectives
Time estimate for class time online and study time
Communications policy












Information about asynchronous or synchronous communication assignments, interactions, small group interactions
and/or individual postings.
How/when will you provide feedback and your average response time
How/when/why should students contact you
How/when/why should students communicate with each other
Weight for spelling, punctuation, etc
Whether participation will count towards grading
Other required meetings (e.g. onsite)
Study guide (at least the major concepts covered in each section of the course)
Grading
Grading breakdown and scale
Total possible points
Homework policy
Assessment



Method (proctored, open book, etc)
Format (objective, subjective)
Turnaround time for grading
UNT Institutional Report, P.83



Feedback provided
Make-up exams
Withdrawals and incompletes with applicable dates
UNT Institutional Report, P.84
Syllabus Information Checklist (CONTINUED)
Course materials















Required and optional textbooks
Supplemental materials (CD ROMs, videos, workbooks, etc)
How to acquire all course materials
Course Schedule (include on Calendar tool)
Course begin/end dates
Orientation (location, date AND time if meeting in real-time)
Any dates you will not be available
Other required meetings (location, date AND time)
Unit assignment deadlines (date AND time)
Exams (location, date AND time)
University holidays
Deadlines for dropping classes
College holidays
Other – goals, worksheets, extra credit, additional services
Course evaluation (what to look for in an online course)
Revised 10/30/02
UNT Institutional Report, P.85
Attachment 16
UNT Policy on Creation, Use Ownership, Royalties, Revision, and Distribution of Electronically
Developed Course Materials
http://www.unt.edu/policy/UNT_Policy/volume3/15_2_17.html
UNT Institutional Report, P.86
Policy Manual
Classification
Number: 15.2.17
University of North Texas
Date Issued: 2/11/00,7/03
SUBJECT: DISTRIBUTED LEARNING -CREATION, USE, OWNERSHIP, ROYALTIES,
REVISION AND DISTRIBUTION OF ELECTRONICALLY DEVELOPED
COURSE MATERIALS
APPLICABILITY: TOTAL UNIVERSITY
I.
Introduction
This policy addresses the use of distributed learning at the University of North Texas. Distributed learning is a pedagogy
whereby students are instructed via electronic transmissions, often utilizing electronically published course materials.
Electronically published course materials are materials utilizing electronic transmissions to teach students at sites distant
from the faculty member. The purpose of this document is to protect the rights of both the faculty member and the University
and to encourage the offering of quality distributed learning programs. It should be noted at the outset that in all cases except
work made for hire, the faculty member retains the ownership and copyright of the work as well as the ability to market the
work commercially. Licensure, which is the right to market the electronically developed course materials, is addressed under
the ownership and compensation heading in each of the five categories specified in Section IV. Electronically published
course materials have been a part of the curriculum at the University, but for a variety of reasons, there are still many
questions about the rights and responsibilities of University and its faculty members with respect to these methods of
instruction. Since the demand for distributed learning appears to be increasing and the continuing development of
electronically published course materials in various media seems likely, it is important to address the issues raised by the
creation, use and distribution of various forms of electronically published course materials and clarify the rights and
responsibilities of each of the parties involved. This policy is a supplement to the University Copyright Policy no. 16.1.1 and
only addresses distributed learning. To the extent this policy conflicts with the University Copyright Policy on issues
involving distributed learning, this policy prevails.
UNT Institutional Report, P.87
II.
Issues Raised
o
o
o
o
o
o
III.
Who owns copyright in electronically published course materials and how should such rights be protected?
What are the responsibilities of faculty members to utilize various technologies to meet the needs of their currently
enrolled students?
Under what circumstances should faculty members be expected to prepare electronically published course materials
for use by students not currently enrolled in their classes?
What are the rights of faculty members with regard to the continuing use of electronically published course materials?
Who may receive royalties from the sale or licensing of electronically published course materials?
What procedures should be followed to limit liability for infringement of copyright or invasion of privacy or publicity
if electronically published course materials contains material that belongs to someone other than the University or
faculty creator(s) or contains others' likenesses?
General Guidelines
A. Copyright Ownership. The University Copyright Policy recognizes that in most instances faculty members own
copyright in scholarly works created by the faculty members. Faculty members thus normally hold copyright in
electronically published materials they create on their own initiative. University of North Texas's Policy recognizes
ownership of copyright in works created under contract or as works for hire as residing with the University.
