02 Nov 2004, 15:24:48
Contents
Critical Issues (Brainstorming)
Critical Issues (Brainstorming)
1. What are the critical issues we must address to create a system for access to higher education?
· Reliable access to the delivery system (videoconference, audioconference, internet based)
· Creating incentive for campuses to participate in delivery of distance courses.
· Tuition charges equitably distributed throughout system
· How is a student defined, home campus and academic campus? How will this effect how we, as an institution, federally report student headcount, enrollment, etc. How will this potentially effect reporting for grants?
· Make sure that
Distribution of funds across maus
and campuses.
· support faculty with instructional designer who kjnow technology and pedagogy
· 1-800-uadisted ...that should be floating at the bottom of tv screens... it should be universally known, and, of course, there needs to be the backend...someone who answers that number who is helpful
· Acess to what? Acess for whom -- just AK or worldwide?
· Multiple campus have multiple start dates, drop dates, etc confusing students, staff and advisors. There needs to be some uniform structure.
we even have
multiple versions of distance
· Define the market. Who are
the students? How many are there? What are they interested in? What is the
value added for society? (Putting resources in distance
· figure out how we can count full-time students when they're taking a full load but from different MAUs
· If we ignore the differences of schedules among campuses, then how do we design classes that are deadline driven and have all students on the same page when they are engaging each other in discussions. If they are allowed to enroll at different times, how do you move the class forward together?
Should mention tuition between campuses. Student is supported at one MAU and wants to take acourse at anouther.
· Commitment to sufficient band width for the highest level of interactive capability
· In additional to faculty development of technology the staff the support them must receive development too.
· Invest $$ in course development and supporting faculty.
· Create incentives for instructors to teach web-based courses, versus audio or in-class courses.
· good advising available to all students
2. What are the critical issues we must address to create a system for access to higher education?
· student support
· Make an equal distribution of the tuition dollars
· and other fees!
· There must be commitment to sufficient tech support (on campus, in or near the delivery classroom, if offered in real time)
· technical support for faculty for creating quality courses
· faculty development to help more faculty create and teach more courses which improves access
Yes, funding for development. But also need to compare that with the market - need - for the course. Professors may want to develop something that is not wanted.
· Seamless transfer of credits across maus
· Should there be a campaign to recruit instructors with the tech skills to develop and teach distance courses? I'm finding a great deal of difficulty in finding instructors who are subject matter experts and can also run Blackboard.
3. What are the critical issues we must address to create a system for access to higher education?
· Cost sharing is important. Institutions providing student services should get a piece of the pie.
· Registration catalogs need to have better access directory information so that both students and staff know who is doing what. Advertise in many ways the shared university directories. Right now staff even have difficulty knowing who to contact to help students.
· How can we get programs to develop and advertize a three year course offering plan so that students can chart their course of study?
· more lobbying of the statewide legislature to develop a digital economy and a digital approach to education
4. What are the critical issues we must address to create a system for access to higher education?
· a common course management system
· A common course management system would be less confusing for students.
Don't we all have Blackboard?
· agree with #89 we need to have a simple navigation system for students to get to their courses
· Trust: UAA - UAF grievances may not be as easily resolved as implied in the Great Plains IDEA experience.
I'm interested in hearing more about how they sorted out the differences.
· Development of a broad system that includes classes with laboratory componets has special challenges and in some cases real risks to the student, eg chemistry or biology labs.
Yes, I am wrestling with that now. It may be a lab can't be done distance. How about a system to have most of a class by distance, then have the students come to campus for a week, say during Christmas or Summer, to do labs.
· #152, I disagree, if UAA-UAF-UAS grievances are too deep to be resolved, it will be because of individuals resisting. The great plains model crossing 10 states and 10 different institiutions, each with a seperate Board of Regents to answer to, is a much more difficult one to resolve than the simple issue of a handful of MAU's under one BOR
5. What are the critical issues we must address to create a system for access to higher education?
· training for students to be able to access and utilize distance delivery resources effectively
· How do we ensure that every distance course offered maintains a minimum standard of teaching excellence. There seems to be a great deal of ability for instructors to be "lazy" in: their interaction with students, the lack of quality in the materials they develop, and what they expect from their students.
