To: Shawna Arroyo, Manager Student Relations
From: Dr. Susan Bussmann, Distance Education, OCIP Director
Sandra Johnson, Distance Education, OCIP Coordinator
Subject:OCIP Year 4 Report
Date: July 30, 2013
Distance Education respectfully submits the following Year Four Report for the Online Course Improvement Program (OCIP) and the One Year Plus (1Y+) Fellowship Professional Development Program.
1.What events were provided by the Online Course Improvement Program?
From September 2012 to May 2013, 45 events were provided as follows:
Type / Number / PercentageLet’s Talk Online Teaching / 7 / 15.5
Hybrid Workshops / 20 / 44.5
Webinars / 4 / 9
Open Labs / 9 / 20
Presentations / 2 / 4.5
Distance Education Speakers / 3 / 6.5
Total Events / 45 / 100%
Thirteen events were hosted in conjunction with the Teaching Academy such as Let’s Talk Online Teaching and guest speakers. Eight of events were hosted in partnership with the Canvas Support team. Forty-two of the events directly supported Quality Matters (QM) Standards.
OCIP has organized the professional development workshops and presentations as well as the online professional development training course thematically around the eight research-based Quality Matters Rubric and Standards to ensure quality in blended/online course design.
For more detailed informationon events provided by the OCIP team, see Appendix A.
2. What resources did they used to have before versus now (book rental, online materials only, etc)?This information is collected in the 1Y+ Fellows application form. Plus, they agree to work on reducing the cost of the supplies and materials for the course. Some examples of changes in the cost of course supplies and materials were reported by the 1Y+ Fellows such as, offering materials in digital format, use of etextbooks including information on renting books, use of video, audio, and recordings for lessons and assignments that are offered online. See Appendix B for faculty comments on reduction in material costs.
3. Did any of the faculty receive feedback from students on the difference/what feedback have you received from the faculty? As of April 29, 2013, 51 course evaluations have been submitted for the following Cohort IV courses. (Please note-most courses are scheduled to be taught Fall/Spring 2013-2014). See Appendix C for student comments.
Course Title / Number of ReponsesASTRO 308 Into the Final Frontier / 0
BIOL 154 Essentials of Anatomy & Physiology / 0
BUS 203 Business Professional Communication / 2
CEP 110 Human Growth and Development / 0
CJ 432 Issues in Criminal Justice / 0
ENGL 203 Business Professional Communication / 26
ENGL 218 Technical Scientific Communications / 0
HIST 302V/538 Science in Modern Society / 0
HNDS 449/549 Diet Therapy II / 0
HRMT 412 Beverage Management / 0
MGT 309 Organizational Behaviors / 0
MUS 101 Classical Music Appreciation / 1
OECS 235 SQL / 0
SOC 353 Social Research: Analysis / 0
STAT 251 Statistics / 8
W S 403/503 Gender and Horror / 12
Another course not listed / 2
Total Responses / 51
4. How many students were enrolled in the classes that participated in program? The student enrollment data is based on the available data for the 1 Y+ Fellows' courses for CohortIV In terms of primary impact, the estimated number of students enrolled in the 22 courses under revision is 1,430. In terms of secondary impact, the estimated number of students enrolled in the online courses taught by the 1 Y+ Fellows is ~2,600. Secondary impact means students taking the other online courses that 1Y+ Fellows will improve due to what they have learned about online course design and the Quality Matters Rubric.
First / Last Name / College / Role / Department / No. StudentsAli / Ahmed / DACC / Professor / Math/ STAT 251 / 120
Chet / Barney / BUS / Adjunct / Management/MGT309 Organizational Behaviors / 85
Ann / Bock / ACES / Professor / Nutrition/HNDS 449/549 Diet Therapy / 90
*Nathan / Brooks / A&S / Associate Prof / History/HIST302V/538 Science in Modern Society / Not Reported
Kurt / Depner / DACC / Assistant Prof / General Studies/ENG203 Business & Professional Communications / 130
Patricia / Hoffmann / A&S / Associate Prof / Sociology/SOC 353 Social Research: Analysis / 110
Andrea / Joseph / A&S / Associate Prof / Criminal Justice/CJ 432 Issues in Criminal Justice / 75
Keith / Mandabach / ACES / Associate Prof / Restaurant, Hotel, Tourism/HRMT 412 Beverage Management / 75
Gerri / McCulloh / A&S / Grad Assistant / English/203G Business & Professional Communication / Not Reported
Bernard / McNamara / A&S / Professor / Astronomy/AST308 Into the Final Frontier / 75
*Nikki / Mott / A&S / Adjunct / English/ENGL218: Technical and Scientific Communications / 120
Hiranya / Rowchodhury / DACC / Associate Prof / Health/BIOL 154 Essentials of Anatomy & Physiology / 120
James / Shearer / A&S / Professor / Music/MUS101 Classical Music Appreciation / 120
Rajaa / Shindi / DACC / Instructor / Computers/OECS235 SQL / Not Reported
*Enedina / Vasquez / EDUC / Professor / CEP 110 Human Growth & Development / 75
Laura / Williams / A&S / Assistant Prof. / Women's Studies/WS 403/503 Gender & Horror / 75
*Participants noted in blue are in progress for completion.
