eLearn 2012 The Annual Conference for the Information Technology Council
Long Beach, CA
Presentation on eStudent Support Services from Cuyahoga Community College
ITC eLearn 2012 Presentation Title III for Publication
February 27, 2012
May 10, 2011
See the latest monthly status report and archive of status reports for updated information about our progress and achievements.
See our eLi blog for more details about the staff and work of the Office of eLearning & Innovation (eLi) at Tri-C.
Here is a summary of our major initiatives and progress.
e-Advising
The purpose of the e-advising Committee is to develop a timeline for college-wide integration and implementation of e-advising software/technology. The tangible result is students will have access to an e-Advising program.
eAdvising via an online form, email, and Financial Aid TV were developed in Year One and Two. Since June 2009, there have been 12,723 unduplicated students contacts to eAdvising.
Infrastructure & Technology
The purpose of the Infrastructure & Technology Committee is to engage in a course management system (CMS) performance audit for Blackboard (Bb), acquire the Bb Content Management System, and the Bb Community System, and purchase Storage Area Network (SAN) storage drives. The tangible result is a Blackboard performance audit. The findings will be reported to the Project Coordinator. Students and faculty will have access to an effective and integrated CMS for coursework, academic, and student support services.
A Blackboard Learning Systems performance audit was completed and the Community and Content systems were implemented in Year One. By December 2009, 84 faculty members continue using the Content system.
Online Student Orientation
The purpose of the Online Student Orientation subcommittee is to review the existing student orientations (i.e., DL student orientation, new student orientation), research other online orientations, and prioritize components to be developed. The tangible result will be the development of an eLearning student orientation, as well as ideas for improving the new college-wide student orientation.
The eLearning Student Orientation was fully designed with the assistance of an instructional designer and Online Orientation Committee in Year One of the grant. In Year Two the orientation was developed and piloted in Blackboard. In Year Three, based on student feedback, the orientation will be developed for the world wide web. The design of eLearning Orientation is driving the re-design of an interactive New Student Orientation Online, which will be accessible on mobile devices.
Online Tutoring
The purpose of the Online Tutoring Committee is to acquire licenses for the Smarthinking online tutoring system, develop a timeline for college-wide integration, and implement the SMARTHINKING online tutoring program. The tangible result is students will have access to an online tutoring program.
The Sub-Committee reported that since June 2009, 4,483 students have logged into the online tutoring system, resulting in a total of 3,308 sessions. In Year Two, the data shows that the average GPA of these students increased from 3.19 to 3.24, and average credits completed increased from 20 to 34.
Quality & Course Design
The purpose of the Quality & Course Design Committee is to design an instrument to evaluate the quality of distance learning courses utilizing Quality Matters™ standards for course design and develop online assessments. The Committee will research other institutions’ practices, obtain a Quality Matters™ subscription, develop a test instrument, identify course modules to be developed, develop curriculum, review existing assessment tools and student usage, and identify baseline data. The tangible result includes identification and design of a course design instrument to measure quality, which includes a faculty peer-review process that meets Quality Matters™ standards.
The Tri-C Indicators of Quality tool was developed in Year One. Eight faculty new to online teaching volunteered to have their courses peer reviewed. In Year Two, nine faculty members became Quality Matters ™certified peer course reviewers. By Year Three, 11 faculty had their courses peer reviewed, and 24 faculty are Quality Matters ™ trained and certified.
Sample Course
The purpose of the Sample Course Committee is to design and develop a sample course in developmental mathematics and English. The Committee will identify the courses to be developed and create the curriculum. The tangible result will be developmental master online courses available for mathematics and English that meets Quality Matters™ standards.
The Sub-Committee identified two developmental education courses to create. In Year Two, Math 0980 Intensified Beginning Algebra and English 0990 Language Fundamentals II were designed and developed with Math and English faculty across the College in collaboration with eLi staff as sample courses. In Year Two and Three, six sections of the Math Sample Hybrid 0980 course were taught, and two sections of the English 0990 course.
Teaching for Online Learning
The purpose of the Teaching for Online Learning Committee is to plan and design a beginner, intermediate, and advanced online faculty training program for faculty teaching distance courses and also courses utilizing a Blackboard site. The Committee will develop curriculum, research other institutions’ best practices, and storyboard each level of the online faculty training program. The tangible result will be a new faculty training curriculum in a new delivery format.
The three levels of the online training modules were designed in Year One. In Year Two, the beginner and intermediate level modules were built by faculty. Five online workshops of the Level One training were developed in Year Two and piloted with 24 faculty. In Year Three, the May Technology Training Institute (TTI), was held, where the Level One training was taught face-to-face (f2f) and online. Thirty new distance learning faculty completed the five workshops: one day of two f2f workshops and nine days of three online workshops. To date, 56 faculty members have completed the Level One training.
