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Amberton University has offered “conference courses” (courses outside of the classroom environment) since its inception. Prior to the internet, Amberton was communicating with its conference class students by utilizing mail services and the basic electronic technologies of the telephone and the fax machine. While the telephone and fax were early staples, communications via a modem connection and a software system that provided a “bulletin board” were introduced by Amberton in the early 1990’s. Soon the internet was allowed to go public and Amberton switched to the web to improve faculty and student communications in conference courses. As others began to offer distance learning courses, some unscrupulous institutions used the distance learning venue only as a money-making scheme. To counter the actions of the unscrupulous, accredited institutions joined together to develop “good” standards to be followed in developing and delivering distance learning courses. Amberton University was one of the earliest institutions to incorporate “Principles of Good Practice” in developing and delivering its educational programs via the internet. One of the first efforts to provide such guidelines was coordinated by the Western Cooperative for Educational Telecommunications (WCET), a program of the Western Interstate Commission for Higher Education (WICHE). Amberton participated in this earliest endeavor. Later, Amberton endorsed the “Guide for Incorporating the Principles of Good Practice into Electronically-Based Courses”, as presented by the Distance Education Advisory Committee of the Texas Higher Education Coordinating Board. Amberton University had membership on the Advisory Committee. Recently, the Commission on Colleges of the Southern Association of Colleges and Schools has developed extensive guidelines that incorporate the major issues of concern that should be addressed by an institution when it seeks to develop and offer distance learning courses. The Faculty and Administration of Amberton University consider distance learning an intricate part and valued delivery venue for student learning. For the faculty at Amberton all of whom have been certified to teach distance learning courses, there is no difference in the competencies or the learning outcomes to be learned in courses taught via the classroom or distance learning methods. To Amberton University the purist learning experience is the setting of “one student and one teacher” learning together. Amberton will strive to honor such a relationship in both the classroom and in distance learning courses.
Introduction Amberton has developed its own platform for managing distance learning.
Third party course management platforms failed to provide the level
of security and control required by Amberton. The Amberton platform
is not subject to market fluctuations and is not dependent upon course
management platform upgrades. Students will use a variety of browsers and hardware. Have you tested your course on a combination of browser versions and hardware platforms? (For example, Netscape 3.X on an older Pentium PC, or Explorer on a Mac running OS7.X). Please provide details. Amberton’s distance learning platform has been tested (and
is tested) against the major web browsers utilized by Amberton students.
When a new student is admitted, he/she is directed to visit with
technical support to make sure of compatibility. Amberton’s system is closed; a proxy server limits use to
Amberton students only. Video: (Amberton does not normally incorporate video as a requirement
in distance learning) Have you confirmed that the course materials and any course materials
not developed by the copyright holder are “fair use” or
that you are otherwise exempt from liability from infringement? 2. The course offered electronically is coherent and complete. Yes __X___ No _____ Yes __X____ No _____ 3. The course provides for appropriate interaction between faculty
and students and among students. Asynchronous discussion __X____ Yes _X____ No _____ c. When teaching the course, the faculty member (s) will be available to support and communicate with the students and oversee student projects and evaluation. Yes __X____ No _____ Yes __X___
No _____ Yes __X___ No _____ Yes __X____ No _____ Yes __X____ No _____ Yes __X____ No _____ Yes __X____ No _____ Yes __X____ No _____ Yes _X____ No _____ Yes __X___ No _____ Library Resources: Yes __X___ No _____ Yes __X____ No _____ Yes __X____ No _____ Yes __X____ No _____ 7. The institution provides support for you and your co-developers as they revise the course. Yes __X___ No _____ Yes __X____ No _____ Yes __X___ No _____ The faculty of Amberton is certified to teach both lecture and
distance Yes _X____ No _____ Yes _X____ No _____ Yes _X____ No _____ Yes _X____ No _____ Best Practices
1a. In its content, purposes, organization, and enrollment
history if applicable, the program is consistent with the institution’s
role and mission. “Amberton University is a specialized institution designed
to meet specific educational needs of mature students… Amberton University, in its endeavor to be a center for learning, a society in which all are students, will employ responsible experimentation and innovation. New as well as traditional techniques will be continuously identified, applied and evaluated in an effort to facilitate teaching and learning.” Years before the internet was popular and the term “distance learning” was born, Amberton University was providing “conference courses” to the working adult who had responsibilities that prevented predictable scheduling of time. It was a natural and easy move for the University to employ internet technologies to make conference courses into e-courses. Amberton’s e-courses are identical to classroom courses in terms of learning outcomes, and the full-time and part-time professors who teach in the classroom are also trained and qualified to teach the conference/e-courses. Thus, at Amberton, students have the opportunity to take most courses by the lecture or e-course format, depending on their particular needs. While all courses offered at Amberton University are offered in the classroom/lecture method, there are some courses that are not offered as conference/e-course. Degree programs and coursesoffered via the conference/e-course format are clearly noted in the University’s catalog, website, and “Schedule of Classes” published each semester. Admission Admission requirements for all students who enroll into Amberton University are clearly identified in the University’s Catalog. Costs Academic Credit All courses at Amberton University, when successfully completed are worth three (3) credit hours, regardless as to delivery system. 1b. It is recognized that a healthy institution’s purposes change over time. The institution is aware of accreditation requirements and complies with them. Each accrediting commission has established definitions of what activities constitute a substantive change that will trigger prior review and approval processes. The appropriate accreditation commission should be notified and consulted whether an electronically offered program represents a major change. The offering of distributed programs can affect the institution’s educational goals, intended student population, curriculum, modes or venue of instruction, and can thus have an impact on both the institution and its accreditation status. Accreditation is more focused on learning outcomes than delivery methodologies. The delivery of Amberton’s academic programs via the classroom, conference, or distance learning is but the method employed in an effort to meet the needs of its students. Amberton neither advertises nor promotes one type of learning mode over another nor does the University distinguish a difference in expected learning outcomes. Knowledge gained is knowledge gained; the method as to how the knowledge was gained is incidental to the fact. Amberton University’s involvement in distance learning is in compliance with its mission to meet the academic needs of mature adults.
