Specific Change Proposed

Chadron State College Higher Learning Commission 1

APPLICATION

Special SAS Reconciliation Project For Distance Learning Degree Programs

By Chadron State College Chadron, Nebraska

January 6, 2006

Contact

Lois Veath

Interim Vice President for Academic & Student Affairs

Chadron State College 1000 Main Street Chadron, NE 69337

Phone: 308-432-6203 Facsimile: 308-432-6064 E-mail: [email protected] Chadron State College Higher Learning Commission 2

Specific change proposed

Chadron State College requests that the Higher Learning Commission extend institutional accreditation for additional Baccalaureate and Master’s level degree programs delivered via distance learning in the online and correspondence (DIS) modalities. This application builds on a previously approved accreditation extension in distance learning programs granted in 2002 to deliver online the Baccalaureate (B.S.) in Mathematics and the Master of Business Administration (M.B.A.). The request is two-fold: (1) immediate addition of the specific programs outlined below and (2) permission to offer additional distance-learning programs hereafter without prior Commission approval.

1) The specific programs for implementation in the immediate future are listed below, along with the identification of the distance learning modalities utilized, e.g. online, or DIS (correspondence): Bachelor of Arts – Majors Business Administration , General Business Option—combined online and DIS Information Resource Management—completely online Psychology—combined online and DIS Family & Consumer Science, Child Development Option—combined online & DIS Bachelor of Science in Education – Endorsements Library Media Specialist—completely online Special Education—completely online Minors – Applied Statistics (subset of previously approved mathematics major)—completely online Business—combined online and DIS History—completely DIS Information Resource Management—completely online Library Information Management (K-8)—completely online Mathematics (subset of previously approved mathematics major) —completely online Psychology—combined online and DIS Social Science (K-6)—completely DIS Master of Arts in Education, Mathematics—completely online Master of Education, Elementary Education Administration—online & campus hybrid Master of Education, Secondary Education Administration—online & campus hybrid Master of Education, Curriculum & Instruction with specialization in Education Technology—completely online Master of Education, Curriculum & Instruction - Mathematics—completely online Certificate in Education Technology (subset of C & I degree above)—completely online

2) The request for a broader permission to offer additional distance learning programs without submitting specific requests to the Commission for prior approval is intended to improve Chadron State College’s ability to respond in a timely manner to the regional needs of learners across its vast service region, as required by the college’s legislative mandate and its legally defined mission. The evidence provided in response to the Commission’s questions will demonstrate that CSC has adequately assessed an immediate need for the additional, specific programs requested. Moreover, in offering a detailed description of the various procedures used to identify, implement, and assess appropriate distance learning programs, the college will justify the Commission’s confidence in CSC’s ability to make reasonable judgments about adding distance learning programs in the future to the extent that prior approval for specific programs will not be necessary.

Chadron State College history with distance education

Question 1: Describe your college’s experience with distance education  Since the 1930’s Chadron State College has been involved in distance learning, offering the first correspondence courses with all interactions being accomplished via mail delivery. Directed independent study (DIS) or correspondence courses continue to be an important part of the college’s delivery system, with 368 students enrolled in such courses in the spring 2005. Some of these courses are completed in an Chadron State College Higher Learning Commission 3

electronic format with assignments, exams and projects completed utilizing the college’s online Blackboard portal.

 In 1949 the first CSC professor providing on-site delivery of coursework drove over 120 miles southeast of the campus to the small, isolated ranching community of Hyannis. This began an era of professors-on-the- road, with numerous courses delivered to communities across the college’s service region, supported by a fleet of cars and dedicated faculty. This delivery modality peaked in the 1970’s and 1980’s until the advent of interactive television technology.

 In 1985 the college established the electronic delivery of instruction via black-and-white video and two- way telephone connections between a classroom at Western Nebraska Community College in Scottsbluff and the Chadron campus. This two-way audio and visual instructional transmission called Slo-Scan technology, with images changing three times per minute, was slow and unreliable. But it allowed CSC to deliver more curricula more regularly to off-campus locations with reduced travel and weather risks and with less inconvenience to faculty. More importantly, students did not need to travel great distances for classes at Chadron, but could drive to the nearest interactive television site.

 Today, the College provides interactive television (ITV) instruction utilizing T-1, fiber, running at 384 kbs and utilizing Polycom codec and wireless control systems in each classroom. All delivery to remote locations is fully audio- and video-interactive and full-motion. CSC averages about 1000 hours of ITV instruction each month from September through April. Enrollment in ITV courses since 2001 has risen from 18% to 23% of off-campus duplicated headcount.

 ITV sites include 17 high schools in the Panhandle via the Western Nebraska Distance Learning Consortium and 4 community college locations, as well as several remote sites served by the Nebraska Video Conference Network.

 In the fall of 1997, CSC taught its first online course with an enrollment of 9 students. Top Class software was utilized to develop and deliver the first courses until 2000, when the college migrated courses onto the Blackboard system and began full-scale training of faculty in online pedagogy and the Blackboard delivery system.

 To provide Blackboard mentorship and pedagogical guidance for faculty, a full-time instructional design coordinator was hired in the summer of 2000. Dr. Robin Smith has developed templates to assist faculty with web-enhancement or online migration of courses and is available 24/7 to provide technical assistance for both faculty and online students.

 From 1997 to 2001 online duplicated headcount comprised less than 1% of all student enrollments. Since 2001 online enrollments have grown steadily to the present level of 6% in the fall 2005.

 In the fall 2000 the college formed a committee to develop and formalize policies regarding migration of courses to online format and the implementation of plans for growing technology needs and student services. These policies were adopted in June 2001.

 In March 2002 Chadron State College applied for an extension of its HLC accreditation to include specific online programs. The college was granted a modification of its Statement of Affiliation Status extending offerings to the online delivery of the Baccalaureate program in Mathematics, and the Master’s degree in Business Administration.

 During the 2004-05 academic year, the college finalized cooperative agreements with Laramie County Community College (LCCC) in Cheyenne, Wyoming, to deliver onsite and online courses for degree completion in Justice Studies. Although programs in Applied Sciences and Mathematics were also accredited onsite in Wyoming, these programs are delivered via online technology.

Chadron State College Higher Learning Commission 4

 In 2004, to meet the needs of both residential and distance learning students enrolled in the online mathematics program, the college introduced the concept of “hybrid” or blended courses in which classes are composed of both on-campus students and place-bound students at a distance. These hybridized courses are offered completely online for students at a distance, with campus students accessing a portion of their instruction through face-to-face interaction with the instructor and the balance through online delivery with the place-bound students. For example, in Calculus I, a five-credit course, residential students receive three hours of traditional in-class instruction and the remaining two hours of weekly instruction via the Internet on the Blackboard online course management system. In the same class section, students who live too far to commute to Chadron can access the entire course via Blackboard™. These blended courses allow the college to meet the needs of all of its students around the region without sacrificing the onsite interactions with professors by residential students, and have now been extended to courses and programs beyond mathematics. Campus students are embracing distance learning via online, hybrid, and correspondence courses in order to provide the needed flexibility for off-campus employment. A recent Carnegie Corporation (consulting firm, not the foundation) survey of CSC students, conducted in the spring 2004, indicated that on average, students are working approximately 32 hours per week, and the distance learning modalities are important when implementing work schedules.