Virtual Front Door (VFD)
The purpose of the Virtual “Front Door” Committee is to review available access points to the College’s online support services and research other institutions’ virtual “front doors”. The Committee will identify gaps and expertise needed, and design the initial “front door”. The tangible result will be the creation of a virtual “one-stop” site for all Tri-C student and faculty needs.
The VFD was designed and partially developed in Year One. In Year Two, development was completed, and usability testing with students, faculty, and administrators was completed. The VFD replaced the College Credit and Degree Page based on student feedback, and it was launched with the new College Website. There have been over 70,000 average page views since it launched in July 2010. Please click this link to view the page http://www.tri-c.edu/credit/Pages.
January 22, 2010
This Tri-C Title III Grant Blog concerns Cuyahoga Community College (Tri-C) and how as of October 1st, 2008 we received an award of 2 million dollars to enhance distance learning at the college over the course of the next 5 years. The Grant Committees were formed to execute the goals as prescribed by the grant. The committees include the following:
- e-Advising
- Infrastructure & Technology
- Master Course
- Online Student Orientation
- Online Tutoring
- Quality & Course Design
- Teaching for Online Learning
- Virtual Front Door
See the latest monthly status report and archive of status reports for updated information about our progress and achievements.
See our eLi blog for more details about the staff and work of the Office of eLearning & Innovation (eLi) at Tri-C.
Here is a summary of our major initiatives and progress.
e-Advising
The purpose of the e-advising Committee is to develop a timeline for college-wide integration and implementation of e-advising software/technology. The tangible result is students will have access to an e-Advising program.
eAdvising via an online form and email were developed in Year One. Since June 2009, there have been 1,270 unduplicated student contacts to eAdvising.
Infrastructure & Technology
The purpose of the Infrastructure & Technology Committee is to engage in a course management system (CMS) performance audit for Blackboard (Bb), acquire the Bb Content Management System, and the Bb Community System, and purchase Storage Area Network (SAN) storage drives. The tangible result is a Blackboard performance audit. The findings will be reported to the Project Coordinator. Students and faculty will have access to an effective and integrated CMS for coursework, academic, and student support services.
A Blackboard Learning Systems performance audit was completed and the Community and Content systems were implemented in Year One. By December 2009, 37 faculty had used the Content system.
Online Student Orientation
The purpose of the Online Student Orientation subcommittee is to review the existing student orientations (i.e., DL student orientation, new student orientation), research other online orientations, and prioritize components to be developed. The tangible result will be the development of an eLearning student orientation, as well as ideas for improving the new college-wide student orientation.
The eLearning Student Orientation was fully designed with the assistance of an instructional designer in Year One of the grant. In Year Two, Phase 1 development is underway, led by the Course Production Specialist in the Office of eLearning & Innovation (eLi).
Online Tutoring
The purpose of the Online Tutoring Committee is to acquire licenses for the Smarthinking online tutoring system, develop a timeline for college-wide integration, and implement the SMARTHINKING online tutoring program. The tangible result is students will have access to an online tutoring program.
The Sub-Committee reported that since June 2009, 769 students have logged into the online tutoring system, resulting in a total of 941 sessions. The required Year Three grant performance indicator has been exceeded. A SMARTHINKING survey was conducted with all students completing at least one tutoring session in the Fall 2009 semester. Grades for students completing SMARTHINKING.com sessions will be extracted where possible and analyzed. The Sub-Committee will begin to identify a cohort of students to track grades, course completion rates, and persistence.
Quality & Course Design
The purpose of the Quality & Course Design Committee is to design an instrument to evaluate the quality of distance learning courses utilizing Quality Matters™ standards for course design, and develop online assessments. The Committee will research other institutions’ practices, obtain a Quality Matters™ subscription, develop a test instrument, identify course modules to be developed, develop curriculum, review existing assessment tools and student usage, and identify baseline data. The tangible result includes identification and design of a course design instrument to measure quality, which includes a faculty peer-review process that meets Quality Matters™ standards.
The Tri-C Indicators of Quality tool was developed in Year One. Eight faculty new to online teaching volunteered to have their courses peer reviewed. In Year Two, nine faculty members became Quality Matters ™certified peer course reviewers. A tool was developed for the Tri-C Indicators of Quality instrument within Blackboard, to conduct the peer course reviews. Four courses were peer reviewed.