Electronically published course materials created jointly by faculty authors and others, whose contributions would be
works for hire, will be jointly owned by the faculty author and the University. Any owner of copyright in
electronically published course materials may secure copyright registration; joint owners may, but do not have to,
agree to bear responsibility for enforcement of the copyright. Faculty members should note that ownership of works
of students is controlled by Copyright Law, which means that students own copyright in their works and faculty
members must obtain their permission to incorporate student work in a faculty-authored work. Specific ownership
rights are addressed in Section IV below.
B. Faculty Responsibility to Currently Enrolled Students. Faculty members have a responsibility to meet the
reasonable needs of their currently enrolled students, including those needs best addressed by the use of technologies
to make class materials readily available. For example, if recordings may be needed by remote or handicapped
students, they should be created in the ordinary course of teaching and made available under reasonable
circumstances. Electronically published course materials such as tape recordings and videotapes created in the
ordinary course of instruction and not intended for use beyond the end of the current semester or by students other
than those registered for the class are the property and responsibility of the faculty member who creates or authorizes
them. Faculty should be willing to utilize technologies appropriate to the circumstances to make their course
materials reasonably available to their currently registered students. Faculty may dispose of such materials in
whatever manner they choose at the end of each semester and in accordance with the Records Retention Policy.
UNT Institutional Report, P.88
C. Course Development. Faculty may receive course release(s) for duties performed in the best interests of the
University's instructional program, including the development of electronically published course materials. Course
release does not automatically determine the appropriate category to place the work. Normally, a course release
would imply at least a minimal allocation of University resources i.e. category II.
D. Revision Rights. Faculty members should normally retain the right to update, edit or otherwise revise electronically
developed course materials that become out of date, or, in certain circumstances, should place a time limit upon the
use of electronically developed course materials that are particularly time sensitive, regardless of who owns copyright
in the electronically developed course materials. These rights and limitations may be negotiated in advance of the
creation of the electronically developed course materials and may be reduced to writing. Absent a written agreement,
each faculty member will have the right and moral obligation to revise work on an annual basis in order to maintain
academic standards. If a faculty member does choose to revise the work and such revision is done in a satisfactory
manner, the faculty member retains the rights to full royalties as discussed below for another year. If the University
believes a revision is necessary and no timely revision is made or if the revision made, in the University’s opinion,
does not maintain academic standards, the University may refuse to market the product, or the University may
employ another person to update the work and charge the cost of updating the faculty member’s portion of the
revision against any royalties paid to the original author.
E. Royalties. In accordance with University Copyright Policy, faculty members shall receive all royalties that may
accrue from the commercialization of electronically published course materials they create on their own initiative. On
the other hand, the University retains all royalties that may accrue from the commercialization of electronically
published course materials created by faculty members pursuant to contract or as a work for hire, including
electronically published course materials created as a condition of employment. Copyright law permits joint owners
to pursue commercialization either jointly or separately, with accounting. Other circumstances may require review on
a case-by-case basis (such as the creation of electronically developed course materials initiated by a faculty member
but using substantial University facilities.) Absent a contract specifying to the contrary, specific division of royalties
is addressed in Section IV below. In instances of joint ownership between faculty members where the University also
retains rights to royalties, the faculty members shall determine by written document the division of royalties. Absent a
written document of division of royalties, the faculty members shall divide their share pro rata based on participation.
F. Contributed Materials. Liabilities may be incurred with respect to the inclusion of materials in Electronically
published course materials other than materials created by the author of the electronically developed course materials
and inclusion of voices or images of persons in the electronically developed course materials, including audience
members and guest lecturers. It is the policy of University that all faculty and staff comply with the law, including
copyright and privacy laws; therefore, it is the responsibility of the creator of electronically published course
materials (normally the faculty member) to obtain all permissions and releases necessary to avoid infringing
copyright or invading the personal rights of others. Guidelines for the use of student works are available on the
Center for Distributed Learning Web Site (http://www.unt.edu/cdl/useguide.html).
G. Use of University's Name. Faculty members must observe the same requirements that apply in other contexts with
respect to the use of the University's name.
UNT Institutional Report, P.89
H. Protecting the Work. The University of North Texas will determine whether to register the copyright and will be
responsible for enforcement of works it owns. Faculty members will make such decisions and take such steps to
protect works they own. Any one of the authors of a joint work may register and enforce the copyright in the names
of all owners, with accounting.