 In 2004, on-line summer school offerings were introduced. Traditional and ITV instruction in summer school over a four-week daily attendance format had resulted in a steady decline in summer enrollments to that point. Introduction of online courses has caused resurgence in summer headcount, due to the ability of students to return home for employment during the summer months. Many of the summer courses now offered online are general studies courses with an average of 34% of all courses offered in this way.

 Since 2000 the College has encouraged professors to web-enhance their on-site courses, both at campus and remote sites. The web-enhancement of courses is a logical intermediate step in the migration of courses to fully online status. Faculty provide an active Blackboard site for their on-site courses that includes lecture notes, handouts, practice quizzes, supplemental websites, and electronic grade book views for each student. The average number of users per month on the college’s Blackboard site has grown from 140 duplicated headcount in 2000 to the current high of 9,028 in the fall 2005. The average number of courses that are either web-enhanced or fully online has also grown from 22 in 2000 to 1,185 with more than 104,372 separate hits on Blackboard course sites during November 2005.

 While individual units in Academic Affairs, Student Affairs, and Computer Services have done an admirable job of providing services associated with this growth, in the fall 2005 a new Distance Learning Planning Committee (DLPC), which reports to the Vice President for Academic & Student Affairs, was formed to increase communication among these individual units. This committee now serves as the umbrella for strategic planning and assessment in distance learning, as it includes members from all the associated units. The function of the committee is (1) to provide advice to the Academic Vice President with regard to academic technology, especially as it impacts all aspects of distance learning programs, (2) to participate in strategic planning for academic technology, (3) to assess the institution’s distance learning capacity, and (4) to assess the impact of academic technology on student learning. This DLPC serves in addition to a broader Faculty Senate committee, Information Infrastructure, which examines all areas of information services including computer services, library services, instructional resources, as well as distance learning.

 As enrollments and demand for distance learning courses have steadily grown, in addition to the previously approved online programs, Chadron State College has made plans for the migration of additional Baccalaureate and Master programs to fully online status, as stated on page two of this document.

 Chadron State College has a history, as indicated above, of meeting the educational needs of students within its vast geographical service area. In the future, these needs are expected to grow, as place-bound adult learners require career-focused programs that meet their time and distance demands. As technology evolves, the college will continue to update delivery modalities that also enhance the academy experience for residential students who have embraced the flexibility of a variety of technology-based instructional modes. Chadron State College Higher Learning Commission 5

Institutional planning for distance education

Question 2: How did you determine the need for a distance education program? If you offered the program(s) synchronously already, how did you decide to start offering asynchronous program(s) via distance education?

Chadron State College must respond in a timely manner to the regional needs of learners across its vast service region, as required by the college’s legislative mandate and legally-defined mission. Given this directive, the college has had an ongoing process to determine the needs of potential learners and to identify which programs have a reasonable chance for success using a variety of technologies to deliver them. The Assistant Vice President for Extended Campus Programs (AVPECP) has oversight for the college’s regional service commitment and distance learning. He works closely with the Assistant Vice President for Enrollment Management (AVPEM), and both positions report directly to the Vice President for Academic & Student Affairs. In the fall 2002 the AVPECP organized an ad hoc planning committee consisting of the academic deans, the director for institutional research, and faculty from both academic schools. This group reviewed the policies and procedures related to online courses, as well as reiterating the motivations, guiding principles, target audiences and program prioritization for future development. The committee identified the following motivations and audiences for distance learning at Chadron State College: Motivations  Improve student access across the college’s vast service region where CSC is over 350 miles from the nearest Nebraska four-year institution.  Increase enrollments through additional delivery modalities of courses  Serve the lifelong learning needs of specific audiences  Provide an opportunity to connect with younger, technologically-savvy generations  Provide flexible course formats for both residential students and students at a distance  Optimize the use of facilities Target Audiences  Traditional and non-traditional learners throughout the CSC geographical and political service region, and areas in bordering states.  Campus-based students who need flexibility for work schedules  Special interest groups seeking specific knowledge, skills, or credentialing

Guided by these considerations, regional data is obtained by the AVPECP from anecdotal requests and from focus groups and surveys conducted by the distance learning coordinators, the external programs coordinator and the Director of Extended Campus Programs. In addition, long-term projections for occupational needs by the Nebraska Workforce Development are examined along with national trends when considering regional offerings of programs via distance learning. Academic department analysis of student needs based on degree audits and advising information are discussed with the deans and assistant vice presidents to determine residential versus distance learning needs. Where strong demand exists both on and off campus, separate sections for residential and online students are created. Where the demand is moderate, a hybrid format, in which residential and online students are mixed in a single section, is utilized. When demand on campus is weak, an exclusively online format is used to increase the viability of the program. In August 2003, Dr. Dennis Jones, president of the National Center for Higher Education Management Systems of Boulder, Colorado, assisted with our strategic planning process and to examine the long-term needs of the Chadron State College service region. His analysis indicated that the college should focus on programs in business, education, human services, healthcare and government. Currently the college is acting on this information by developing online delivery of programs in business, education and human services, as indicated in the introduction on page two of this document.

Question 3: How did you plan for expansion into distance education? Who is involved? How do new ideas and initiatives originate, and how are they examined and evaluated? Program needs are determined by (1) requests from community leaders and students; (2) information from the Clarus Corporation survey conducted for the college in the 1990’s to determine regional employment needs and economic development trends, along with Nebraska Workforce forecasts and the advice of Dennis Jones (see above); (3) contacts with businesses, schools, and governmental agencies; (4) role and mission mandates from the Chadron State College Higher Learning Commission 6

Nebraska state legislature, the Coordinating Commission for Post-secondary Education and the Chadron State College strategic plan, Vision 2011; (5) needs of non-traditional learners who are often place-bound by employment; and (6) student demands for flexible formats and times of delivery. The Assistant Vice President for Enrollment Management (AVPEM) and the Assistant Vice President for Extended Campus Programs (AVPECP) are charged with obtaining data in these six areas. They present information regarding these items to the Council for the Vice President for Academic & Student Affairs, which includes all the direct reports to the VP including assistant vice presidents, all academic deans, the Dean of Students, and the Director of Library & Learning Resources. The council examines institutional resources for student services, library services, and academic programming. The academic deans involve departments in discussions of the data and program viability to determine interest by the departments in responding to the identified needs.

