ODEOL PROGRES REPORT 2014-2017 DRAFT_July 9-2017

 

ODEOL

Third Year Report:
2014-2017

Office of Distance Education and Online Learning  

 

  4
5
DRAFT - DEADLINE DUE JUNE 15, 2017  5
Third Year Report 2014-2017 7
10
Message from the Director 11
Mission
Vision 11
Courses and Degrees Offered 11
Staff 11
Services 12
12
Instructional Design [Sylvester] 12
Quality Matters Peer Review of Online Courses 12
OLC Quality Scorecard for Online Programs Use
Professional Development 14
[mccrary-2017/cooper]
Support 14
[cooper/glaze] 14
15
Resources 15
15
[ntam/cooper]
ZOOM. [ntam]
LIBguides
SALSA
[ntam]

 

  15

Master Course Shell [ntam] 17

Activities 17

[ntam/cooper/coopenger] 20

ODEOL Impact 20

[coppenger] 21
22
Impact Story 1 23
Impact Story 2
Looking Forward

 

 

Message from the Director

I am pleased to provide you this report which outlines the tremendous work and achievements of the
Office of Distance Education and Online Learning (ODEOL) for the period 2014 - 2017. This year,
ODEOL is completing 3 years of service in providing high quality online delivery of courses to our
university student population. As we move forward to beginning our 4t​ h​ year in ODEOL, it is
interesting to note that Tuskegee University was one of the first early adopters of technology in
“distance education” through the introduction of the J​ essup Agricultural Wagon​ by Dr. George
Washington Carver. The J​ essup Wagon​ was a fully equipped experiment station Dr. Carver brought
to the day laborers, sharecropper and tenant farmers of his day. Just as Dr. Carver was truly at the
forefront of innovative teaching and learning with regard to the distances traveled, ODEOL is an
innovator in providing online course content to our students.
How far we have come since then! Across the decades, education has proven to be the single most
powerful engine of individual progress and upward mobility. And in today’s rapidly changing
workplace, that’s truer than ever. Distance education and the work of ODEOL is vital to expanding
these learning opportunities that serve the unique needs of our current as well as future online
students.
Looking ahead to the 2017-2018 academic year, ODEOL is poised, capable, ready and focused on
institutional initiatives to provide online undergraduate degree programs. It is important to
recognize what truly holds our organization together—the staff of ODEOL owes it’s success of
providing quality distance education offerings to our ODEOL staff, peer mentors, online faculty, and
university administrators.
As you read this annual report we recognize and thank those who helped get ODEOL to where it is
today and ask for your continued support of our most important priority – high quality online
education for students.

Sincerely,

Jacqueline McArthur.

 

 

Chapter Number 

Mission

Tuskegee University is an independent and state-related institution of higher education. Its
programs serve a student body that is coeducational as well as racially, ethnically and
religiously diverse. With a strong orientation toward disciplines which highlight the
relationship between education and workforce preparation in the sciences, professions and
technical areas, Tuskegee University also emphasizes the importance of the liberal arts as a
foundation for successful careers in all areas. Accordingly, all academic majors stress the
mastery of a required core of liberal arts courses. T​he mission of Tuskegee University has
always been to educate the whole person, that is the hand and the heart and the mind as
well. Special elements of the University’s mission include instruction, research and service

Vision

Tuskegee University (TU) is committed to offering a high quality online education program
that adheres to the standards set forth by SACS, regarding electronically offered programs.
To this end, TU has established the Office of Distance Education and Online Learning
(ODEOL) to ensure that its online education program is delivered in a systematic and
organized way. Moreover, coordination of online education is required to insure that the
University continues to offer high quality education; provides resources and assistance for
faculty; provides support services for online education students, maximizes the use of
University’s resources, and ensures comprehensive, consistent, and coherent policies and
procedures related to faculty and students.
ODEOL is committed to ensuring that all approved online courses will be as academically
rigorous as those courses that are offered face-to-face on the campus. ODEOL recognizes
that the emergence of innovative teaching and learning technologies brings opportunities as
well as new challenges, and is committed to prepare TU faculty to overcome these
challenges through continuous faculty development endeavors.