To Amberton University, distance learning is not a fad or experiment. Distance learning classes are integrated into the curriculum as an alternative learning venue. As with lecture classes, in any given session a class could be cancelled because of insufficient enrollment. However, if a class is unexpectedly closed for a student seeking graduation, an alternative class is always allowed. When Amberton phases out a degree (because of obsolescence) notice is always provided in the catalog many sessions in advance. Amberton incorporates technology throughout the University environment-- academics, library, student services, administrative services, etc. The renewal of technological equipment, as with all equipment, is an annual budget item for every department. Currently, Amberton depreciates all equipment on a 3 to 5 year cycle. The maintenance of technological equipment for academic training is handled the same way equipment for the classrooms is handled; it is an annually budgeted item. Amberton does not have an isolated budget for distance learning. Distance Learning equipment is viewed as classroom equipment and carries equal academic weight in the budgetary process.
As a part of the annual budgetary process, the physical facilities
are assessed for projected needs. The proper housing and space needs
for distance learning technologies are evaluated and awarded on the
same merits as classroom space needs. In addition, software support
systems are evaluated and upgraded as systems obsolesces or malfunctions
are detected. 1e. The internal organizational structure which enables the development, coordination, support, and oversight of electronically offered programs will vary from institution to institution. The faculty of Amberton University has the responsibility for the oversight of all courses offered by the University. Regardless as to the delivery venue of the course, the course, course competencies, and expected outcomes are regulated by the faculty. Regularly, the faculty reviews each course offered by the University and listed in the University’s Catalog. In accordance with the University’s “SunSet Law”, any course not renewed by the faculty within a 5 year period is automatically discontinued. Since 1992, when Amberton introduced on-line technologies for improved communication with students, each faculty member employed by the University is provided several hours of technical training that leads to a “certification”. Certification is an assurance within the University that the instructor is adequately trained to the technologies employed by the University. For instance, faculty, regardless as to method of teaching (lecture or distance learning) utilizes the University’s e-mail system for students. And all students attending Amberton University have been assigned e-mail addresses in the Amberton system. Also, all students, regardless of learning venue, have access to the University’s electronic library, on-line discussion groups, and on-line conferencing with students and faculty. Amberton’s technologies have been integrated throughout the University -- academic, library, student services, e-mail, discussion groups, conferencing, registration, etc. Because Amberton owns and maintains its technology systems (no third party sub-contracting), security and control are maintained within the University. The systems have been designed with the student in mind, and any student familiar with the internet will find the University’s technological systems user friendly. While it takes only a minimum of practice to learn the Amberton systems, technology staff personnel are available to assist the student with any difficulties. 1f. In its articulation and transfer policies the institution judges courses and programs on their learning outcomes, and the resources brought to bear for their achievement, not on modes of delivery. Amberton University does not discriminate relative to methodologies employed in the delivery of a course. Course content and the performance of the student relative to the grade awarded by an American, English speaking, accredited institution is all that is considered in allowing transfer work. At Amberton, all accredited academic work successfully completed is accepted. 1g. The institution strives to assure a consistent
and coherent technical framework for students and faculty. When
a change in technologies is necessary, it is introduced in a way
that minimizes the impact on students and faculty. 1h. The institution provides students with reasonable technical support for each educational technology hardware, software, and delivery system required in a program. The technologies that Amberton University utilizes daily include (1) voice mail, (2) fax, (3) e-mail, and (4) on-line services via the internet. While all the technology systems are simplified to a level well within the skills of working adults, Amberton also provides help service, including (1) on-line tutorials, person-to-person help via the computer or telephone, and (3) booklets/brochures with written instructions. 1i. The selection of technologies is based on appropriateness for the students and the curriculum. It is recognized that availability, cost, and other issues are often involved, but program documentation should include specific consideration of the match between technology and program. Amberton University’s technologies have been uniquely designed for its students and environment. Amberton does not contract for third party software. All systems are in-house designed and selected in order to meet the appropriate needs of its constituencies. Annually, the systems are reviewed for relevancy and stability. In the University’s fifteen plus years of on-line services, we have never had a security breach. 1j. The institution seeks to understand the legal and regulatory requirements of the jurisdictions in which it operates, e.g., requirements for service to those with disabilities, copyright law, state and national requirements for institutions offering educational programs, international restrictions such as export of sensitive information or technologies, etc. Amberton University is aware of the laws associated with providing educational services to its students. Amberton shall remain in compliance with all relevant laws.