After review and recommendations by the Council and departments, the Distance Learning Planning Committee examines new proposals based on these identified needs to determine the campus capacity and ability to respond to those needs based on facilities, equipment, budgets and personnel. The Distance Learning Planning Committee (DLPC), which reports to the Vice President for Academic & Student Affairs, was formed to increase communication among academic affairs, student affairs, and computer services. This committee now serves as the umbrella for strategic planning and assessment in distance learning, as it includes members from all the associated units. The function of the committee is (1) to provide advice to the Academic Vice President with regard to academic technology, especially as it impacts all aspects of distance learning programs, (2) to participate in strategic planning for academic technology, (3) to assess the institution’s distance learning capacity with regard to academic, technological, budgetary, and student services resources, (4) to assess the impact of academic technology on student learning. This DLPC serves in addition to a broader Faculty Senate committee, Information Infrastructure, which examines all areas of information services including computer services, library services, instructional resources, as well as distance learning.

External constituents provide information to both of the Assistant Vice Presidents through direct solicitations, focus groups and surveys conducted by the AVP’s units. The AVPECP employs an Instructional Design Coordinator, two Distance Learning Coordinators, a Director of Extended Campus Programs, and four Coordinators at major sites in the college’s service region. The AVPEM supervises the Director of Financial Aid, the Registrar and the Admissions unit including the Director of Admissions and five regional Admissions representatives. These staff members from both AVP units are engaged in obtaining and analyzing data and requests from a wide variety of constituents as listed above. This information along with recommendations is then provided to the VPASA council as described above. Internally, the process is faculty led, administratively supported, and examined by several strategic planning groups including the VPASA council and the Distance Learning Planning Committee.

All distance learning courses and programs are initially approved by the academic departments and the appropriate dean. As mentioned above, proposals are internally discussed and recommendations are forwarded to the VPASA Council and the Distance Learning Planning Committee. Any new courses must be approved by the Academic Review committee, which is a Faculty Senate committee that approves changes in academic programs, courses, and academic policies. Recommendations are then made to the President of the college who makes the final determination regarding additional programs to be delivered by distance learning modalities.

Chadron State College is expected by the Coordinating Commission for Post-secondary Education and the Nebraska State College System (NSCS) Board of Trustees to meet the needs of its service region. No prior state approval is required for programs delivered by distance learning modalities.

Question 4: What is your planning schedule (e.g. the next six months, three years) for distance education? Why do you think this is appropriate? Chadron State College works on a two-year cycle of budgeting and catalog revisions; however, planning for distance learning is continuous and ongoing. This is due to the fact that distance learning is not treated as a separate entity, and students at a distance are seamlessly integrated into existing courses via a variety of instructional modalities. The college’s long history with distance learning and the mission-driven demands of a vast service region have created a college culture of meeting the needs of our learners regardless of their physical location.

Data for distance learning needs, collected by the AVPECP and AVPEM, is an ongoing process that continually examines demand and provides information to the vice president’s council, the academic deans and department Chadron State College Higher Learning Commission 7 chairs, as described above. In addition more than 1,185 courses are either heavily web-enhanced or entirely online. Often courses are offered in a web-enhanced format prior to migrating to an entirely online format. This reduces the development time for program migration. The faculty and deans examine the current formats of courses required for a given program and then develop a two to three-year plan for the online migration dependent on the level of web- enhancement in current courses, and the number of faculty involved in the development. Normally there is a three- year time span required for fully migrating programs into the online format, during which time courses are gradually added in the online format. For example, in psychology, certain online courses for the program were available in the fall 2005, and additional courses will be added during the 2006 and 2007 academic years, at which time the entire program will be online. The following programs are either currently completely online or in this phased development stage as indicated below: Bachelor of Arts – Majors Business Administration , General Business Option – completely online Information Resource Management—completely online Psychology— phased development underway during academic years 2005, 2006 and 2007. Family & Consumer Science, Child Development Option – phased development commencing in academic years 2006, 2007 and 2008. Bachelor of Science in Education – Endorsements Library Media Specialist—completely online Special Education—phased development underway during academic years 2005, 2006 and 2007. Minors – Applied Statistics (subset of previously approved mathematics major)—completely online Business—completely online History—completely DIS Information Resource Management—completely online Library Information Management (K-8)—completely online Mathematics (subset of previously approved mathematics major) —completely online Psychology—phased development concurrent with major listed above. Social Science (K-6)—completely DIS Master of Arts in Education, Mathematics—completely online Master of Education, Elementary Education Administration—phased development underway during academic years 2005, 2006 and 2007. Master of Education, Secondary Education Administration— phased development underway during academic years 2005, 2006 and 2007. Master of Education, Curriculum & Instruction with specialization in Education Technology—completely online Master of Education, Curriculum & Instruction - Mathematics—completely online Certificate in Education Technology (subset of C & I degree above)—completely online

Question 5: How did you ensure that financial planning and budgeting for your distance education programs was realistic? How do you project revenues and expenses? Budgets for state agencies are funded on a two-year cycle. Prior to the legislative session in which budget requests are made, the governor of Nebraska arranges for meetings with each state agency and his senior budget management analyst. At this meeting the college provides a binder of data regarding not only capital construction and operations, but a significant analysis of enrollments and telecommunication needs. A full-day meeting with the governor’s budget analyst is held in which these items are discussed in depth, and this information is then utilized by the governor to support budget requests with the legislature. Additionally the Board of Trustees of the NSCS prepares biennial budget requests for the Coordinating Commission for Post-secondary Education, which then makes requests of the legislature. During the past legislative session, budget declines have been reversed, and the Nebraska State College System (NSCS) actually experienced an 8.9% budget increase for this biennium. Because initial substantial front-end costs in terms of facilities, equipment and personnel have already been invested in distance learning at Chadron State College, the institution now wishes to expand academic and student services to benefit from economies of scale. Further, the recently negotiated agreement with the faculty has eliminated development costs for online courses. In addition, technology services and web-enhancement of courses are expected by residential students, and, therefore, the college has substantial expenses associated with technology regardless of the online learning program. Chadron State College Higher Learning Commission 8

Since the fiscal year 2000, the budget for distance learning has increased from 4.57% to 6.76% of the college’s general budget. Two years ago the NSCS Chancellor requested that each state college conduct a detailed analysis of its capacity to accommodate additional students without additional financial resources. Chadron State College determined at that time that the institution could grow to 2322 on-campus students with some minor adjustments in resources, which were instituted. Currently the college has 1,941 residential students, which means that we can expand by 381 students in terms of campus facilities and services. In terms of students at a distance, the AVPECP has analyzed capacity and estimates that the college could handle at least several hundred additional online students without significant impact on personnel. Bandwidth and router capacity are addressed on a two-year budget cycle and are currently being upgraded, as we are near limits at this point in time. Additional T-1 lines from the state technology backbone will provide sufficient expansion for the next two years.