[INSERT PHOTO]

 

 

Enrollment in Online Courses

In the past three Academic Years, student interest and activity in courses offered through the
ODEOL has grown dramatically. To date, ODEOL has offered a total of 75 courses (see figure
A), with a total of 1182 seats filled (see figure B). As a result, the ODEOL has generated and
estimated $3,751,155 in revenue for Tuskegee University (see figure C).1 In addition, these
online courses have been offered by a growing contingent of current Tuskegee University
Faculty (see figure D).
Figure A:

Figure B:

1 Estimated revenue based on the following calculation: number of seats filled * $2825 (UG 2015 Summer Tuition Fees
for a 1 - 3 credit hour course).

 

 

Figure C:

Figure D:
 

 

Courses and Degrees Offered

Courses Offered  Summer 2015  Summer 2016  Summer 2017 
YES 
GENERAL
CHEMISTRY I  YES 

ORGANIC YES 
CHEMISTRY I 
YES 
INTRODUCTION TO
COMPUTER
CONCEPTS 

PRINCIPLES OF
ECONOMICS
(Macroeconomics) 

 

  YES 
YES 
PRINCIPLES OF YES 
ECONOMICS YES 
(Microeconomics)  YES 
YES 
ENGLISH YES 
COMPOSITION II  YES 
YES 
PROFESSIONAL YES 
AND TECHNICAL YES 
WRITING  YES 
YES 
PRINCIPLES OF YES 
SPEECH  YES 

PUBLIC SPEAKING 

WORLD
CIVILIZATION TO
1650 

WORLD
CIVILIZATION SINCE
1650 

HISTORY OF THE
UNITED STATES TO
1877 

HISTORY OF THE
UNITED STATES
SINCE 1877 

AFRO-AMERICAN
HISTORY SINCE
1877 

COLLEGE ALGEBRA
AND
TRIGONOMETRY I 

COLLEGE ALGEBRA
AND
TRIGONOMETRY II 

INTRODUCTORY
CALCULUS 

INTRODUCTION TO
LOGIC 

INTRODUCTION TO
ETHICS 

 

  YES 

ELEMENTARY YES 
GENERAL PHYSICS
- I  YES 
ELEMENTARY YES 
GENERAL PHYSICS YES 
- II  YES 
COMPARATIVE YES 
GOVERNMENT  YES 
STATE AND LOCAL YES 
GOVERNMENT  YES 
HUMAN
DEVELOPMENT  YES 
EXPERIMENTAL YES 
PSYCHOLOGY  YES 
INTRODUCTION TO YES 
SOCIOLOGY  YES 
SOCIAL PROBLEMS 

COMPUTER
APPLICATIONS 
SOCIAL WORK IN
CRIMINAL JUSTICE
SETTINGS 
SOCIAL
GERONTOLOGY 
SOCIAL
TREATMENT 
INDEPENDENT
STUDY 
ELEMENTARY
SPANISH I 
ELEMENTARY
SPANISH II 

 

 

 

Staff

Melissa Sylvester, Ph.D., CRC
[Online Instructional Designer]
Dr. Sylvester is the Online Instructional Designer for the Office of Distance Education and
Online Learning. She received a Certificate of Completion for successfully completing the
Applying the Quality Matters (QM) Rubric. In addition, she is also a QM Certified Higher
Education Course Peer Reviewer and a QM Certified Continuing and Professional Education
Course Peer Reviewer. To contact Dr. Sylvester, she may be reached at (334) 724-4238 or
[email protected].​

Anita C. Jackson-McCrary, M.A.O.M.
[Office Administrator/Executive Assistant]
Ms. Jackson-McCrary is the Office Administrator/Executive Assistant for the Office of
Distance Education & Online Learning. She received a Certificate of Completion for
successfully completing the Applying the Quality Matters (QM) Rubric. She is knowledgeable
and is an expert in organizational management. To contact Ms. Jackson-McCrary, she may
be reached at (334)724-4704 or ​[email protected]​.