Yes.
· Academic assessment of student capabilities (writing skills, commutation skills, etc.)
· If standards are developed and introduced to institutions, then you have to trust that the standards will be applied by each institution.
· Agree with #85 we need to have standards and a way to identify courses and instructors who meet the standards
· for 105 and 85, when we get to standards, how do we apply them? are these different than the initial hiring standards when the individual is hired? How many standards will we apply to each other in order to ensure we're qualified to teach?
· Many institutions or campus are already requiring ASSET or Compass exams for students to determine academic needs.
· RE #85 totally agree - some standard for quality in distance teaching must be established
· Is it possible for Banner to block or flag students with problematic ASSET or Compass?
· Tenure and promotion are
major motivators in the university setting, how will distance
· for 85 - if we set
standard for distance
· #85 This is not a different issue from face to face instruction
· A FT faculty memebr complained that when she was asked to teach a distance course by UAA she received new instructor pay since she her time in with UAF was not recognized in the pay scale.
6. What are the critical issues we must address to create a system for access to higher education?
· Assessment tools to reliably assess what skills students are developing
· Students currently sign up for distance courses. Small rural campuses are not always aware or prepared to service the student....it is just assumed that each campus has extra computers and staff to support the technology.
· Faculty incentive. Currently the effort expended in DE are not useful towards permotion and tenure.
· How can we determine which university should offer a course or degree if there is not enough enrollment to allow for two similar programs?
· better support for students taking courses at a distance
· Pull together all resourses to offer 24/7 tech support to students.
7. What are the critical issues we must address to create a system for access to higher education?
· Create a seemlees entrance for students to course registration and all other student services
· Workload issues--requiring involvement of unions
· How can we get 24/7 advising for students. Students may be coming to their studies from many different time zones.
· Can every campus agree to certain standards that instructors should comply with, ex. return student emails or phone calls within 24 hours, Have course materials that address different learning styles, communicate with each student in a class every week to inform them of how well they are doing or not doing and where they need to improve?
· Does any campus have workload policies in place?
8. What are the critical issues we must address to create a system for access to higher education?
· Programs offerred outside of the degree process--trying to get to the point of individualized learning based on the learner's needs
· Develop a means for development of programs to be delivered via distance and how to share the resources for those programs
· single point of contact web page
9. What are the critical issues we must address to create a system for access to higher education?
· support for campuses that support the student taking a course from a different location
· Keep up with the technology
· We need to make our systems as easy as possible... student friendly. What may be taken for granted in an urban setting can be verry difficult for our rural students
· make sure that all courses that are offered by distance can be seen by all students wanting to take a course by distance
· support for student groups to be formed, no matter where students are
· Mid-semester enrollment (in short courses): Banner implementations currently make this difficult.
· Egos are going to have to be set aside. It's going to have to be a "WE" attitude rather than a "MY" attitude. Are our professors, faculty, and support personnel wiling to do this?
· and try to figure out how our students can keep up with technology!
· eliminate the difference between distance and local students - focus on the learning regardless of student location and focus on the technology to enhance the learning
· Also are they ready to do this? Does it include changing the department or campus culture regarding education?
· How can we assure that faculty at rural campuses get an equal chance to teach distance courses that include students from the urban areas?
· student groups? IN what manner?
10. What are the critical issues we must address to create a system for access to higher education?
· common calendars?
· Encourage faculty to teach by distance and still make tenure
· apply system wide resources to system wide needs
· How to provide some of the social ineraction between students that is often a valuable part of calssroom instruction
· Fees: support of MAU course development are necessary. Consider course development costs of $30,000 to $80,000 (recent estimates I've heard).
· Re:. 126. Discussion boards with good questions can cause great interaction. Ask and instructional designer for tips on conduction good online discussions.
· #65 YES!
11. What are the critical issues we must address to create a system for access to higher education?
· accepting other courses from other MAUs
· Planning! Institutions must offer courses in a timely manner so that students can complete a course of study in a reasonable perion of time.
· Prerequisite checks should be automatic and not an awkward burden on individual instructors.