In addition to normal revenue from tuition and fees, the college has special fees associated with distance learning. These include a $2.65 per credit hour technology fee that generates approximately $140,000 per year for support of computer services and online learning. A Technology Fee Committee has oversight of this yearly revenue, which is regularly utilized for hardware and software support. The website for CSC Computer Services has a technology fee site that provides additional details. The Director of Computer Services, who has a long-term plan for the unit, regularly forecasts upgrades of facilities and equipment. Increases in software licensing as well as pre-planned equipment upgrades are included in the yearly operations budget for Computer Services.

Question 6: How do you assure that promotion and marketing of your online programs stay in balance with your actual resources and technical capabilities? How did you determine the adequacy of your marketing and promotional strategies for the distance education programs? Chadron State College has significant capacity with regard to technical resources. Since 2000 the College has encouraged professors to web-enhance their on-site courses, both at campus and remote sites. The average number of users per month on the college’s Blackboard site has grown from 140 duplicated headcount in 2000 to the current high of 9,028 in the Fall 2005. The average number of courses that are either web-enhanced or fully online has also grown from 22 in 2000 to 1,185 with more than 104,372 separate hits on Blackboard course sites during November 2005. As mentioned above, the Director of Computer Services provides regular upgrades to the technology systems to support the growth in online courses, and the AVPECP has estimated that with existing resources, the college can support several hundred additional full-time students.

Currently, the college utilizes target marketing for specific programs within its service region and surrounding states, and does not engage in global mass marketing. The deans and department chairs develop yearly plans for academic schedules to determine the number of course sections needed. These projections are based on historical data with an additional modest growth rate based on faculty loads and course enrollment lids. The number of courses offered is planned within the capabilities of the college based on budget, personnel, and technical support. Online course sections are limited to 25 students. The offerings are developed one year in advance and include fall, spring, and summer semester courses, based on a four-semester rotation of all courses offered for a given academic program. Estimates of student demand for online courses is based on anecdotal requests, focus groups, and surveys conducted by the distance learning coordinators, the external programs coordinator, and the Director of Extended Campus Programs. These individuals work closely with students in the major population areas of the college’s service region to advertise the course schedules. Additional radio and print advertisements are also utilized to notify residents of programs and registration deadlines. Due to the region’s declining population and negative trends in demographics, it is extremely unlikely that the college’s marketing of online programs will exceed the regional demand or the college’s technology resources.

Curriculum and Instructional Design

Question 7: How do you assure good online instructional design in your online education? How are your faculty involved in the instructional design process? The Assistant Vice President for Extended Campus Programs (AVPECP) has oversight for the college’s regional service commitment and distance learning. In the fall 2002 the AVPECP organized an ad hoc planning committee consisting of the academic deans, the director for institutional research, and faculty from both academic schools. This group reviewed the WCET Best Practices for Electronically Delivered Degrees, and developed policies and procedures related to online courses, as well as reiterating the motivations, guiding principles, target audiences and Chadron State College Higher Learning Commission 9 program prioritization for future development. The committee identified the following guiding principles for distance learning at Chadron State College:  Learning is a lifelong process that includes continuing education, certification, and degree completion  Access to learning is essential to the growth and development of individuals and society  Distance and distributed learning is an integral component of postsecondary education  Distance and distributed learning is an essential component of CSC’s ability to serve the needs of the region.  Distance and distributed learning provides time flexibility, optimal resource utilization, and accommodation of multiple learning styles not always possible in the campus environment.  Online learning requires students to accept a larger responsibility for their learning.  Online learning is a natural extension of a long history of distance learning technologies.  Online learning has the potential to raise the level of learning through constructivist pedagogical approaches.  Online learning provides learner-centered programming in which expert faculty assume a facilitative role in learner knowledge acquisition through writing-intensive student interaction.

In 2000 the college hired a full-time instructional design coordinator who works very closely with faculty who are new to online instruction. Historically, online courses are taught by the faculty who develop them. To assist in this process, the instructional design coordinator has implemented a course development template that allows faculty to more easily migrate materials into the online format and is based on the WCET Best Practices. He provides one-on- one training and support for the faculty on an on-going basis. Each year faculty workshops are offered in August prior to the beginning of the academic year. These workshops feature topics such as online pedagogical techniques to increase student involvement and upgrades to Blackboard software. During the academic year the Teaching and Learning Technology Roundtable provides regular campus-wide web tips, lunch hour seminars, and longer workshops. Specifically these longer sessions included two weeklong training events in 2004 and 2005 to enhance faculty understanding of online pedagogical best practices. Faculty often “web- enhance” courses prior to creating fully online versions in order to develop efficient and effective learning models and to become familiar and comfortable with the pedagogy and the technology and its application to the course.

In June 2001 Chadron State College adopted the following policies and procedures for the development of online courses as follows: Definitions - Online Courses Courses that utilize personal computers and Internet connectivity for delivery of course content, online testing, assignments, student/student interactivity and student/faculty interactivity. Web-enhanced Courses Traditionally formatted courses that use the resources and capabilities of the Internet to enhance the teaching and learning in the course. These include classroom-based courses, ITV courses, correspondence (DIS) courses, and independent study courses. Policies - 1. All online courses shall be developed in accordance with the institutional priority plan for online courses. 2. All online courses require a complete application, technical review, and content (peer) review process regardless of how they fit into the institutional online priority plan. 3. All online courses shall be developed using the currently approved CSC course-builder software. 4. Delivery of online courses shall coincide with normal fall and spring semesters, and summer sessions. Online courses are offered in differing lengths to meet the needs of learners and based on sound pedagogical practices. Summer online courses may run for eight weeks. During the regular academic year the courses may run in back-to-back eight week formats. Summer offerings shall coincide with the beginning dates of each summer session. 5. The appropriate academic dean shall schedule online courses for delivery. Chadron State College Higher Learning Commission 10

6. All online courses shall be developed and approved at least 45 days prior to the beginning of the semester in which they are to be offered. Exceptions are subject to approval by the appropriate academic dean and the Vice President for Academic and Student Affairs (VPASA). 7. Classroom, ITV and DIS courses may be web-enhanced, but are not considered online courses. 8. Web-enhanced courses are not subject to the same approval processes that apply to online courses. 9. Web-enhanced courses shall utilize the currently approved CSC course-builder software, and should follow as closely as possible the CSC guidelines for designing fully online course 10. Online course development incentives shall be consistent with the effective faculty negotiated agreement.  Incentive pay is available for those courses for which the college wishes to retain intellectual property rights.  Incentive pay for online course development is paid upon completion of development of the course, acceptance by the peer and technical reviewers, administrative evaluation, and initial scheduling of the course on the SIS+ system. 11. The appropriate dean, in conjunction with the academic departments, will make teaching load decisions for online classes.