Richard E. Glaze, II, M.Ed.
[Online Enrollment Counselor]
Mr. Glaze II is the Online Enrollment Counselor for the Office of Distance Education and
Online Learning. He received a Certificate of Completion for successfully completing the
Applying the Quality Matters (QM) Rubric. He recruits prospective students at Tuskegee
University to take online courses, walks students through the enrollment process, markets
and advertises, and mentors students throughout their online journey. To contact Mr. Glaze
II, he may be reached at (334)724-4367 or ​[email protected].​

 

 

Services

Instructional Design

Faculty will work with the Online Instructional Designer (for online courses) and the
designated eLearning support team (e.g., Faculty Peer Mentors, Subject Matter Experts,
Campus Technology, Admissions, Student Services, T -CAEIL, Library Staff ) to design an
online course that reflects the components of Quality Matters at Tuskegee University. To
provide a consistent online experience for the student, faculty shall follow the University's
LMS template for online course layout. Courses designed for distance education delivery
must reflect contact hours and instructional time commitments in accordance with the
University’ s Credit Hour Policy and expected student learning outcomes that are equivalent
to those for the same courses delivered through traditional formats.

Quality Matters Peer Review of Online Courses

ODEOL utilizes the Quality Matters Rubric for all Tuskegee University online degree
program courses. Quality Matters Higher Education Rubric, Fifth Edition, 2014, is
comprised of a set of eight general standards and 43 specific standards used to evaluate the
design of online and blended courses. The Quality Matters Program
(www.qualitymatters.org) is a research-centered approach to quality assurance and
continuous improvement for online learning. The primary components are a set of
standards (or Rubric) for the design of online courses and the online components of blended
courses, a peer review process for applying these standards, and related professional
development for faculty. The Quality Matters Rubric, with versions for continuing and
professional education, educational publishing, secondary education, and post-secondary
education, is based on recognized best practices, built on the expertise of instructional
designers and experienced online teachers, and supported by distance education literature
and research. The goal of the program is to enable faculty to increase student engagement,
learning, and satisfaction in online courses by implementing better course design.

OLC Quality Scorecard for Online Programs Use

ODEOL maintains membership with the Online Learning Consortium (OLC). The OLC is the
leading professional organization devoted to advancing quality online learning by providing
professional development, instruction, best practice publications and guidance to educators,

 

 
online learning professionals and organizations around the world. The OLC Quality
Scorecard for Online Programs is an easy to-use process for measuring and quantifying
elements of quality within online programs in higher education. By evaluating each of the
respective quality indicators within the established nine categories, an administrator of
online programs can determine strengths and weaknesses of their program. The results of
this tool identify program weaknesses that can be used to support program improvement
and strategic planning initiatives. The Quality Scorecard could also be used to demonstrate
to accrediting bodies elements of quality within the program as well as an overall level of
quality.

Professional Development

We support Tuskegee faculty and staff both on-campus and remotely. Workshops are offered
face-to-face on campus and live online through ZOOM and Coursesites, synchronous Web
collaboration tools. We also host open labs on campus for faculty to experiment and receive
help making changes to their courses. Online training documentation and recorded
workshop sessions are also resources the training team provides.
Workshops Conducted in Academic Year 2014–2017

Support

Our instructional technology Coordinator troubleshoots technical problems faculty and
students may encounter within their online courses and help with how-to questions

Support Requests Addressed

During the 2014–2017 Academic Year our technical support team addressed more than
______________ support requests

​Online Enrollment Counselor

 

 
Mr. Richard Glaze, II, M.Ed.
Online Enrollment Counselor
Contact Information: ​334-724-4367
[email protected]

The Office of Distance Education and Online Learning at Tuskegee University Online
Counselor is available to answer all your questions regarding everything about enrolling into
online courses. Mr Glaze assists students in the following areas:

• Answer questions about online summer course enrollment
• Walk students through the online enrollment process
• Recruits prospective online students

Voice-Over PowerPoint  

How To Use a Wacom Tablet  

Weekly Modules Required for your Online Course  

Podcast Lecturing Using SoundCloud  

Bootcamp for Teaching Online  

Using your Online Gradebook Effectively!  

Faculty Barriers to Teaching Online  

Create Rubrics for Online Course Assessment  

Basic Video Production Skills for Creating Online Content  

5 Required Elements for your Online Course  

Using Zoom for Live Video-Chat Lectures  

Student Learning Outcomes - Voice Recorded Lectures  

Time on Task in Online Activities  

Become an Online Course Reviewer  

Best Practices Using SALSA Syllabus  

How to Teach Online Best practices for online teaching and learning!  