2. Curriculum and Instruction Amberton University does not offer unique degrees via distance learning that are “different” or “specially designed” outside the normal learning opportunities of the University. Distance learning technology is but a methodology for delivering academic information to students. As Amberton students reported their desire for distance learning opportunities, more and more courses were integrated into distance learning to meet student requests. Today, about 40% of the courses listed in the University’s Catalog are offered through both venues--lecture or distance learning classes. With the passage of time, several degrees became assessable by selecting either venue. Research at Amberton shows that most students combine the taking of courses via distance learning and the lecture method to meet the requirement for a degree. Records show that fewer than 3% of Amberton graduates complete their degree by taking e-courses exclusively. Program quality, program evaluations, and program review are the same for both e-courses and lecture courses and all instructors are trained to teach and evaluate either. All of Amberton’s instructors are trained and certified to use the University’s technologies. The Faculty Council, the governing body of the University’s faculty and academics programs, oversee all academic operations. At Amberton, distance learning is not an appendage of the academic process; distance learning is but a venue for delivery.
Each session Amberton University publishes (in hard copy and on
its web site) classes that will be offered for the next session.
The schedule clearly differentiates between lecture classes and distance
learning classes. Further, Amberton publishes a “rotation schedule” that
reports all courses and their rotation for a year in advance. If/when
Amberton decides to discontinue a class or degree program, notice
is reported in the Catalog and on the web at least eight sessions
in advance. 2d.Although important elements of a program may be supplied by consortial partners or outsourced to other organizations, including contractors who may not be accredited, the responsibility for performance remains with the institution awarding the degree or certificate. It is the institution in which the student is enrolled, not its suppliers or partners, that has a contract with the student. Therefore, the criteria for selecting consortial partners and contractors, and the means to monitor and evaluate their work, are important aspects of the program plan. In considering consortial agreements, attention is given to issues such as assuring that enhancing service to students is a primary consideration and that incentives do not compromise the integrity of the institution or of the educational program. Consideration is also given to the effect of administrative arrangements and cost-sharing on an institution’s decision-making regarding curriculum. Amberton University does not participate in consortial or contractual relationships. The faculty of Amberton control qualifications, course materials, course management, and all curricular elements. The faculty working with the library assures relevant research resources and materials and the administration maintains appropriate systems for student services, business services, and record keeping. 2e. The importance of appropriate interaction (synchronous or asynchronous) between instructor and students and among students is reflected in the design of the program and its courses, and in the technical facilities and services provided. Students taking distance learning classes at Amberton University are provided an array of communicating tools to stay in touch with their professors. All students (lecture or distance learning) are assigned e-mail addresses in the University’s private system at the time of enrollment. Students and faculty can not only communicate directly via e-mail or telephone, but the University also provides two avenues that allow for group meetings and or private discussions. The University’s “discussion board” allows students and instructors to post messages and dialogue on matters of importance throughout the session. In addition, the University provides a “Conferencing/Chat System” that allows students and faculty to speak live with each other on a regular basis. 3. Faculty Support As indicated above, faculty roles are becoming increasingly diverse
and reorganized. For example, the same person may not perform both
the tasks of course development and direct instruction to students.
Regardless of who performs which of these tasks, important issues
are involved. Amberton University’s involvement in distance learning was planned by the Faculty Council (overseer of all academic programs) in the early 1990’s as a natural outgrowth of Amberton’s commitment to providing working adults with “conference courses”. To the faculty, lecture or distance learning instructional paths are but delivery methodologies. Course content and expected outcomes are the same regardless as to delivery methodology. The faculty carefully monitors, evaluates and revises all courses on a regular basis. An instructor’s right to the “fruit of his/her works” is covered in the University’s published policy on Intellectual Property. The teaching load of an instructor, regardless as to the delivery venue, is set by policy.