5. What faculty applied for the Fall 2012Semester?(Fall 2012) Recruitment for Cohort 4 of 1 Year + Fellows ran from July 17–August 30, 2012.Thirty five applications were submitted.Twenty-two applicants were accepted. Two applicants dropped the program within the first two months. Thirteen applicants completed the online course and course revision requirementsby April, 2013 from Cohort 4. One intends to complete the program by the June 15th deadline; two will complete half the program by the June 15th deadline, and have requested to continue the program and complete it next year; four1Y+ Fellows stated that they wanted to complete the program but have not yet fully participated. For a full list of OCIP cohorts since 2006 including represented colleges and departments, see Appendix D.
6. Who are your partners for this program (e.g. Teaching Academy)? The partners for the Online Course Improvement Program include the Distance Education, the Student Technology Advisory Committee, Associated Students of New Mexico State University, Instructional Innovation and Quality Unit, Teaching Academy, NMSU Library, and Information Communication Technologies.OCIP/1Y+ faculty participants also provided peer support for the program and each other.
7. What were some things that you learned this year that you would like to improve on for next year? See Appendix E for participant feedback.
●1Y+ Fellows had great feedback on the content within the online course. Revisions will be make that will include more mentor support and less peer-to-peer expectation since this requirement was hard for them to meet.
●Increase integration of professional development activities & efforts of OCIP, Teaching Academy, and Instructional Innovation and Quality units.
●Continue to build a process to leverage the expertise of the 1Y+ Fellows to build a peer-to-peer network of mentors and engage them in informal and formal course reviews using the Quality Matters Rubric. See Appendix D for QM Peer Review process for NMSU.
●Continue to develop an internal framework to recognize course quality and brand courses with Quality Matters seal of quality.
●Continue to align the OCIP professional development events around monthly themes that align with the 1 Y+ professional development course and the Quality Matters Rubric standards.
●Improve OCIP outreach efforts to the main campus departments through flyers, meetings with DE directors, HotLine, Faculty Listserv, and Canvas Listserv.
●Support faculty teaching online and blended courses by establishing a professional development opportunity “Summer Technology Camp” to be held June 11-13, 2013.
●Provide support for faculty wanting to transition to blended or online, as in from face-to-face to some online, or blended to online.
8. Long term goals if funding is matched with STAC as well if funds are not matched.
The long-term goal is to grow OCIP and the 1 Y+ Fellowship Program. Progress has been made in securing stable funding. A one-year commitment of $225K to OCIP from the Course Delivery Fees has been secured. The College Deans supported it and the University Budget Committee (UBC) approved it. Since STAC continues to co-fund the program, requests for support will be submitted each year since a multi-year OCIP funding commitment cannot be supported by STAC.
A request for continued professional development funding will be made to Deans and the UBC for FY15. Ensuring quality for all courses regardless of method of delivery is the primary mission of theOCIP/1Y+ Fellowship under Distance Education, Teaching Academy, and the Instructional Innovation and Quality Unit.
9. Additional Activities
Peer Review of Online Courses Program
The Online Course Improvement Program is using Quality Matters ( as the foundation for improving online courses.Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses using the QM Rubric. Quality Matters program standards guide quality assurance for online education. OCIP's goals were to conduct 2 formal QM online course reviews for national QM recognition as well as having 5 Las Cruces faculty getting QM certified as peer reviewers. Goals for the 2013-2014 year are to increase these numbers to 5 formal QM course reviews and having 16 certified peer reviewers for the QM program at NMSU. See Appendix F for OCIP's brochure on Peer Review of Online Courses.
