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APPENDIX 1-4A Section 1 Question 4 Institutional Issues Assessment Plan for Distance Learning and Off-Campus Instruction 1. Assessment of student learning outcomes Readiness Survey * Assessment of student readiness to complete course delivered in a specified modality * Administered prior to a student's first enrollment in a course delivered via a specific modality * Development of readiness surveys for each modality (e.g., broadcast TV, Internet, video conferencing, mixed modalities) Modality Assessment * Student self-report of how modality affected course delivery * Administered at end of term for each course * Instruments developed for each modality of delivery (e.g., broadcast TV, Internet, video conferencing, mixed modalities) Learning Objectives Assessment * Assessment of student mastery of learning objectives for a specific course * Faculty member for course establishes learning objectives and processes for assessment, documents findings, and uses for improvement of teaching and student learning * Conducted by faculty or faculty team each term course is offered Degree program student learning outcomes assessment * Discipline or degree program faculty identify specific learning outcomes that are expected of students * Methods of assessment selected from best practices in discipline * Assessment plan designed and implemented by disciplinary faculty * Assessment conducted at several points of student's progress through degree program (sometimes, at entrance, mid-point, and at exit) * Degree program faculty document findings and use for improvement in teaching and student learning 2. Retention * Institutional Research to implement retention reporting for two groups: 1) distance learners and 2) off-campus educational site students. * Retention research will parallel existing retention research conducted for students studying at Lubbock. * Retention benchmarks for distance learners and off-camp

APPENDIX 2-1C Section 2 Question 1 Educational Programs Texas Tech University Distance Learning and Off-Campus Site Program Proposal I. Title of program (e.g., English, Secondary Teaching Certificate, Business Administration) II. Degree offered (BA, BS, BBA, M.Ed., MBA, MA, MS, etc.) III. Timeline for offering the degree (Beginning date, courses per term, end date; continuous offering or cohort-based offering) IV. Brief description of degree and curriculum (brief narrative of academic program) V. Evidence of long-term need for each program in terms of student demand (marketing analysis of regional or state-wide student demand, THECB approved programs, state occupational data, institutional data, etc.) VI. Evidence of institutional capacity to assure the students can make continuous progress toward their degree (Institutional faculty staffing adequacy, regional part-time adequacy, facility and technology adequacy, institutional commitment, etc.) VII. Strategy for providing comparable on-campus support to distance and offcampus learners (standards for admission, enrollment, registration, financial aid, availability of faculty for on-site or Internet office-hours, institutional and regional library resources, administrative support personnel to provide on-site services, training for support staff who will work with distance or off-campus learners, quality control measures, etc.) VIII. Strategies for scheduling courses to meet degree requirements for distance and off-campus learners (sequencing of course delivery, method of delivery, etc.). IX. Degree plan (required curriculum for degree completion; under-division courses required but not currently offered by regional community college; recommended four-year program for undergraduates; recommended term-by-term program for graduate students). X. Degree courses (list each course number, title and description from current institutional catalog) XI. Learning outcomes and assessment processes for courses and

Section 3 Faculty 1. The qualifications for distance education faculty are the same as faculty teaching the same courses in a traditional on-campus format. Please describe rationale applied for making exceptions. ELECTRONICALLY-BASED DISTANCE EDUCATION Faculty members are the core of distance education and off-campus instruction. Issues related to faculty qualifications and services are covered in a variety of University Operating Policies, which will be referenced in appropriate portions of this report. Faculty Qualifications Full and part-time faculty members must meet the qualifications stipulated by SACS. OP 32.02 http://www.depts.ttu.edu/opmanual/New.contents.links/32academic_policies_faculty.htm denotes the qualifications needed for all faculty levels. Departmental chairpersons must certify the qualifications of faculty members at the time of employment, including those faculty members contracted for course development and implementation through Outreach and Extended Studies and those teaching at off-campus educational sites. Exceptions to the stated requirements are not typical at Texas Tech, but may be permitted in cases of persons who have "demonstrated exceptional scholarly or creative activity or substantial professional experience." As noted by Institutional Research and by Outreach and Extended Studies, over 95% of those teaching distance courses are the same faculty members who teach the course on campus. OFF CAMPUS INSTRUCTION At Texas Tech University faculty members who teach in the various distance education programs and courses hold the same credentials as those teaching on-campus courses. Full and part-time faculty teaching distance courses or at off-campus sites are appointed by the respective academic departments at Lubbock. All policies and procedures that apply to on-campus faculty members apply to faculty members teaching distance education courses and at off-campus educational sites.