I. Retention of Nonexclusive License. Except in category I below, the University shall retain a non-exclusive
educational license to reproduce and use the electronically developed course materials in teaching University classes
on or off campus. Compensation to the faculty member for use of the course shall be as specified below.
J. Administration. The Patent/Copyright Officer and Committee shall be responsible for the administration of this
policy and applying the policy equitably across the campus. The faculty member should first meet with his/her
department chair and dean to determine which category the electronically published materials will be assigned and
the ownership, institutional resource commitment and the royalties. A copy of the agreement will be forwarded to the
Patent/Copyright Officer and Committee for their review and assurance that the policy is being applied in an
equitable manner. The Patent/Copyright Officer shall inform the dean and department chair of any inequitable
applications of the policy and it shall be the responsibility of the dean and department chair to resolve the issue with
the faculty member. If any dispute arises between the faculty member and department chair and dean, they shall
initially attempt to resolve the disputed issue. Issues that cannot be resolved by the parties shall be handled in the
same manner as in Section X of the Copyright Policy no. 16.1.1.
IV.
Specific Categories Assigning Ownership and Royalties
Please Note: Categories I-IV do not address the case in which a UNT faculty member uses their own work in a UNT class. For this
case, see Category V. Faculty members should meet with their Department Chair and Dean prior to creating electronically
developed course materials for distributed learning in order to reach an agreement as to the appropriate category classification. It is
understood that in some circumstances this category classification may change based on a modification in University support for the
project.
Category I – Totally Faculty or Staff Generated
Description of Individual and University Contribution:
The work resulted from an individual’s efforts on his own personal time without any direct support from or through UNT and
without the use of any UNT resources beyond those normally provided by the University.
Examples:
1. A faculty member in Sociology works with a publishing company to create a Web-based course. The publishing company
provides 700 hours of instructional design and production support and the course is mounted on the company’s server. All of the
UNT Institutional Report, P.90
work is done on the faculty member’s own time, but some of the development is done on weekends using the faculty member’s
office computer. UNT- licensed development software that is available throughout the department is also used. The course is
mounted on a commercial server.
2. A professor in forensic psychology is approached by the publishing arm of a learned society to create a CD containing 2,000
images of evidence that this professor has photographed in preparing for classes over the years. The professor took the photographs
on weekends using own camera and film, but on the department’s copystand. The learned society creates and markets the CD.
Ownership and Compensation
The individual owns all intellectual property, may receive compensation for work and retains distribution rights.
Category II– Minimal University Resources
Description of Individual and University Contribution:
The work resulted from the individual’s efforts with minimal resources above and beyond those normally provided.
Examples:
1. A faculty member works with Digital Inc., a Web course publishing company, to put the course, Serving an Aging Population,
totally on the Web. The University provides funds to purchase time from the University’s Center for Media Production to videotape
two hours of lecture to be streamed as part of the course. In addition, the University’s Media Library checks out to the faculty
member one of two digital recording workstations for a period of two weeks. Digital Inc. spends over 300 hours recording materials
provided by the faculty member and creating the Web course, and mounts the course on their server. The faculty member works on
the project almost exclusively on their own time.
2. An adjunct faculty member who teaches Accounting Principles for Non-Profit Agencies for the University volunteers to put half
of the course on the Web. The University provides 30 hours of training on WebCT, the Web platform utilized. The University also
provides twenty hours of assistance in creating a Power Point Presentation to be used as part of the course. The adjunct faculty
member spends 200 hours creating the course on their own time. The course is mounted on the University’s server.
Ownership and Compensation
The individual owns intellectual property and has the right to distribute the work. The individual may receive compensation for any
distribution outside the University course delivery. The University has a non-exclusive educational license to use the work as part of
UNT Institutional Report, P.91
UNT course delivery. In such case, the faculty member will be compensated per student enrolled in a UNT course at a rate
negotiated with the University or as otherwise agreed to by the University and the faculty member.
Category III– Substantial University Resources Are Provided
Description of Individual and University Contribution:
The work resulted from the individual’s efforts with substantial University resources above and beyond those normally provided.
Examples:
1. A faculty member volunteers to make their department’s Literature for Children Course totally available on the Web. The
faculty member is provided with a course release in the Spring Semester and paid for a course in the Summer to develop the
product, but also contribute some of her own time. The University provides a substantial grant to purchase a digital camera to
use in the project or a .5 FTE Web developer housed in the department for a semester to work with the faculty member.