Procedure for Developing Online Courses - Request to Develop an Online Course 1. Faculty requests a complete “Online Course Development Information” packet from the appropriate dean, the Instructional Design Coordinator, or the Office of Extended Campus Programs. 2. Faculty members complete the application portion and send it to the appropriate department chair for approval and assignment of a faculty peer review committee. 3. If approved, the department chair forwards the application to the appropriate dean for approval. 4. If approved by the dean, the application is forwarded to the Assistant Vice President for Extended Campus Programs for approval. 5. If approved by the AVPECP, the application is forwarded to the Vice President for Academic & Student Affairs (VPASA). 6. The application is returned to the AVPECP. If it is approved by the VPASA, the AVPECP notifies the faculty member, department chair, the dean, the instructional design coordinator, and the peer review committee. The dean confirms with the AVPECP, the faculty member, the department chair, and the Registrar the semester in which the course is scheduled for initial delivery. 7. If not approved at any point in the process, the faculty member is informed of the decision and given an explanation for the denial. Approval of Online Course Design - 1. Once the course is developed, the faculty member  sends the “Instructional Design Coordinator Review for Online Courses” form to the instructional design coordinator with a request to review the course.  sends the “Peer Review Guidelines for Online Courses” form to the peer review committee with a request to review the course. 2. Once approved by the instructional design coordinator and the peer review committee, the completed and signed review forms are sent the Office of Extended Campus Programs. 3. The Office of Extended Campus Programs informs the dean of the course approval and reconfirms the semester of initial delivery. 4. The dean notifies the faculty member of the course approval and confirms the semester in which it is scheduled. Chadron State College Higher Learning Commission 11

5. The Office of Extended Campus Programs will enter the course on SIS+. 6. The Office of Extended Campus Programs initiates appropriate course development fee payment process through the Office of Human Resources. Notes – additional information for the various campus constituents Faculty 1. Faculty should contact the instructional design coordinator early in the process of course development for advice and assistance in developing a course. 2. Normally, courses shall be completed and fully reviewed not less than 45 days prior to the beginning of the semester in which they are scheduled.

Peer Review Committee 1. Peer review shall consist of evaluating the appropriateness of content following guidelines established for any other CSC course as it relates to the syllabus, mechanisms showing student learning and assessment, and adequate faculty/student interaction. 2. The committee should use the “Peer Review Guidelines” template for performing content review.

Instructional Design Coordinator 1. The instructional design coordinator should respond promptly to requests for information and help related to developing online courses. 2. The instructional design coordinator will complete a technical review of the course, focusing on conformity to an established set of guidelines related to structure format, minimum access standards, and inclusion of specific information related to the student use and access. The technical review will not include a review of course content.

Deans 1. Deans should provide guidance to departments and faculty as to how course proposals fit into the institutional and school priority plan for online courses. 2. Deans should schedule courses through normal channels once the course has been authorized for development.

Question 8: What processes and procedures are you using for technology maintenance, upgrades, back up, remote services and for communicating changes in software, hardware and systems to students and faculty? The Computer Services department is responsible for all technology maintenance, upgrades, back up, and communications regarding changes in software, hardware and systems. The department employs nine full-time people including a director, two computer support analysts, one senior programmer analyst, two programmer analysts, one computer support specialist, one network specialist and one computer operator, along with clerical support and eight student workers, who are majoring in computer science. The department manages eight general use computer labs, seven multi-use labs and eleven special use labs. Software includes an array of Microsoft and Mac packages, specialized software for a variety of academic programs, and Blackboard for online and web- enhanced courses. Blackboard is maintained on a separate server, and the campus employs a full-time instructional design coordinator who monitors the Blackboard system and communicates relevant information about that system to students, staff and faculty. The campus includes wireless networks in the library and student center, along with wired access in all buildings and residence halls on campus. The department publishes all policies on its website and distributes brochures to students that include information about minimum configuration of computers, networks, policies and procedures. Policies have been established for acceptable use, copyright, intellectual property rights, responsible lab use and acceptable network use. All faculty, staff and students have accounts on Campus Pipeline, the campus communication network. Alumni also keep their pipeline accounts for life after graduation. Announcements and special emails are distributed via Pipeline to notify users of hardware, software and maintenance schedules and in case of network difficulties due to outside factors. The Director of Computer Services reports directly to the Vice President for Administration and Finance and works with the state-wide system to coordinate compatibilities and updates within the state system. Chadron State College Higher Learning Commission 12

Question 9: How do you make sure you provide convenient, reliable, and timely technical services for students or faculty needing technical assistance, and how do you communicate information about these services? What technical support services are provided?

The Computer Services department conducts yearly surveys of students and faculty to improve technical services and their delivery. The technical services, listed below, are provided to students and faculty, as appropriate. Initially all students receive, via surface mail, an orientation manual that provides information about these services in addition to postings on the college’s website. Faculty members receive information at the new faculty orientation, during one-on-one sessions with the instructional design coordinator and at campus-wide workshops and training sessions.  An Online Orientation Manual is sent to each student who registers for an online course or hybrid course. This manual includes information about computer systems, networks, Pipeline and Blackboard, and available support services and contact information.  Online Orientation for online students is also provided via the ITV system, in order to supplement the online orientation manual. This impacts only those students near major population areas of Alliance, Scottsbluff, Sidney, and North Platte areas where ITV classrooms are available.  The Computer Services Help Desk is the primary contact for all computing and network issues encountered by faculty, staff and students at Chadron State College. Network and email account information and passwords are obtained at the Computer Services Help Desk. All calls to report problems or requests for support are channeled through the Computer Services Help Desk for evaluation. Information provided by the caller determines the category and priority of the request. If the request cannot be resolved immediately, that information is routed to an appropriate computer technician.  Blackboard tutorial is available online to assist students and faculty who are new to this portal.  Technical support for Blackboard for online students and faculty, is provided 24/7 by Dr. Robin Smith, utilizing his office phone and cell phone, as well as email.  Assessment of technical services and delivery is conducted every year by Computer Services.  Assessment of student satisfaction of online courses is conducted for every online course by the AVPECP.  Assessment of faculty satisfaction with Blackboard technology is conducted each year by the AVPECP.  Assessment of student satisfaction with Correspondence Course delivery is provided at the conclusion of each course by the AVPECP.  Results of all of the assessments are shared with the deans and academic vice president, as well as the Distance Learning Planning Committee, which utilize this information for strategic planning and budgeting.  Assistance with student services, through the email link [email protected] or by toll-free telephone, is available to distance learning students.