 

 

O"Trriaenintiantgiofnor&TIenatcrhodinugctOionnlinSee"sscioounrfsoerfTorea2c0h1i7ng  Online - required for enrollment in the

Sources of Content  

Online Course Design Plan  

How to Setup Online Exams with ProctorU  

Creating Your Own YouTube Channel for Video  

by arranging and conducting campus tours, conducting follow-up outreach to prospective
online students

• Mitigates challenges or issues prospective and currently online enrolled students may
experience in enrolling and taking online courses

• Marketing and advertising for the Office of Distance Education and Online Learning.
• Assisting students with the preregistration process for online summer courses.
• Help organize events for ODEOL
• Assisting with Social Media Coordinating.

Resources

ZOOM

Zoom is a web conferencing and webinar software which offers a rich
set of functionalities and performs well, for both recurring and ad hoc
meetings. Some functionalities of zoom include: 

• Live video c​ onferencing

• Remote Screen Sharing- whole screen or specific application
window. Very useful for remote presentations and initial course
navigation orientation

 

 

• Live Chat- Students can type in their questions

• Interactive Whiteboard – using a touchscreen tablet instructor can 
write and explain things on the whiteboard the same way one would do 
in a face to face class.

• Recording – synchronous video session can be recorded and made 
available for review and for students who missed the live session

• Join by phone- Participants can also join a zoom session by
phone (audio only)

• Platform neutral-works across different platforms

• Ease of use- very easy to use

LIBguides

SALSA

 

Another major aspect of the SALSA software is that the format used
by the authoring tool also ensures that the learning service
agreements comply with Federal accessibility standards. Salsa
promotes documents that are 508-compliant because accessibility is
a core design and development requirement. Salsa guides an
instructor through the process of creating a syllabus that is targeted
to today's hybrid and online learning environments. A 'styled and
accessible learning service agreement' allows a student to make an

 

 

informed decision based upon an expanded set of course
information: pedagogy, format, policies, etc. 

Master Course Shell

Given that online instruction is relatively new at TU, most students
do not know what to expect or how to proceed. Consequently, it is
important to establish clear instructions to the student on where to
begin and how to proceed through the course. Given that most
students are likely to take multiple online courses before graduation,
it is imperative to ensure that the experience of navigating through an
online course is consistent across all online courses. To this end, a
Master Course Shell Template (MCST) designed by ODEOL has been
instituted to give all online instructors a uniform framework to build
courses with a consistent design and structure. While the instructors
are responsible for developing the course content, it required that the
content be organized in the structure provided by the MCST.
Moreover, one of the requirements for a course to pass peer-review is
that the course structure and design must be consistent with the
MCST. A course must pass peer-review to be offered online at TU.  

  

The TU MCST has the following structure 
Introduction: Start Here: 
Orientation & Overview: 
Syllabus & Course Materials 
Course Updates: 
Course Instructor: 
Tuskegee University Contacts: 

  

Week 1 
Week 2 
Week 3 
Week 4 
Week 5 

 

 

Week 6 
Week 7 
Week 8  
(Up to Week 16 for Spring and Fall Semesters) 
Student Resources 
Send Email 
My Grades 
Course Tools 
Blackboard Help 
Student Lounge and Groups
ProctorU:
94 exams for 216 Test Takers have been administered through
ProctorU.

 

 

 

Activities

Faculty Development: Training For Teaching Online

Number of Faculty who have Completed the Office of Distance
Education and Online Learning Training for Teaching Online: 68.

Faculty Peer Mentorship 

Beginning summer 2015 ODEOL implemented a Faculty Peer-mentor program to 
assist faculty who wanted to put their face-to-face classes online. A faculty 
peer-mentor’s primary role is to help the faculty mentee successfully complete the 
Training For Teaching Online Course, which prepares the mentee to develop an 
online course that meets the Quality Matters standard for online programs. To attain 
this goal, Faculty peer mentors have the following responsibilities: 

1. Faculty Peer Mentors are competent in the skills they will be expected to
share.

2. Faculty Peer Mentors are able to lead both by modeling outstanding
practices

3. Faculty Peer Mentors Mentors don't manage; they guide. They offer positive
solutions to challenges that other teachers identify in their own classrooms,
or to challenges observed in those classrooms.