Personnel from the University Center for Distributed Learning record speakers for the class, digitize audio and video,
totaling over 300 clock hours of production and support services. The course is mounted on the University’s server.
2. The University’s Executive MBA’s Program decides to offer the degree by taping courses and allowing employees of two
corporations to download the courses to view on their own schedules. Three faculty from the EMBA Program will rotate
grading and answering questions for each course. A faculty member who teaches Human Resource Management volunteers
to offer the first course. During the next year, this faculty member is given a course release each semester and paid for two
courses in the Summer. The University funds production time in the Center for Media Production for the production of the
tapes. The Center for Distributed Learning contributes significant hours in digitizing the tapes. The faculty member spends
60 hours over the year of their own time designing the course for television delivery. The University mounts the course on its
server.
Ownership and Compensation
The individual owns intellectual property and has the right to distribute it and receive compensation for any distribution outside the
University course delivery. The University has a non-exclusive educational license to use the work as part of UNT course
delivery. In such case, the faculty member will be compensated per student enrolled in a UNT course at a rate negotiated with the
University. The University also has a non-exclusive commercial license to market the course outside the University. If licensed
for commercial purposes either by the University or the faculty member, the University and the faculty member will each receive a
percentage of the royalty as negotiated. In case of multiple authors, the authors will share the royalty pro rata based on their
participation.
UNT Institutional Report, P.92
Category IV– Work Made For Hire –
University Assigns Duty to Faculty or Staff Member to Develop a Work
Description of Individual and University Contribution:
An employee of the University was contracted to develop a specific product. The University provided all resources for the work.
The work was carried out totally as a part of the faculty or staff member’s assigned time.
Example:
1. The Chair of the Secondary Education Department assigns a faculty member to a course that will be videotaped and broadcast the
next year to sites in five school districts as part of a new Master’s Program offered by the department. The faculty member is given
course releases for the Fall and Spring Semester and is paid a task payment. All of the design and production work is done during
working hours. The faculty member is assigned a .5 FTE research assistant for the academic year. The Center for Media Production
contributes 250 hours in the design and production of the videotapes.
Ownership and Compensation
The University owns all intellectual property, has an exclusive educational and commercial ownership and license authority. The
faculty or staff member is not entitled to payment of royalty.
Category V– Faculty Member Uses Own Work as Part of Course Offering at UNT
Description of Individual and University Contribution:
The faculty member is using a work that he/she created as part of teaching at UNT.
Examples:
1. See Category II, Example 1 above. In this case, the faculty member might offer the course at UNT. The University would pay the
previously negotiated fee to Digital, Inc. for access to the course materials, but this payment would not include compensation to the
faculty member beyond the standard course compensation.
2. See Category III, Example 2 above. In this case, the faculty member might teach the course to students in the program. There
would be no compensation to the faculty member beyond the standard compensation for teaching the course. If the University used
the materials with another faculty member, the faculty member who designed the materials would be compensated on a per student
basis as negotiated with the University.
UNT Institutional Report, P.93
Ownership and Compensation
Ownership will be determined by categories one through four. There will be no extra compensation beyond normal teaching
compensation for use of the work.
UNT Institutional Report, P.94
Attachment 17
Admission Homepage
http://www.unt.edu/admissions.htm
UNT Institutional Report, P.95
UNT Institutional Report, P.96
Attachment 18
Online Registration Information
http://www.unt.edu/attendingclasses.htm
http://www.unt.edu/registrar/general/assist.htm
UNT Institutional Report, P.97
Registration Information Web Page
UNT Institutional Report, P.98
UNT Registrar Student Access Web Page
UNT Institutional Report, P.99
Attachment 19
All School Day Flyer
UNT Institutional Report, P.100
Dr. Arlita Hallam, Associate Dean
and
Dr. Carol Simpson, School Library Program
of the
School of Library and Information Sciences
University of North Texas
are coming to San Antonio
to meet
YOU
Saturday, April 30, 2005
ALL-SCHOOL DAY at the Alamo
For All Current UNT/SLIS Students
Alamo Hall
The Alamo – doors facing garden (to right of shrine)
Paid parking at River Center Parking Garage or lot at Houston/Bowie near Fire Station
10:00-11:00 a.m. Dr. Hallam and Dr. Simpson meet with and answers questions for Current students, including topics such
as:
Graduate Academic Certificate, Capstone, Practicum,
summer and fall Schedules, emergency certification, private school librarian,
joint youth/school library program of study,
11:00-12:00 Ramiro Salazar, new director of San Antonio Public Library
12:00: Lunch for all current students and speakers (provided by UNT-SLIS)
UNT Institutional Report, P.101
Tour of Daughters of the Texas Republic Library and the Alamo
If you want a free lunch, please RSVP to slis@unt.edu or 1-877-ASK-SLIS by April 20
UNT Institutional Report, P.102
Attachment 20
Skill Soft Home Page
http://www.unt.edu/cbt
UNT Institutional Report, P.103
SkillSoft Home Page
UNT Institutional Report, P.104
Attachment 21
WebCT Support Infrastructure
UNT Institutional Report, P.105
UNT Institutional Report, P.106
UNT Institutional Report, P.107
Attachment 22
Description of UNTVN
UNT Institutional Report, P.108
The University or North Texas Videoconference Network (UNTVN) currently consists of 23 state-of-the-art videoconference rooms.