· Prerequisite checks should be automatic and not an awkward burden on individual instructors.
· banner needs to be more user friendly
· ensure that any system is accessible to special needs learners--learners with handicapps--such a system may be a valuable tool in delivering education to this population versus tradiditional calssroom instruction.
· Re 79, 80. Banner should be able to handle this when programed.
12. What are the critical issues we must address to create a system for access to higher education?
· course offerrings for the range of needs from single classes through a degree
· Workload: The answer to UAA faculty's shorthandedness is not to hire more faculty at UAF.
· With respect to distance learnng, what is appropriate at various levels (e.g. freshmen, sophomore to graduate student)?
· a concerted effort to work with providers to provide decent bandwidth
· Can we let the market determine the number of faculty at each campus, while at the same time make coordinated plans?
· Please, we need to consort semester dates across the MAU's - for shared courses and programs. This includes using same time block for audioconference offerings. Students currently have difficulty reaching a full schedule due to courses not following the same block/dates.
· Add instructional designers to local areas so that faculty can discuss design issues with them at any time.
13. What are the critical issues we must address to create a system for access to higher education?
· central information point for students, staff, faculty, and administrative issues
· Initiate a quality assurance process for courses offered via distance so that the best practices for distance education is followed.
· How is success measured? What campus gets credit for degrees earned by distance?
· How can we consistently hire quality instructors who understand how to effectively deliver a distance course.
· To what degree to faculty buy in to distance education?
· agree with #140, and we also need to find a way to recieve more student feedback on instructors, the current system is not always effective.
· I like the incentive question. If a campus develops and offers their own distance courses and do not need additional students to fill their classes, where's the incentive to open classes up to other campuses...especially if 20% of tuition is lost?
· #146 Important,because when faculty dont buy in, students notice
· Unite effort for scheduling and site support for video conferencing.
14. What are the critical issues we must address to create a system for access to higher education?
· Evaluation of course by students
· Governance: How can the MAU academic boards control curriculum?
· Academic issuse will remain with the colleges.
· #125 What does this mean?
· A course naming and numbering system that is consistent across MAU's, and in its absence, more aggressive work at developing articulaiton agreements and keeping them up to date across MAU's
· So what does that mean for issues such as academic dishonesty?
· program based development ofdistance courses and the programs belong to the academic unit at the originating MAU
15. What are the critical issues we must address to create a system for access to higher education?
· course offerrings that are based on the learner's schedule not the institution's of the faculty member's
· create a plan for offereing particualr programs so students can create a personal educational plan and be certain the courses will be availalbe during the entire sequence of coruses
· How wonderful for advisors to have course offering plans to help students with their educational plans.
· #123 This
is a major challenge that has never been met in
· #149 that is why a disitance program is created - to share the resources i.e. faculty and technology so students can complete programs -but the incentive to play together must be there
16. What are the critical issues we must address to create a system for access to higher education?
· Find a way to solve the age old rivalries among campuses
· How to you provide acess to individuals at remote locations with very limited internet acess
· Better communication within the MAU and across the state
· Developing an equitable instructor workload compensation that includes new demands of tech delivery
· Re 99. Trust! Somebody needs to start the ball rolling.
· #113 PLEASE don't assume that "distance delivery" only means "internet." Currently, the ONLY ROBUST technology available to all rural stuents for live classes is the phone.
· A critical issue is the current emphasis on using videoconferencing to teach courses. In most cases, a talking head adds nothing to course content, and the content can be delivered more effectively in a variety of modes rather than video
· I agree with the "talking heads" person above. I an accomplish more in less time via straight audio conference and a well planned out class
· Agree with #99, we need to make an effort to stop "stealing" students, but still offer student support to those students who are not a specific campuses
· IT tech staff and support need to be doubled at campuses.
17. What are the critical issues we must address to create a system for access to higher education?
· Gain cooperation for development on programs - not individual courses.
· Scheduling of courses that are live.
· How does this enhance on students learn?