The following activity occurred for the Peer Review of Online Courses Program:
Formal QM Online Course ReviewsCEL 580/EDLT575 / Tools and Techniques for Online Teaching and Learning
ENGL 203 / Business and Professional Communication
Certified QM Peer Reviewers (Faculty)
Stephen Anderson, HSS / Kourtney Vaillancourt, FCS
Krista Kozel, DACC / Theresa Westbrock, Library
Betsy Stringham, ACES / Susan Wilson, HSS
Certified Facilitator Trainers (Support)
Sandra Johnson, IIQ / Sharon Lalla, Teaching Academy
2012/2013 Costs
Activity / Cost / Qty. / TotalFormal QM Course Reviewers / $150 / 3 / $450
Formal QM Course Reviewers* / 0 / 3 / 0
QM Peer Reviewer Certification / $350 / 6 / $2100
QM Facilitator Trainer Certification / $500 / 2 / $1000
QM License / $3300 / 1 / $3300
*Conducted by Support Staff
Summer Technology Conference
The Summer Technology Conference was a three-day conference June 11-13 consisting of a cohort of twenty-five faculty. Over fifty applicants applied for the cohort and 25 were selected based on their responses to the application. See AppendixF for evaluation and feedback. Goals for the summer conference included providing workshops on Canvas, Quality Matters, and Web 2.0 tools; offering twenty hours of professional development to all participants; and provide conference opportunities to any faculty not included in the cohort to attend the conference through open registration. See Appendix G for participant feedback and evaluation of the technology conference.
WorkshopsiPad Basics / Canvas Tools / Meeting QM Standards: Communicating your Online Course
Using your iPad in Canvas / Your Course Map: Course Goals and Learning Objectives / Web 2.0 Tools
iPad Apps for Faculty
The following faculty attended this year’s Summer Technology Conference:
ParticipantsElsa Arroyos, EDUC / Timothy Barnett-Queen, HSS / Mary Benanti, A&S
Carmen Boje, ETSE / Ruth Burkhart, HSS / Zhen Chai, EDUC
Melinda Chavez, FCS / Joseph Gladstone, HSS / Cecilia Hernandez, EDUC
Andrea Joseph, A&S / Patricia MacGregor-Mendoza, A&S / Loana Mason, EDUC
Amal Mostafa, A&S / Jesse Munoz, A&S / Cynthia Murrell, A&S
Donald Pepion, A&S / Deborah Rhein, EDUC / Kris Robinson, HSS
Cristobal Rodriguez, EDUC / John Scarbrough, HSS / Christina Schaub, ENGR
Naomi Schmidt, BUS / Lois Stanford, A&S / Elizabeth Stringham, ACES
Ann Bock**
**No costs incurred since this faculty member had her own iPad
The following costs were incurred during this year’s Summer Technology Conference:
Item / Qty. / Cost / TotaliPads / 24 / $479-499 / $11,536
Refreshments / 3 / $100 per day / $300
Lunches / 3 / $260 per day / $780
Other* / $355
Approx. Total / $12,971
*stylus, iPad covers, bags, cleaning kits
Other Conference Scholarships
Scholarships were offered for OCIP fellows to attend national conferences concerning online and/or blended learning. Through an application process, six fellows were chosen to attend five different national conferences. One fellow was unable to attend and declined their offer. The scholarship paid for the attendee's conference Early Bird registration, travel, hotel, food, transport, parking, and other miscellaneous expenses. A total of up to $1800 (except for Galveston which was $1400), for travel, per diem (hotel & food), registration, and other expenses was supported. As part of the opportunity to attend the conference of their choice, OCIP fellows agree to "give back" to the university community in the form of a presentation, workshop, or as a guest speaker.
First Name / Last Name / College / Name of ConferenceAli / Ahmad / DACC / Texas Distance Learning Conference
Galveston, TX
Margaret Ann / Bock / ACES / Blended Learning Conference (Sloan C)
Milwaukee, WI
Chris / Cramer / ACES / Distance Learning Conference
Madison, WI
Kurt / Depner / Dona Ana Community College / Emerging Technology Conference (Sloan C)