Question 10: What is your institution’s experience with collaboration in asynchronous delivery? In what ways do you currently collaborate with other organizations (within or outside of your state) in asynchronous delivery? The Nebraska State College System was approved in December 2005 to offer a cooperatively-delivered, system- wide degree, the Master of Science in Organizational Management. Many of the courses for this degree will be delivered online, as well as at the three state college campuses and at remote ITV sites. Because students have choices of courses within specific categories, it is possible through this selection process to complete the entire degree online with coursework from all three state colleges. The degree will be available commencing in the fall 2006.

Question 11: What partnerships or agreements (e.g. vendors for electronically delivered courses) support your delivery of instruction? How do you ensure students can use your online services effectively? The college contracts each year with Blackboard to purchase software and upgrades, as well as training for staff and faculty. Currently nearly all instructional delivery is by Chadron State College faculty. Students receive online manuals regarding computer systems, networks, Pipeline and Blackboard. There is also an online tutorial regarding the use of Blackboard. A twenty-four hour help line for Blackboard is maintained, and a technical support help desk for network and hardware problems is maintained during normal working hours with access via email, phone and in person. Chadron State College Higher Learning Commission 13

Institutional staffing and faculty support

Question 12: How do you staff online education? How does this differ from your processes for staffing traditional programs? As stated previously, because of the long history of Chadron State College in meeting the needs of students across its vast service region, online programs are interwoven with traditional delivery. Nearly all online courses for programs are taught by full-time CSC faculty, and include both residential students and students at a distance. Occasionally, an online course is taught by a qualified adjunct, but this is an exceptional situation. Courses are generally taught by the professors who have developed them.

Delivery modalities are planned a year in advance by the faculty and deans to ensure that all students are able to access the required courses for their programs. Since 2000 the College has encouraged professors to web-enhance their on-site courses, both at campus and remote sites. The web-enhancement of courses is a logical intermediate step in the migration of courses to fully online status. The college has seamlessly integrated the online culture, and online completion programs are not offered by third-party providers, separate and apart from the campus offerings.

Question 13: What is your process for selecting, training, and orienting faculty for electronically delivered courses and programs? What professional development, support or release time do you provide for faculty teaching online? How do you include adjunct and part-time faculty? The departments and deans plan faculty loads one year in advance, and consult with individual faculty regarding the teaching of online courses for the programs. As described previously, the decision to offer a program online involves the faculty in this process from the very beginning. As the program is planned for online delivery, full-time faculty members are selected to design and teach specific courses with significant advance time for development. Faculty members are not required to teach online, and instructors volunteer for this assignment. When faculty vacancies occur due to retirement or relocation, during the search process candidates are heavily queried about online learning to ascertain attitudes, experience and a willingness to teach online as needed for a given program. Advertisements for faculty vacancies also emphasize the preference for instructors with online and technology in teaching experience.

When the college wishes to retain the intellectual property rights for a course, then the faculty are paid for the course development, which frequently occurs during the summer when faculty have more time to devote to this process. Most programs have a three-year development timeline, which means that faculty members are aware well in advance of online teaching assignments. Because the courses are designed by the faculty who teach them, the online instructional design coordinator has an opportunity to work one-on-one with faculty over a period of months during the development process. The coordinator has designed templates for online courses that allow faculty to migrate courses documents and information easily onto the Blackboard site. In addition, the Teaching and Learning Technology Roundtable provides regular campus-wide web tips, lunch hour seminars, and longer workshops. Specifically these longer sessions included two weeklong training events in 2004 and 2005 to enhance faculty understanding of online pedagogical best practices. In 2005 a Blackboard training consultant provided focused faculty training in online pedagogy and course delivery tools. One-on-one faculty training with the instructional design coordinator is available on a continuing basis. Part-time and adjunct faculty members rarely, if ever, teach online courses. However, in the rare case when an adjunct professor is required to teach online, the instructional design coordinator and the full-time faculty member, who designed the course, work closely with that individual to provide orientation and continuing help. In addition, they monitor the course online as it is being taught to provide on-going mentorship of the instructor.

Question 14: How do you assure copyright compliance and keep online faculty aware of institutional policies on using the intellectual property of others? In 2002 the Director of Computer Services and the Director of Library and Learning Resources developed copyright policies and procedures that can be accessed currently on the websites for the library and for computer services. These policies were reviewed in the fall 2005 by Dr. Jamie Waldo, a new professor in the Business Department, who holds a J.D. degree and has worked as a copyright attorney. A workshop for all faculty members was held in 2002 to review these documents. All new instructors are required to attend a one-hour-per week orientation for the first half of the fall semester. The time is utilized to cover specific campus policies and procedures, including the copyright compliance policy. The faculty handbook, as well as the student handbook, also refers to this policy. In Chadron State College Higher Learning Commission 14 addition, the instructional design coordinator works with faculty to develop online and web-enhancement courses, reviews policies, and monitors course sites.

Student support

Question 15: How have you assured that online students have access to necessary student and support services (e.g. institutional information, application for admission, registration, tutoring or academic support, advising, financial aid, tuition payment, career counseling and placement, library resources), and how is information about using these services relayed? How have you measured and promoted interactions among students and faculty (e.g. email, online chats, discussion groups, phone or streaming audio, “office hours,” cyber buddies/mentors and tutors)? The online services, listed below, are available to all students, both residential and at a distance. When students register for courses the first time, they receive via surface mail an online orientation manual that describes services and access information. As described previously, technical help lines are available for network, hardware and Blackboard assistance. Campus websites for the individual departments provide information on the services listed below.

Regarding student interactions with professors and other students, the instructional design coordinator works closely with faculty during course development to ensure that courses have a high level of interaction via discussion boards, student group work and regular feedback by the professor via email, synchronous online office hours and discussion boards. Training for professors emphasizes that online courses should maintain the same level of interaction as residential courses, and that online learning is not electronic independent study. The instructional design coordinator monitors courses, and assessment of student satisfaction is conducted at the conclusion of every course. Assessment of faculty satisfaction with Blackboard technology is conducted each year. In addition faculty members are allowed to include “virtual” office hours as part of their regular, published weekly schedule. During virtual office hours the faculty members are available for immediate email communication with students. For technical courses such as mathematics, the college has recently purchased Smartboards for use in faculty offices, as well as classrooms, to facilitate student tutoring. The Smartboards allow the professors to draw diagrams and write equations, and then capture the image on the Smartboard for electronic transmission to the students. The Mathematics faculty members are utilizing the Smartboards on a pilot basis to ascertain their value in streamlining communication between instructors and students.