· How about offering more sections of courses so that they can be oriented to a variety of student learning styles
· Cooperation and collaboration are good, but in this institution, they are given lip service as other indicators are more important to the institution when measuring success
· Currently,
the fact that UAS uses MBS
causes problems for Rural Students. Would recommend that
books for distance courses for shared courses come from the same place -
· #153 agree - the measure for success in this institution creates rivalry and competition and goes contrary to the principles of working collaboratively
· #160 Many students don't
have credit cards or checking accounts in rural
· Is it unrealistic to have students follow the schedule of the instructor offering the course, rather than every instructor adjusting to the scheudle of the student?
18. What are the critical issues we must address to create a system for access to higher education?
· Registration restrictions, like prerequisites, should be automatic and not a burden on individual instructors after a class has begun.
· Assessment and quality. Quality and assessment.
· Can we have one Blackboard system?
· Stronger communication from Statewide on infrastructure issues. Is the university considering going to IP/telephone service? Rural sites miss the dial up access...ect..
· what mechanism will be used to admit someone to the higher education insititutions? SATs, highschool grades, or will people be able to take college classes without being admited in the traditional fashion?
19. What are the critical issues we must address to create a system for access to higher education?
· seamless access to the system (across institutions)
· Seamless access is important, this includes coordinated course schedules (start and end times for semester based courses)
· keep the trust among the people so that they can get past their turf issues
· Get past turf issues, but at the same time insure that campus can accuratly count students in thier region, as well as all they serve.
Tool Name: Categorizer - Leader
1. Critical Issues
1. Assessment and quality control for coursework
2. Course-development support for faculty -- training, development, etc. Instructional designers who know technology and pedagogy
3.
Adequate Technical Support for students -- a help desk that answers and
4. Development of trust among campuses to allow the university components to work togteher
5. Uniform registration policies
6. Managing differences of start-date/end-date and class-time-blocks, and classes that are not semester length
7. Credit for tenure and promotion for faculty teaching distances classes
8. Equitable credit for workload of teaching distance courses
9. Incentives for collaboration rather than competition
10. Assuring student preparedness for a given class (prerequisites, assessments of competency, etc.)
11. Assuring quality of instructors
12. Keep the focus on Learning with technology as support, rather than focusing on technology.
13. Understand the market
14. Managing differences in course naming and numbering systems.
15. Equitable distribution of tuition and fees
16. 24 X 7 advising for students
17. Seamless transfer of credits across MAUs
18. Comman planning for programs, not just courses
19. Make a single source for information about all distance courses a student could take
20. User-friendly to the student - simple!
21. Establish an unambiguous definition for Access, and define who the system is to support
22. Address the needs of special needs learners
23. Student access to phone, internet, and computer technology
24. Training instructors to use appropriate pedagogy for the technology availalbe
25. Prioritzing which students should be allowed to enroll in which classes
26. Planning for distance education, sequencing courses for programs and degrees, and sharing planning
Tool Name: Group Outliner - Leader
1. To develop a system through cross institutional collaboration that provides access ot the best education the university has to offer, regardless of students' locations schedules, or other limiting factors.
· One registration system instead of having students on different rosters, etc.
· 1. Agreement on division of fees and costs.
· Collaboration and trust, not competition
`
· A single place that lists all distance courses
· collaboration & communication between MAUs
· Planning at the department/program level to insure development and delivery of courses and programs
· Resolution of faculty workload issues
· system planning so students can move through programs in a timely manner
· Buy in of everyone involved.
· common course/class schedule accross MAU's
· Equitable plan for distribution of tuition and credit to campuses
· A one stop entry point for students to register, get financial aid, and other student support services.
· Agreement on common semester dates, times, catalog services,
· full articulation of courses across MAU's
· have common classes, fees, personnel, and think as "one" university rather than separate entities
· 2. acceptance of common courses across system.
· Publish course quality standards based on sound research
· Programing of Banner to faciltate systems (financial, course sharing, prerequistes and assessment, etc)
· Everyone everywhere must have the best technology to get the best education the university has to offer.
· Defining access -- what does it mean? For what purpose? To whom? Why?
· Resolution of academic quality issues(delivery, content, assessment, evaluation, etc.)
