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Texas Tech University: Assessment Plan for Distance Learning & Off-Campus Instruction - 0 views

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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
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    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
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    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.
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Texas A&M University Distance Education Credit Course and Programs - 0 views

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    Excerpts Include: 1.2 All rules and regulations of Texas A&M University and the University System that pertain to instructional programs on the main campus apply equally to distance education offerings. 1.3 Distance education credit courses, for which the University receives formula funding from the state, are considered part of the regular assigned teaching load of the faculty members. 7. SUPPORT FOR DISTANCE EDUCATION FACULTY 7.1. Like other contributions to teaching and scholarship, contributions to distance education, as part of assigned responsibilities, will be a factor in promotion and tenure decisions and merit increase decisions. A distance education course should be counted in the workload report in the same manner the course would be counted if taught by conventional methods. Preparation to teach a course by distance for the first time, or adapting a course for delivery by distance for the first time, should be credited for workload report purposes just as preparation to teach any other new course would be credited.
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Oklahoma University Faculty Handbook 2006 Irregular Class Meetings and Classes during f... - 0 views

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    Finance information: * 4.22 WAIVER OF FEES: page138 * 4.23 WAIVER OF TUITION: page 139 * 4.23.4 WAIVER FOR OKLAHOMA STATE REGENTS ACADEMIC SCHOLARS PROGRAM: page 140 * 4.23.5 NONRESIDENT TUITION WAIVER: page 141
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    4.20 IRREGULAR CLASS MEETINGS All class meetings should be held during the regular hours scheduled for the course. Unscheduled meetings at other hours should be held only for very unusual and clearly defensible reasons and never for the mere personal convenience of the instructor or the students or both. If it is desirable for sound educational reasons to schedule a departmental or joint quiz at an evening hour so that all sections of a course may write the quiz simultaneously (uniform exams), the date and hour of each such irregularly scheduled quiz should be made known to all the students concerned during the first week of classes. If a student then incurs a serious conflict at one of these hours, the responsibility is the students. If no such notice of irregularly scheduled hours for departmental or joint quizzes can be given, such a plan for giving tests is presumably not important enough to merit systematic planning and should not be used. The University discourages all unscheduled class meetings; individual faculty members and departments regulate their teaching schedules in accordance with this principle. The department that announces the hours at which a course will meet, the faculty member who agrees to teach it at those hours and the student who has agreed to take it at those hours have all assumed an unwritten contractual obligation from which no one of them should deviate without very substantial reasons for doing so. (Deans Council, 12-14-66; Senior Vice President and Provost, 9-20-68, 3-3-05)
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    4.22 WAIVER OF FEES Norman Campus - Faculty Handbook Institutions may establish procedures for waiving of tuition and fees for students who are enrolled in courses offered on a non-standard schedule. (State Regents for Higher Education, 1-30-61, 5-31-97)
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Texas A&M University: Program Assessment for Professional Accreditation and Internal Pr... - 0 views

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Iowa Board of Regents Mandatory Fees - 0 views

  • C.     Exemptions   The universities may grant exemptions from mandatory fees to extension and study abroad students and other off-campus groups, such as student teachers, co-op students, internship students, and practicum students.    University exemption policies should consider the student’s access to campus services and physical proximity to campus.  University policies should include definitions and criteria for judging access to institutional facilities and should be consistent with related bond covenants.
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Iowa Board of Regents Tuition Policy - 0 views

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    C. Principles for Setting Tuition and Related Fees: 3. Within each tuition category, each university president will have sufficient flexibility, with appropriate justification, to recommend differential levels of tuition and fees for all students at their university or for subcategories of students, consistent with Regent and institutional strategic goals, based on student classification level, program of study, or other relevant criteria 5. University Tuition and Fee Proposals: Prior to submitting tuition and fee recommendations to the Board Office for review and analysis, each university president must: h. Tuition for nonresident students should, at a minimum, cover the full cost of their education at each Regent university.
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Texas A&M University Student Learning Outcomes - 0 views

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Baylor University Faculty Handbook: Curriculum and Program Changes - 0 views

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    Also see Baylor University Curriculum Action Form
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Baylor University Tenure Policy and Procedures - 0 views

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Baylor University Curriculum Action Form - 0 views