Excerpts Include: Mission Statement: extend faculty expertise and other resources beyond the physical limits of the campuses to meet learning needs of the State, region, and national and international audiences. Culture: Collaboration and coordination across the Regent enterprise and with other institutions and organizations, both public and private, to meet the needs of Iowans. Goals: Plan and cooperate in the delivery of distance education programs among the Regent Universities and other universities evidencing quality in similar programs. Strategic Initiatives: Explore strategic opportunities for partnership among the Iowa Regent Institutions, their regional and national affiliate groups for: 2. Enriched curricula to meet opportunities, e.g., growing international markets, especially where a single institution does not have adequate resources to undertake the cost/risk. 3. A Web-based marketing and transaction system that permits students to enroll, pay for, and authorize access to distance education courses offered by all Regent Universities and their peer group institutions. Exploring opportunities to collectively and/or individually to: Improve market responsiveness through development of processes for market analysis, selection of product and promotion to targeted markets.

Kansas State University: Offering a Course for Credit through the Division of Continuing Education Kansas State University, five Regents universities and Washburn University are assigned to geographic service areas within the state. It is possible to offer credit courses outside K-State's geographic jurisdiction (see map in University Policies Section); however, the process requires a minimum of six weeks. This time period is necessary for Board of Regents approval, as well as effective advertising. The exceptions to this rule are specialty programs unique to K-State, such as Adult and Continuing Education, Agriculture Education, and Family and Consumer Sciences.

Excerpts Include: Introduction: UNL will continue to build on areas of academic strengths. For many of the degree programs expanded markets are the only way UNL can offer distance education programs to citizens of the state. The greatest growth opportunities are with non-thesis masters programs and graduate certificate programs. Principal Academic Emphasis: The goal is for faculty, departments and administrators to treat distance education responsibilities as part of their normal workload and not as an extra, or adjunct, responsibility, thus allowing UNL to be a stronger and more responsive university. 1. Develop distance education graduate degree and certificate programs for professionals in fields of UNL's special expertise. 2. Develop modules with specific learning outcomes to be used in credit and non-credit programs. When evaluating new distance education degree and certificate programs the following guiding principles will be used: 3. Develop courses, sets of courses or certificates in undergraduate professional programs, i.e. Journalism and Agriculture. 4. Explore the application of instructional technology to support learning of distance education and on-campus students. When evaluating new distance education degree and certificate programs the following guiding principles will be used: 7. Are there collaborative partnerships that expand resources by building relationships with other colleges and universities within the state, region or nation?

Response to Need and Demand: Most of the growth will occur in masters degree programs that have excess capacity and new degree and certificate programs that will be developed in the next four years. To increase enrollments will require aggressive target marketing of individual programs within Nebraska, the nation and the world. Targeting Nebraska alumni living outside the state is an important target audience for some distance education programs. The greatest potential for graduate student growth will be the out-of-state market. Funding Support for Distance Education: In July 2003, the NU Presidents Council adopted a policy giving the chancellors authority to set out-of-state tuition for distance education students at a higher rate than the in-state tuition. This tuition differential (difference between the in-state tuition and out-of-state distance education tuition) is returned to the campus and funds are used to support distance education programs.

TTU Division of Outreach and Distance Education Strategic Plan (August 2006) Excerpts: Goal 5. Partnerships: Build strategic partnerships and alliances. Critical Success Factors (measures of the degree of success over the next 5 years): * Establish 2 institutional, community or regional partnerships. * Establish 2 partnerships with other institutions, agencies, professional associations, businesses, or industry.