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Internal and External Accountability in Distance Education: Texas State’s Pathway

Debbie M. Thorne, Associate Vice President for Academic Affairs

Context

  Large institution   Teaching heritage and research vision   Faculty-driven governance and curriculum model   Online classes account for less than 10% of SCH but are growing (22,000 SCH / semester)   Historical emphasis on graduate-level online programs   Growth in undergraduate online course and program offerings

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Background

  Strategic direction and vision needed for distance education   Fifth-Year Interim Report to Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)   Diverse units and stakeholders with common endeavor: quality and improvement   Divisions of Academic Affairs and Information Technology

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Approach in 2012-2013

  Research-based OLC Quality Scorecard   Team of 9 included administrators, faculty, department chairs, and staff   193 recommendations for improvement   Similar recommendations were aggregated   Recommendations were aligned with SACSCOC expectations   Distance and Extended Learning Steering Committee prioritized recommendations

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Process

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Accomplished: Faculty Development Requirements for

Online Teaching

  University’s Instructional Technologies Support unit (additional funding and staff)

  OLC Online Teaching Certificates   QM Workshops: Designing Your Online / Blended

Course, Improving Your Online Course   Faculty stipends and course releases   Self-documentation alternative   http://www.distancelearning.txstate.edu/faculty/

online-teaching-certification.html

OLC Pillars: faculty satisfaction, learning effectiveness, scale

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Accomplished: University Policy Revision

  Academic Affairs Policy and Procedure Statements 4.05 and 2.16   Stipulates faculty training requirements   Specifically governs online and hybrid courses   States expectations of faculty performance in online and hybrid courses   http://www.provost.txstate.edu/pps.html

OLC Pillars: scale, learning effectiveness, student satisfaction

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Accomplished: Best Practices Checklist

  Streamlined yet rigorous course self-certification tool

  Based on established best practices (including those from scorecard), SACSCOC policies, state rules

  Electronic faculty form with digital signature   Required for every online and hybrid course

taught, every three years   Completed checklists reviewed and certified by

chairs and administration   http://www.distancelearning.txstate.edu/faculty/

Best-Practices.html

OLC Pillars: scale, learning effectiveness

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Accomplished: Student Online Learning Readiness

Self-Assessment   Linked from each online and hybrid class in

Schedule of Classes   Pre-assesses student preparedness for online

learning environment   Provides customized feedback based on students’

responses   Creates a database to understand and analyze

trends in overall student readiness http://www.distancelearning.txstate.edu/students/self-assessment.html

OLC Pillars: student satisfaction, learning effectiveness, faculty satisfaction, access

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Accomplished: Award for Excellence in Online Teaching

  Recognizes superior online teaching   Provides models of excellence for faculty   Encourages continuing faculty improvement   One recipient and two runners-up annually   Monetary awards ($2500; $1250)   Awardees present best practices from their

courses at award reception   http://www.distancelearning.txstate.edu/faculty/

Award-for-Excellence-in-Online-Teaching.html

OLC Pillars: faculty satisfaction, learning effectiveness

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Additional Benefits

  25 specific recommendations followed or realized since 2013   Innovation and change across the university in Texas State’s distance education programs and courses   Continuing collaboration among divisions and units, especially with department chairs   Assurance of faculty readiness to teach online   Ongoing compliance with regulatory policies and accreditation standards

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Handout

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Try the Scorecard

Handout

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Next Steps

  Some recommendations, e.g., remote exam proctoring, currently in process   Distance and Extended Learning Steering Committee currently prioritizing unrealized recommendations for further action   Strategic plan for distance education   Market research for new online programs

  Continuing improvement and quality to distance learning at Texas State

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Challenges and Comments

  Major project involving multiple stakeholders and diverse divisions   Significant time and monetary commitments   Processes for driving innovation and change   How to use in SACSCOC reporting   When and how to reassess university distance education programs and courses using the new-edition scorecard

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Thank you!

Please be sure to complete the session evaluation.

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Contact information: Debbie M. Thorne Associate Vice President for Academic Affairs Texas State University debbiethorne@txstate.edu 512 245 1217