· deploy a system to rapidly translate course numbers and transfer course credits among the MAUs
· Remember that not all students are equal in ability to receive what otherwise might be thought of as a common for of technology, i.e. the Internet service
· Strengthen of distance budget and staffing across units.
· What does the "best education" mean?
· Development of a robust training and support program for faculty
· One point for student to get information, but recognize each campus/MAU has their own policies set in place.
· Comprehensive plan of integration with a specific list of what each campus will do
· Define programs, sub-programs, and courses for which there is a demonstrated need for distance delivered material.
· Degrees offerred are equivalent regardless of method
earned--classroom or distance
· Resolving home campus issues- building the business model that will support on-going distance education.
· How does this relate to "how people learn" -- assessment-centered? learning-centered? knowledge-centered? community-centered?
· have personnel to travel across the state to work with villages, IRA's, etc., to ensure that villages might have internet and technology accesses such as Starband, etc.
· recognition for faculty who teach distance courses in the tenure and review process, incentive for faculty to develop and teach courses for distance delivery and for professional development.
· Establish uniform standards for all courses regardless of medium offerred
· Governance (i.e., Faculty Senates) must endorse these inter-MAU services, regarding faculty approval of curriculum.
· Develop a catalog clearly outlining which 2, 4 and graduate degrees are available via distance.
· Intra-institutional cooperation and inter-insitutional cooperation without stifling creativity at all levels
· Define home-campus vs. academic campus
1.1. A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing
· Marketing Initiative
· Figure out what we already have
1.2. Incentive plan for faculty, depts, campuses, students, to collaborate
· Establish Economic Agreements on resource sharing
1.3. Articulation agreements for courses offered by this system (easy for students)
1.4. Quality assurance for course design, delivery, and connectivity
1.5. Communication Plan for informing and getting feedback from stakeholders
1.6. 24/7 Support for students and prospective students
· Equitable access to good technical infrastructure
Ballot Items
1. A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing
· Marketing Initiative
· Figure out what we already have
2. Incentive plan for faculty, depts, campuses, students, to collaborate
· Establish Economic Agreements on resource sharing
3. Articulation agreements for courses offered by this system (easy for students)
4. Quality assurance for course design, delivery, and connectivity
5. Communication Plan for informing and getting feedback from stakeholders
6. 24/7 Support for students and prospective students
· Equitable access to good technical infrastructure
Criteria
1. Priority
Polling Details
Cell Statistic: mean
Number of Ballots Cast: 16
Number of Ballots Abstained: 0
Polling Results Table
Cell
Statistic: mean
|
|
Criteria |
|
Ballot Items |
Priority |
|
Polling Method: |
Numeric Scale1 |
|
Allow Bypass: |
Yes |
|
A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing |
4.312500 |
|
Incentive plan for faculty, depts, campuses, students, to collaborate |
3.250000 |
|
Articulation agreements for courses offered by this system (easy for students) |
3.437500 |
|
Quality assurance for course design, delivery, and connectivity |
4.000000 |
|
Communication Plan for informing and getting feedback from stakeholders |
5.812500 |
|
24/7 Support for students and prospective students |
3.375000 |
Vote Spreads
Column:
Priority
Polling Method: Numeric Scale
Allow Bypass: Yes
|
|
Number of People Who
Polled Each Value |
mean |
|||||||||
|
Ballot Items |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
|
|
A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing |
1 |
1 |
4 |
4 |
3 |
2 |
2 |
0 |
0 |
0 |
4.312500 |
|
Incentive plan for faculty, depts, campuses, students, to collaborate |
0 |
6 |
6 |
1 |
3 |
1 |
0 |
0 |
0 |
0 |
3.250000 |
|
Articulation agreements for courses offered by this system (easy for students) |
3 |
1 |
6 |
2 |
1 |
2 |
1 |
0 |
0 |
0 |
3.437500 |
|
Quality assurance for course design, delivery, and connectivity |
1 |
4 |
2 |
2 |
3 |
2 |
2 |
0 |
0 |
0 |
4.000000 |
|
Communication Plan for informing and getting feedback from stakeholders |
0 |
0 |
1 |
2 |
2 |
5 |
6 |
||||