Las Vegas, NV
Niki / Mott / NMSU - Main / US Distance Learning Association Conference
St Louis, MO
10. What is your budget for this OCIP year?
OCIP Y4 STAC Budget
Master ICT Budget 2012-2013 / Percentage / AmountSalaries
Instructional Consultant Lead (.62 FTE) / $35,368
Instructional Consultant Intermediate (.21 FTE) / $10,555
12 Faculty Stipends / $24,000
Subtotal / $69,923
Benefits
Instructional Consultant Lead / 32% / $11,318
Instructional Consultant Intermediate / 32% / $3,368
OCIP Faculty Supplemental Compensation / 19% / $4,560
Subtotal / $19,246
Purchased Services
Food / $81
Total / $89,250
OCIP Y4 CEL Matching Budget
Master CEL Budget / Percentage / AmountSalaries / Cost
Program Administrator (.30 FTE) / $17,400
Program Support (.50 FTE) / $40,000
1 Faculty Stipend / $2,000
Subtotal / $59,400
Benefits
Program Administrator / 32% / $5,568
Project Coordinators / 32% / $12,800
1 Faculty Stipend / 19% / $380
Subtotal / $18,748
Subtotal / $78,148
Services
Quality Matters Subscription Upgrade / $1,650
QM Training and Course Review Expenses / $3,550
Consultant Fees / $5,902
Subtotal / $11,102
Total / $89,250
Appendix A
OCIP Workshops or Hybrid Presentations / OCIP Teaching Academy EventsCommunications
Interaction and Engagement Online / Interaction and Engagement
Communications in Canvas / Communications in Canvas
Using Canvas for Collaboration and Group Work / Student Groups
Collaboration and Group Work
Graphic Syllabus
Assignments
Assignments in Canvas
Using Canvas for Collaboration and Groupwork
Interaction and Engagement Online / Interaction and Engagement
Assessment in Online Learning / Assessment in Online Ed
Learning Objectives / Learning Objectives
Student Groups
Design
Beginning Design in Canvas
Graphic Syllabus
The Online Syllabus
Additional Resources
SoftChalk Hybrid and Face to Face Workshops
Course Technology and Canvas (Video, Podcasting) / Course Technology and Canvas
Other
Accessibility
Getting Started Module
Open Educational Resources
Jossey Bass Webinars-
Engaging the Online Learner
Getting and Keeping Students Engaged
Learner Support in Canvas / Learner Support
MOOCS / MOOCS
Quality Matters / Quality Matters
Canvas Open Labs
Summer Technology Conference
Appendix B
Faculty Comments - Reduction in Materials and Textbook Costs
I led the conversation on implementing a new textbook for our Tech Writing class (ENGL218). What we did was get together in a small cohort to determine which text was preferable and then choose to eliminate about half of the chapters that are either not used or whose material can be found easily (and freely) elsewhere. As a result, we created a custom text w/ a bundled etext that cost about $40 less than the original.
I created my workbooks with Kendall/Hunt Publishing Co. in an effort to reduce student costs. Something that has proven even more successful with the changes we made during the OCIP process is that we now offer Rhapsody access for the listening component of the class. It does not reduce the cost a great deal, but it offers much more value to the student, as they now have access to everything on the extensive Rhapsody website rather than being tied to the 70-100 tracks we had available on the old listening CD sets we created.
I still use my textbook but am now providing all my resources online. Students no longer have to purchase extra components outside of the text.
The textbooks that I use for Ast110, Ast308 and Hon 308 are now entirely on-line. They are free. This decreased the text book cost for Ast110, Ast308, and Hon 308 from $100 per course to $0. Total enrollment in these courses is approximately 120 students. The student textbook saving is, therefore, $12,000 per course set offering.
I offered the option of using online texts and provided links to three alternate sources for books. I also reduced the course book requirement to only one and provided supplementary materials free of charge.
The main way I reduce cost with the online statistics class is that since I am able to use Canvas for so many learning assignments, there is no need for the students to purchase a study guide- it is online and they are able to purchase the older edition of the textbook and that saves them close to $100 each. So with 25 students in each online statistics class that comes to $5,000 a year total. But they do have to still purchase the textbook and the student version of SPSS.
I have reduced textbook costs for my students as suggested by the OCIP group by allowing students to use previous editions and providing supplemental material from the web that allows students to individually research the topics that were added to the text in the newer edition. I also have added videos to replace additional texts for my classes.
I am supplementing my online and face to face classes with online resources that are free. This is steadily reducing reliance on hardcopy textbooks. It is not easy to teach anatomy and physiology without a textbook since students have come to rely on texts quite heavily. However, my classroom method is shifting steadily towards problem-based learning, and I am confident that in another year or two I can completely eliminate textbooks and rely on free resources.
Appendix C
Samples of Student Feedback
Learning new formats and their abilities. That is was online so classroom talk did not hinder the teacher performance and thoughts of progress.It was easily accessible.
I really enjoyed the discussions because it allowed me to understand the movie from other people's views and it pointed out stuff I may have missed. Also, I enjoyed the choosing of movies to view.
The online course was without difficulties or issues. Was able to maneuver through it with no problems.
It was easy to find the assignments and what was required each week.
I liked that there was a discussion almost every week and the expectation was always discussion due on Monday and the responses due on Wednesday.
I really enjoyed the aspect of submitting every assignment as a discussion.
The additional academic readings.
The content, movies, and papers.
I liked that we got to practice communicating professionally with our peers and I got to prepare for the work environment.
I did enjoyed the structure the class had
The instructor's feedback and the readings.
Regular coursework deadlines and expectations. Instructor knowledge and enthusiasm. My professor gave very comprehensive feedback that included follow-up questions. This contributed greatly to my comprehension of the course material.
That everything was online :)
I like the way the instructor taught and communicated
Collaborating with other students and getting through assignments as a group.
How everything was online.
There were lots of interactions between classmates. This was due to the professor creating opportunities for this type of participation.
Appendix D