4. Faculty Peer Mentors provide their fellow faculty members with supportive
technology guidance by demonstrating outstanding technology integration
and good teaching practices

5. Faculty Peer Mentors provide colleagues with assistance with technology
tools and tasks such as Blackboard, iTunes U and other Learning
Management Systems

 

 

6. Faculty Peer Mentors offer one-on-one help with questions or concerns
about integrating technology in a particular content area

 Beginning Fall 2016, two Faculty Coordinators were added to the program with the 
following responsibilities under the direction of the ODEOL Director: 

1. Oversees the development, implementation, monitoring, and evaluation of
online and alternative learning format courses

2. Implements policies; performs rubric based quality reviews of developed
online courses

3. Seeks out new technologies and provides support to students and faculty
with online learning

4. Coordinates and implements initiatives that promote globally-accessible,
academic, and professional programs for working students

5. Works one-on-one with faculty to develop and enhance distance education
courses and provide assistance as needed.

6. Contribute to research and publish efficacy and outcomes of TU’s distance
learning programs.

7. Participates in University and school-wide initiatives, development, and
meetings;

8. Performs other duties as assigned.

Under the leadership of the Faculty Coordinators in synergy with the
ODEOL director, 
the following initiatives were realized: 
iBooks for Online courses through itunes: 
Massively Open Online Courses (MOOCs) 
Proposed Online BA and MA in Liberal Arts 

 

 

Proposed Online Certificate programs using existing online courses
at TU 

  

Peer-review of New Courses using the QM Rubric for
Higher Education 
Describe an additional program that your organization feels also
provides value. Include a brief overview of the program, explaining
how it works, who is served, and include some of the data to back up
your claims. You should include appropriate imagery of your staff
working directly with the people you help. 

[Activity Four] Faculty Development through quality matters:
Number of Staff who have completed the Applying the Quality Matters Rubric: 6
Number of Staff who have completed the Online Peer Review Certification: 2
Number of Staff who have completed the Continuing and Professional Education Accelerated
Review Course: 1
Number of Faculty who have completed the Applying the Quality Matters Rubric: 10
Number of Faculty who have completed the Online Peer Review Certification: 2

 

 

ODEOL Impact

Tuskegee University was ranked as the #1 online program in the State of Alabama:
https://www.tuskegee.edu/news/tuskegee-university-online-programs-named-no-1-i
n-alabama

Impact Story 1: student
reports
[ntam]

Share some of the most impactful stories with your funders. This is not about how many
people you help, but instead focused on who you helped and how. Share one, two, or several
of your organizations most prominent success stories. Do more than just say how the
funding you receive changes lives, show them.

 

 

Impact Story 2: faculty reports
[coppenger]

Faculty Quotes:

 

 

Looking Forward

As the Office of Distance Education and Online Learning continues to grow, the number of
faculty and areas of specialty covered continues to grow with it. Because of this growth a
number of new programs and degrees have been proposed for development:

Master’s Level Programs:
Master of Science in Systems Engineering
Master of Science in Information Systems and Security Management
Master of Science in Aerospace Engineering
Master of Science in Animal and Poultry Sciences
Master of Science in in Occupational Therapy
Master of Science in Public Health
Master of Science in Public Health Nursing
Master of Science in Historic Preservation
Master of Arts in Bioethics and the Humanities
Master of Arts in Liberal Studies
Master of Construction Management

Bachelor’s Level Programs:
Bachelor of Arts in Liberal Studies
Bachelor of Science in Information Technology
Bachelor of Science in Supply Chain Management
Bachelor of Science in Clinical Laboratory Science
Bachelor of Science in Nursing (RN to BSN)
Bachelor of Science in Political Science
Bachelor of Science in Liberal Studies

 

 
Certificate Programs:
Certificate in Humanities
Certificate in Science, Technology, Engineering, and Math
Certificate in Military Ethics and History
Certificate in Certificate in Social Media & Predictive
Certificate in Information Management Systems
Certificate in Criminal Justice
Certificate in Construction Estimating
Certificate in Construction Project Planning
Certificate in Construction Management
Other Programs:
Minor in Political Science in Global Studies
Minor in History in the African Diaspora
Veterinary Technician Certification

In addition, as a result of the success of previous online summer course offerings, the
ODEOL has positioned itself to start offering fully online courses in the Fall and Spring.
These efforts are aimed not only at providing faculty more flexibility, but also at raising the
profile of online learning amongst the student body. As students warm to the idea of online
learning the demand for online courses is sure to grow.