Six (6) videoconference-equipped rooms are located in various academic buildings on the UNT Denton Campus. Three (3)
additional rooms are located at UNT’s Research Park which is also located in Denton. There are six (6) videoconference rooms at
the UNT Dallas Campus and we also have connectivity to two (2) rooms at the UNT Health Science Center in Fort Worth. Our
network also provides connectivity to the Universities Center at Dallas which has six (6) videoconference rooms. Not included in
the count above, there are videoconference endpoints in the offices of our technical and support staff. These endpoints allow for
rapid troubleshooting and problem solving. Another videoconference endpoint is connected to a personal computer with an Osprey
audio/video capture card and a streaming media encoder. This configuration allows UNTVN to capture videoconferences and
broadcast them via streaming media. UNTVN also uses a customized portable Tandberg videoconference system to accommodate
events which may be too large for our videoconference classrooms.
The network backbone of the UNTVN is H.320 (ISDN) and H.323 (IP). Both protocols are currently supported and both are
available in most of our locations. The availability of both protocols allows for greater flexibility and reliability. The H.320
backbone is supported by a Madge Model 200 switch located on the UNT Denton Campus. Remote locations and endpoints are
equipped with either a Madge Model 60 or a Madge Model 20 access switch. We currently maintain a dedicated PRI circuit for
inbound ISDN calls to our network. The circuit is provided from Verizon and terminated into the Madge Model 200. This circuit
allows for multiple incoming video calls depending on call quality and total bandwidth usage. The total number of available 64kbs
channels on this circuit is 23. Outbound calls are made using seven (7) ISDN BRI circuits. These circuits can be bonded together to
allow for call qualities ranging from 64kbs to 896kbs. Dedicated ISDN circuits are installed between the UNT Denton Campus and
the UNT Dallas Campus, the Universities Center at Dallas, the Educational Service Center Region 11 in Fort Worth (Region 11
Telecommunications Network), and the Educational Service Center Region 10 (EdNet10) in Richardson. UNTVN is also connected
via Internet2 to the Trans Texas Videoconference Network managed by the Texas A&M University System.
The IP backbone is supported by many types of connections between our local rooms and our remote campuses. The UNT Denton
Campus connects to the UNT Dallas Campus and the Universities Center at Dallas via T1 circuits that also support their data
connectivity. The connections originate from the UNT System WAN router located in Richardson, Texas. We also maintain an
OC3 (155Mbps) Circuit from the WAN router to the UNT Health Science Center in Fort Worth. This circuit supports both
UNTHSC’s video and data needs. The UNT Denton Campus is connected to the WAN router in Richardson via two DS3 (total
90Mbps) circuits. We currently maintain connections from the WAN router to Commodity Internet and Internet 2. UNT’s Research
Park is connected to the UNT Denton Campus via leased fiber optic connections provided by the City of Denton and Charter
Communications.
Both the H.323 and H.320 backbones are connected to our Polycom MGC-100 Multi-Conference Unit (MCU). The MCU allows
for multiple video endpoints to be connected to a videoconference. The MCU also allows UNTVN to bridge conferences of
UNT Institutional Report, P.109
different protocols together to allow greater flexibility. Because of our flexibility and our multi-protocol network, UNTVN has
often served as the bridging service for other educational facilities in our area.
UNT Institutional Report, P.110