Sample Course
The purpose of the Sample Course Committee is to design and develop a sample course in developmental mathematics and English. The Committee will identify the courses to be developed and create the curriculum. The tangible result will be developmental master online courses available for mathematics and English that meets Quality Matters™ standards.
The Sub-Committee identified two developmental education courses to create. Math 0980 Intensified Beginning Algebra and English 0990 Language Fundamentals II will be developed as sample courses. Math faculty was identified to design the course with an instructional designer in Year One. In Year Two, four modules of the developmental math course were designed by math faculty working with an instructional designer. Also, the College English faculty have volunteered to design and build the English 0990 course.
Teaching for Online Learning
The purpose of the Teaching for Online Learning Committee is to plan and design a beginner, intermediate, and advanced online faculty training program for faculty teaching distance courses and also courses utilizing a Blackboard site. The Committee will develop curriculum, research other institutions’ best practices, and storyboard each level of the online faculty training program. The tangible result will be a new faculty training curriculum in a new delivery format.
The three levels of the online training modules were designed in Year One. In Year Two, the beginner and intermediate level modules are being built by faculty. The Sub-Committee has made formal recommendations for course facilitators of the online training that address qualifications and the selection process.
Virtual Front Door (VFD)
The purpose of the Virtual “Front Door” Committee is to review available access points to the College’s online support services and research other institutions’ virtual “front doors”. The Committee will identify gaps and expertise needed, and design the initial “front door”. The tangible result will be the creation of a virtual “one-stop” site for all Tri-C student and faculty needs.
The VFD was designed and partially developed in Year One. In Year Two, usability testing with students, faculty, and administrators was completed and the website development is now complete.
January 21, 2010
This Title III Grant Blog concerns Cuyahoga Community College (Tri-C) and how as of October 1st, 2008, we received an award of 2 million dollars to enhance distance learning at the college over the course of the next 5 years. The Grant Committees were formed to execute the goals as prescribed by the grant. The committees include the following:
- Teaching for Online Learning
- Quality & Course Design
- Online Tutoring
- Master Course
- Online Student Orientation
- Virtual Front Door
- Online Tutoring
- Infrastructure & Technology
- e-Advising
See the latest monthly status report and archive of status reports for updated information about our progress and achievements.
See our eLi blog for more details about the staff and work of the Office of eLearning & Innovation (eLi) at Tri-C.
December 19, 2008
Teaching for Online Learning – Purpose/Outcomes
Posted by sandymoses under Teaching for Online Learning1 Comment
The purpose of the Teaching for Online Learning Committee is to plan and design a beginner, intermediate, and advanced online faculty training program for faculty teaching distance courses and also courses utilizing a Blackboard site. The Committee will develop curriculum, research other institutions’ best practices, and storyboard each level of the online faculty training program. The tangible result will be a new faculty training curriculum in a new delivery format.
December 19, 2008
Quality & Course Design – Purpose/Outcomes
Posted by sandymoses under Quality & Course DesignLeave a Comment
The purpose of the Quality & Course Design Committee is to design an instrument to evaluate the quality of distance learning courses utilizing Quality Matters™ standards for course design, and develop online assessments. The Committee will research other institutions’ practices, obtain a Quality Matters™ subscription, develop a test instrument, identify course modules to be developed, develop curriculum, review existing assessment tools and student usage, and identify baseline data. The tangible result includes identification and design of a course design instrument to measure quality, which includes a faculty peer-review process that meets Quality Matters™ standards.
December 19, 2008
The purpose of the Online Tutoring Committee is to acquire licenses for the Smarthinking online tutoring system, develop a timeline for college-wide integration, and implement the SMARTHINKING online tutoring program. The tangible result is students will have access to an online tutoring program.
December 19, 2008
The purpose of the Master Course Committee is to design and develop a master course in developmental mathematics and English. The Committee will identify the courses to be developed and create the curriculum. The tangible result will be developmental master online courses available for Mathematics and English that meets Quality Matters standards.
December 19, 2008
Online Student Orientation – Purpose/Outcomes
Posted by sandymoses under Online Student OrientationLeave a Comment
The purpose of the Online Student Orientation subcommittee is to review the existing student orientations (i.e., DL student orientation, new student orientation), research other online orientations, and prioritize components to be developed. The tangible result will be the development of a Distance Learning student orientation, as well as ideas for improving the new college-wide student orientation (2008).
December 19, 2008
The purpose of the Virtual “Front Door” Committee is to review available access points to the College’s online support services and research other institutions’ virtual “front doors”. The Committee will identify gaps and expertise needed, and design the initial “front door”. The tangible result will be the creation of a virtual one-stop site for all Tri-C student and faculty needs.