Peer Tutoring services  For distance learners, the Peer Tutoring Center, which is nationally accredited, uses Blackboard and the virtual classroom, email, and telephone assistance to provide academic support for student questions and on-going tutoring.  Tutoring at remote sites within the college’s service region is provided by hiring tutors on-site to supplement on-line services.  Informational handouts and brochures are mailed to students who need assistance with study skills, time management, test-taking strategies, stress management; telephone assistance is provided on the same subjects

Student Academic Support Services (SASS)  Early Alerts (online form to alert SASS about student academic problems)  Online major and advisor changes  Online transfer credit evaluations  Online FERPA regulations verification  “Ask A Question” feature available on SASS website  Textbooks for online courses may be ordered via the web or by toll-free phone number through the CSC Eagle Pride Bookstore. Books are mailed directly to students from the bookstore. Students may also purchase textbooks from online book retailers.

Admissions  Online application Chadron State College Higher Learning Commission 15

 Catalog on CD Rom  Inquire/request information online; [email protected] is Admissions email response  Register for Orientation online  Fully online orientation experience

Computer Services  Internet connectivity to on-line services  Help Desk assistance via telephone and email during regular hours  Access to the campus portal, Pipeline, providing access to CSC activities and announcements, e-mail, course chat rooms, periodical databases, the campus student and employee directory, and web based access to the backend ERP (Student Information System).

Reta King Library Off campus and distance learners are able to access all library services online, including:  An extensive library website that provides access to global resources  Book and periodical searches, online databases, online newspapers  Tutorials on various library functions  Topical informational items (i.e. article on Avian flu/prevention)  Information/authenticity of free websites  “Ask a Librarian” section on library website with timely response (within 24 hrs)

Registrar’s Office Distance Learners can utilize the following Registrar Office services online:  Degree audits, including modeling of different programs and catalog versions online  Online catalogs  Class registration, drop and adds online  Transcript display of CSC courses and transfer work online  Viewing of any holds on student accounts online  Viewing of midterm and final grades online Distance learners are also assigned a campus faculty as academic advisor. This advisor is available via email and an 800 phone number to assist students with their academic program planning. At select major population sites within the college’s service region, faculty advisors are designated for specific program advice. These advisors travel regularly to these sites to meet with groups of students and to monitor student progress toward degree completion.

Financial Aid Services Online – the following services are completely online:  Complete FAFSA forms  Apply for United State Department of Education PIN (students and parents)  Complete CSC Financial Aid application  Print Verification Worksheets for appropriate signatures (selected applicants)  Print Concurrent Enrollment forms  Complete Entrance and Exit Counseling (student loan borrowers)  Compete Direct Loan Master Promissory Notes (students and parents)  Complete Parent Direct Loan Offer/Acceptance Agreement  Complete Perkins Loan Master Promissory Note  Print Extenuating Circumstances form  Print Scholarship applications for appropriate signatures  Accept/decline Financial Aid and CSC Scholarship Awards  View Financial Aid status/summary  View Financial Aid history  View Financial Aid award information by year  View Financial Aid Satisfactory Academic Progress status  View Financial Aid Cost of Attendance Chadron State College Higher Learning Commission 16

 Complete Terms and Conditions of Awards

Question 16: How do you track the retention rates of students enrolled in asynchronously delivered programs? How do the retention rates of these students differ from those of student enrolled in synchronously delivered programs? Enrollment in online courses and programs is monitored by the department chairs and deans, who utilize the Student Information System (SIS) to examine individual course withdrawals. Additionally at the end of each semester the deans and academic vice president receive computer printouts for all courses, including on-campus, ITV, correspondence and online, which reflect initial enrollment, withdrawals, and grade distribution within each course. Trends indicate that the first time a professor teaches a course online, the withdrawals are higher than normal, and that with subsequent offerings of the course, the professor seems to improve, and withdrawals decline to levels that are similar in face-to-face classes. In hybrid courses that include both campus residential students and students at a distance, withdrawals appear to be equal between the two groups, indicating that the course content and rigor may be more influential than the instructional delivery modality for student withdrawals. When the same course is taught both on-campus and online by different professors, the withdrawal rates vary by professor, as also happens in campus-only courses.

Students at a distance are assigned full-time faculty as advisors for their programs. These faculty are available via phone and email to consult with students, and also travel to the larger population centers in the college’s service region to visit in person with distant students on a once to twice per semester basis. In addition the Office of Extended Campus Programs employs local program coordinators at these population sites to directly assist students in their program planning. A full-time distance learning coordinator is available during normal working hours to answer questions and work with students online and via ITV to assist them with their academic programs. Because most of the students at a distance are adult, place-bound learners, any comparison with residential eighteen-year-olds is problematic. Anecdotally, it appears that the adult learners are more motivated to complete their degrees in order to advance in the workplace, and many younger students are still investigating the whole educational enterprise. Therefore a study of retention in online programs may show a higher correlation with age and motivation than with delivery modality. While the college has only been delivering fully online programs since 2002, a full study of retention rates in those first two programs will not be possible for several more years, since the programs have been phased in over several years since then. However, as mentioned above individual course retention rates appear to be comparable among residential and distance students.

Question 17: How do you assure the protection of student identity and personal information? The college utilizes password protected systems including Windows XP, Pipeline, Blackboard and SIS. Student social security numbers are not utilized in searching these systems and are not displayed. Passwords have regular expiration dates and are replaced by users. Students can request that personal information regarding addresses and phone numbers be withheld from any public and computerized databases. Professors regularly warn students in documents placed on course Blackboard sites about the hazards of providing personal information online, whether it be sent to the professor or to other students in the class. Additionally this information is discussed in the student handbook, which is given to every student at the college.

Evaluation and assessment

Question 18: How do you evaluate the asynchronous courses and programs (revenues, expenses, services provided, etc.) you offer? Because of the declining demographics of the high plains region, enrollment management has become the single most challenging issue for Chadron State College and other regional institutions. The college operates in a very rural and isolated area that requires the creative and efficient use of technology to meet the needs of its learners. In addition, a Carnegie Corporation survey of CSC students conducted in the spring of 2004 indicated that, on average, students are working approximately 32 hours per week, and distance learning modalities are important for flexibility in work schedules. Therefore, the issue of whether asynchronous courses and programs should be offered is largely moot, and the issue becomes efficient and efficacious use of technology. The college must continue its long history with technology in teaching and at the same time monitor student and faculty satisfaction to determine how to improve the delivery of instruction and services. Chadron State College Higher Learning Commission 17

Enrollment growth associated with additional online programming is carefully monitored. Currently the college utilizes a “Monday morning” report that provides data on enrollments broken down by undergraduate, graduate, student class designations and residential and off-campus categories. These reports are reviewed each week at the President’s executive staff meetings, and trends are analyzed and referred back to the Vice President of Academic & Student Affairs for appropriate action. The Distance Learning Planning Committee, discussed earlier in this document, monitors institutional capacity and provides strategic planning and overall assessment of distance learning.