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    Provides instructions, codes, requirements for review of proposed new courses, and supporting documentation for proposed new courses seeking graduate credit.
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Texas Higher Education Coordinating Board: Approval of Distance Education Off-Campus an... - 0 views

  • (5) For courses not eligible to be submitted for formula funding, institutions shall charge fees that are equal to or greater than Texas resident tuition and applicable fees, and that are sufficient to cover the total cost of instruction and overhead, including administrative costs, benefits, computers and equipment, and other related costs.
  • §4.108 Non-Formula-Funded (Extension) Course and Program General Provisions (a) Institutions shall not submit non-state-funded lower-division credit courses to Regional Councils. (b) Institutions shall not submit distance education courses delivered outside the state to non-Texas residents for formula funding. (c) The Commissioner shall develop standards for institutions offering out-of-state/country courses and programs. (d) Institutions shall not jeopardize or diminish the status of formula-funded on-campus courses and programs in order to offer extension courses. Extension courses shall not be a substitute for offering a sufficient number of formula-funded on-campus courses. (e) Institutions shall report fees received for extension and out-of-state/country courses in accordance with general institutional accounting practices. (f) Institutions shall report enrollments, courses and graduates associated with extension offerings as required by the Commissioner. Source Note: The provisions of this §4.108 adopted to be effective August 21, 2005, 30 TexReg 4642
  • (15) Formula funding--The method used to allocate appropriated sources of funds among institutions of higher education. (16) Formula-funded course--An academic credit course delivered face-to-face or by distance education, including correspondence, whose semester credit hours are submitted for formula funding.
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  • Out-of-state and out-of-country courses do not receive formula funding and are a type of academic credit extension offering. They may be offered through distance education or face-to-face instruction.
  • egular on-campus student--A student who is admitted to an institution, the majority of whose semester credit hours are reported for formula funding, and whose coursework is primarily taken at an institution's main campus.
  • (1) Academic credit courses, degree and certificate programs, and formula-funded workforce continuing education provided by a community college through distance education or outside of the boundaries of its taxing district through off-campus instruction;
  • 3) Academic credit courses, degree and certificate programs, and formula-funded workforce continuing education provided by a public technical college or Lamar state college through distance education or off-campus instruction;
  • (2) Institutions shall report distance education and off-campus courses submitted for formula funding in accordance with the Board's uniform reporting system and the reporting provisions of this subchapter.
  • (3) Institutions may submit for formula funding the following types of academic credit courses: distance education courses delivered to Texas and non-Texas residents located on-campus or at another location in Texas, distance education courses delivered to Texas residents located out of state or out of country; Study-Abroad courses, and Study-in-America courses. (4) Institutions shall not submit the following types of courses for formula funding: (A) distance education courses taken by non-resident students who are located out of state or out of country, (B) courses in out-of-state or out-of-country programs, as defined above, taken by any student, or (C) extension courses.
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Great Plains IDEA Policy and Procedure Manual - 0 views

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    Appendix B.7 Great Plains IDEA Enrollment Management Principles Principle 1: Alliance programs are structured to facilitate access to in-demand post-baccalaureate education for employed professionals. 1. The curriculum accommodates the need for part-time study and full-time work. 2. All required courses are offered to allow students to move through the program in a timely manner and in accordance with a published schedule. 3. Alliance programs are structured to maximize the number of qualified applicants that can be served. Principle 2: Costs incurred by partner universities and the Alliance are funded by enrollments in Alliance courses; therefore, we seek to optimize the enrollment in each Alliance course. 1. Course enrollment targets are 20-40 students/section. 2. If enrollment demand for an Alliance course exceeds 40, students in Alliance programs will get first preference for enrollment in the course and a plan to manage excess enrollment demand will be developed. 3. By MOA, all courses will be taught on the agreed upon schedule whether enrollments fully support the instructional costs or not. Principle 3: The choice of whom to admit to the inter-institutional program is made at the admitting institution. 1.Partner universities will uphold institutional standards for admission to graduate study. 2. Each partner university will uphold its obligation to recruit, admit, and retain qualified students.
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Texas Tech University: Adding Changing and Deleting Courses and Changing Method of Deli... - 0 views

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    Attachement can be found at the bottom of the Document.
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Iowa State University: New Program Approval FORM DOC - 0 views