3c. The institution provides to those responsible for program
development the orientation and training to help them become proficient
in
the uses of the program’s technologies, including potential
changes in course design and management. 3d. The institution provides to those responsible for working directly with students the orientation and training to help them become proficient in the uses of the technologies for these purposes, including strategies for effective interaction. Amberton maintains a staff of technicians who are responsible for
working with students to assist them in orientation and training.
Staff personnel are trained to the new technologies as they are incorporated
into the University. Because the technical staff work closely with
students and faculty, they become a primary source in identifying
needs. 4a. The institution has a commitment – administrative, financial,
and technical – to continuation of the program for a period
sufficient to enable all admitted students to complete a degree or
certificate in a publicized timeframe. 4b. Prior to admitting a student to the program, the institution: Admission to Amberton University is standardized, regardless as to learning methodology desired by the student. One condition of admission is a working knowledge of internet technology. All students who attend Amberton are expected to demonstrate that knowledge throughout the Amberton experience. While technical support is available to all students, any student with average internet technological skills will be able to utilize the Amberton distance learning system. Equally important, all students are expected to utilize Amberton’s electronic research library. 4c. The institution recognizes that appropriate services must be available for students of electronically offered programs, using the working assumption that these students will not be physically present on campus. With variations for specific situations and programs, these services, which are possibly coordinated, may include: Amberton University caters to mature, working adults. All students are commuters and most take only one or two courses each session. Maintaining good communications with working adults is difficult but Amberton has taken advantage of several venues of technology to “keep information flowing”. Registration for any student can be accomplished via fax, mail and/or the internet. All of Amberton’s students are given an institutional e-mail address and communications between faculty and students are reinforced via “conferencing” and “discussion boards”. All University services -business, student, library, etc.- are available to both classroom and distance learning students. 4d. The institution recognizes that a sense of community is important to the success of many students, and that an ongoing, long-term relationship is beneficial to both student and institution. The design and administration of the program takes this factor into account as appropriate, through such actions as encouraging study groups, providing student directories (with the permission of those listed), including off-campus students in institutional publications and events, including these students in definitions of the academic community through such mechanisms as student government representation, invitations to campus events including graduation ceremonies, and similar strategies of inclusion. All aspects of the University--student services, library services, business services, and academic services-- have been designed for the commuting, working adult. The University does not rely upon the student to “pick-up” information at the University. All publications- the University Catalog, “Schedule of Classes”, enrollment reminders, and public information publications are mailed to the address of record. All graduates are invited to participate in one of two graduation exercises planned yearly. 5. Evaluation and Assessment 5a. As a component of the institution’s overall assessment activities, documented assessment of student achievement is conducted in each course and at the completion of the program, by comparing student performance to the intended learning outcomes. All courses in the Amberton University Catalog provide a course syllabus. The course syllabus includes the major competencies that are covered in the course. These competencies are reviewed by the faculty on a regular basis and updated to contemporary expectations. Also, each time a class is offered, the student is encouraged to utilize Amberton’s on-line surveying tools and evaluate the course against competencies and expectations. The student’s confidential evaluation is reviewed by the instructor, the academic division head, the Academic Vice President, and incorporated into databases utilized by the Vice President for Strategic Services. The University maintains a longitudinal study for all courses and this information is used by the faculty when reviewing a course. 5b. When examinations are employed (paper, online, demonstrations
of competency, etc.), they take place in circumstances that include
firm student identification. The institution otherwise seeks to assure
the integrity of student work. 5c. Documented procedures assure that security of personal
information is protected in the conduct of assessments and evaluations
and
in the dissemination of results. 5d. Overall program effectiveness is determined by such measures as: Not only does the faculty of Amberton University regularly review courses by reviewing student’s survey comments and contemporary research in the discipline, but careful review of each academic program takes place on a regular basis. Program reviews include, number of graduates completing a program, number of students currently enrolled in a program, student course surveys relative to the academic program, findings of longitudinal studies of graduates in a program, as well as a review of current research relative to the program. 5e. The institution conducts a program of continual self-evaluation
directed toward program improvement, targeting more effective uses
of technology to improve pedagogy, advances in student achievement
of intended outcomes, improved retention rates, effective use of
resources, and demonstrated improvements in the institution’s
service to its internal and external constituencies. The program
and its results are reflected in the institution’s ongoing
self-evaluation process and are used to inform the further plans
of the institution and those responsible for its academic programs. 5f. Institutional evaluation of electronically offered programs
takes place in the context of the regular evaluation of all academic
programs. |