As mentioned previously the AVPEM and AVPECP and their staffs are continuously in contact with external constituents and regularly monitor the changing trends associated with a broad spectrum of learners in the college’s service region. Student and faculty satisfaction surveys are already in place and are conducted by several different units, including Student Services and Computer Services. All students in online classes complete satisfaction surveys regarding online delivery of course content and services at the conclusion of the courses. Faculty members are surveyed once per year to determine their satisfaction with the Blackboard environment and technical services. The results of these surveys are utilized by Extended Campus Programs and Students Services to make improvements in the delivery of courses and services.

As outlined in Question 5, a campus technology fee, in addition to operations budgets, provides sufficient resources to support instructional technology. Expenditures on distance learning have increased since 2000 from 4.57% to 6.76% of the college’s general budget. The college operates on a biennial budget and expenditures on technology are planned on a two-year cycle. Because online services are offered to residential students, and campus courses are heavily web-enhanced, the cost of technology is far from being solely for students at a distance. By expanding the programs that are offered via distance learning or blended formats for both residential and students at a distance, the college’s total program offerings will not increase. Economies of scale will continue to make distance learning and online student services even more cost effective, as additional place-bound students are able to access programs with high workforce demand.

All student affairs and support units are required to have assessment plans related to their services. These plans include students at a distance as well as residential students, and the results are utilized to improve the services for all the college’s students regardless of location.

Question 19: How do you encourage and ensure the continuous improvement of distance education programs? As mentioned above, every year student and faculty satisfaction surveys are utilized to improve the delivery of instruction, technical and support services. However, since the majority of students at a distance are place-bound adults, the Office of Extended Campus Programs has obtained funding through the college’s strategic plan, Vision 2011, to improve educational opportunities for adult learners. The CAEL Corporation’s Adult Learning Focused Institution Assessment Tools will be utilized to this end. The Institutional Self-Assessment Survey (ISAS) evaluates the college’s policies, practices, and activities from outreach to financial aid to instructional delivery. The second assessment, Adult Learner Inventory (ALI) probes adult learners’ experiences to examine how effective the college’s outreach programs/practices are for adult learners. Together the two assessments will provide the college with information to guide decision-making activities for services and program quality for adult learners. The two assessments will be conducted in the spring 2006.

Evaluation of Instruction Each faculty member must have at least two courses evaluated by student ratings of instruction during the annual assessment period. Faculty may recommend which courses are rated, but ultimately courses are selected by academic deans to sample instruction within the primary area of the instructor’s teaching assignment and to include different student perspectives. Faculty members often ask to have additional courses evaluated. Many of the courses selected for student ratings of instruction are in the online modality. The deans monitor the student ratings in both campus and online courses to ensure improvement of instruction.

Each year faculty members articulate goals for improving their teaching, scholarship, and service. At the end of each academic year, the faculty member meets with his/her academic dean, and, together, they evaluate progress toward agreed-upon goals. As part of this process, faculty are required to provide a written self-critique of instruction based on the student ratings, that includes goals for the upcoming year to address any deficiencies. This Chadron State College Higher Learning Commission 18 is a critical component of professional development for all faculty members, every year, regardless of rank or tenure status. Many of the faculty members include the use of technology in their teaching goals, and this process ensures the improvement of programs regardless of delivery modality.

Professional Development related to technology For the past two years, the college has offered to faculty and staff technology workshops, lasting for two to four day, just prior to the beginning of the academic year. These workshops deal with pedagogical issues related to the use of technology, multi-media and online environments. The Teaching and Learning Technology Roundtable provides regular campus-wide web tips, lunch hour seminars, and longer workshops. Specifically these longer sessions included two weeklong training events in 2004 and 2005 to enhance faculty understanding of online pedagogical best practices. In 2005 a Blackboard training consultant provided focused faculty training in online pedagogy and course delivery tools. One-on-one faculty training with the instructional design coordinator is available on a continuing basis.

Question 20: How do you assess the learning of the students you educate in your asynchronously delivered programs to ensure that they achieve the levels of performance you expect? What mechanisms do you use? How do they differ from techniques used to assess and evaluate traditional synchronously delivered instruction? How is the difference in delivery addressed? During the past three years, Chadron State College has worked to create a culture of assessment across all units on campus. Although the college has had annual program assessment, conducted by departments, since 1993, the older assessment plans were more program-centered, and were based on department needs rather than student learning outcomes. Since 2002 all units have developed student learning outcomes and newer assessment tools that specifically address these outcomes. This process of culture change required numerous campus conversations at all levels, the sending of a critical mass of faculty to special conferences on assessment by AAHE and HLC, and time and space to rethink and develop a more student-centered approach to doing business on campus at all levels and in all units.  Assessment of student learning outcomes for courses and programs are conducted using the same assessment tools for all students regardless of where the students are located.  During the past two years, the college has implemented a plan to create a culture of assessment across all units of the campus. For example, all subdivisions of Student Affairs including Student Success Services, peer tutoring and advising have assessment plans in place that include online students. Computer services regularly conducts surveys of students and faculty to improve technology and its delivery.  Professional training and support personnel have been provided to faculty and staff to increase the success of online programs and student services including: in-house and contracted training for the faculty utilizing and improving online instruction; addition of another designated distance learning student services coordinator; and training for online advising utilizing the campus Pipeline portal system.  In addition to assessment of student learning outcomes and student affairs services, assessment of the overall online delivery system has been established and has resulted in continual addition and refinement of student online services (e.g. an online demonstration course). This is accomplished by a student satisfaction survey given to all distance-learning students each semester. The AVPECP analyzes this data and makes recommendations regarding changes to services and delivery system.

For the past three years, all courses, including online, offered by Chadron State College include explicit student learning outcomes (SLO’s) that are printed in the course syllabi and shared with students. A variety of assessment tools are used as course-embedded assessments of these learning outcomes. The SLO’s for individual courses are subsumed into the large umbrella of SLO’s for each academic program. Programmatic assessment tools include not only course-embedded tools, but also pre-post tools that cover varying time intervals, and capstone assessments of graduating seniors and graduate students. All students, regardless of their physical location, are assessed using these processes. Every support unit, e.g. student affairs, financial aid, computer services, at Chadron State College has a comprehensive assessment plan as well. Both residential students and students at a distance are included in the collection of assessment data by these units. The assessment tools utilized vary by department but include the following: surveys and questionnaires; portfolios; exit exams; research projects; senior assessment juries; field and internship experiences; capstone seminars; pre-post course exams; exit interviews; supervisor evaluations; certification acquisition; written comprehensive exams, and performance evaluations at the freshman, sophomore Chadron State College Higher Learning Commission 19 and senior years. These tools can be effectively utilized with both residential and distant learners, and results are aggregated for the program.