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    Also includes Supplemental materials.
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Graduate Deans Agreement GPIDEA - 0 views

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    Graduate Deans Agreement Great Plains Interactive Distance Education Alliance (Great Plains IDEA) Adopted October 30, 2001, Updated March 18, 2003 The Graduate Deans of the Universities that are members of the Great Plains IDEA and that are participating in the Master's and graduate certificate programs offered through the Great Plains IDEA, on behalf of their respective Graduate Faculties, have agreed to the following principles and procedures in order to facilitate the development and delivery of inter-institutional graduate programs through their institutions. Principle 1: The participating Graduate Schools mutually respect the academic standards and quality of the academic departments involved in this joint program, therefore: 1.1 Courses approved for delivery by this program will be considered inter-institutional courses and will be exempt from transfer credit policies. 1.2 Faculty members who provide instruction in this program must carry graduate faculty status at their home institution; however, further documentation or approval will not be required by the other members of the Alliance. 1.3 Students admitted as degree-seeking students in Great Plains IDEA programs will be accepted automatically by all other members of the Alliance for enrollment in courses that are a part of the curricula of Great Plains IDEA programs. Admission to a Great Plains IDEA program will be based on the criteria established at each participating institution and program pre-requisites established for the Alliance Program to which admission is sought. Institutions are encouraged not to require the GRE. 1.4 The number of students that may be admitted to the program by each participating institution will be determined by agreement of the participating institutions. 1.5 The content of the curriculum will be determined by agreement of the participating institutions. Principle 2: The participating Graduate Schools recognize that the implementatio
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Baylor University: Guaranteed Tuition Option - 0 views

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      4.108. Non-Formula-Funded (Extension) Course and Program General Provisions. (a) Institutions shall not submit non-state-funded lower-division credit courses to Regional Councils. (b) Institutions shall not submit distance education courses delivered outside the state to non-Texas residents for formula funding. (c) The Commissioner shall develop standards for institutions offering out-ofstate/ country courses and programs. The following provisions apply to all courses covered under this subchapter, unless otherwise specified: (3) Institutions may submit for formula funding the following types of academic credit courses: distance education courses delivered to Texas and non-Texas residents located on-campus or at another location in Texas, distance education courses delivered to Texas residents located out of state or out of country; Study-Abroad courses, and Study-in-America courses. (4) Institutions shall not submit the following types of courses for formula funding: (A) distance education courses taken by non-resident students who are located out of state or out of country, (B) courses in out-of-state or out-of-country programs, as defined above, taken by any student, or (C) Extension courses. (5) For courses not eligible to be submitted for formula funding, institutions shall charge fees that are equal to or greater than Texas resident tuition and applicable fees, and that are sufficient to cover the total cost of instruction and overhead, including administrative costs, benefits, computers and equipment, and other related costs. (6) Study-in-America and Study-Abroad courses offered by institutions of higher education, or by an approved consortium composed of Texas public institutions, shall be approved by the Commissioner in order for the semester credit hours or contact hours generated in those courses to receive formula funding. The Commissioner shall develop procedures and standards for Study-in-America and Study-Abroad offering
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Good Practices in E-Learning Consortia - 0 views

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State Policy and Adult Learners - 0 views

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OSRHE Policy and Procedure Manual 3.4 Program Approval Page 69 - 0 views

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    Finance Info: 3.17.18 Fiscal Provisions for Electronic and Traditional Off-campus Instruction. Page 157 3.17.20 Electronic Curriculum Development Fund. Page 159
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    Program Approval Info: 3.17.16 Program Approval and Review. Page 156
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    3.7.4 Criteria for Evaluation Page 69: the above link takes you to this page.
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    Course and Program Approval: 3.4 Program Approval. Page 49
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    3.14.8 Certificates: Certificates and other forms of academic recognition other than degrees may be awarded by institutions only as authorized by the State Regents and in the form approved by them for this puspose. Institutions should submit reequests to award certificates only when the certificate is identified on the transcript, diploma, or degree (See the State Regents Aademic Program Review Policy). Awards or certificates give for completion of short courses, non-credit offerings, basic education courses, or other such experiences need not be submitted for State Regents' Approval. Page 127
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    Academic Program Review. Page 68
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Baylor University: Faculty Workloard and Merit Evaluation Policy - 0 views

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