To: Shawna Arroyo, Manager Student Relations From: Dr. Susan Bussmann, Distance Education, OCIP Director Sandra Johnson, Distance Education, OCIP Coordinator Subject: OCIP Year 5 Report Date: July 30, 2014 Distance Education respectfully submits the following Year Five Report for the Online Course Improvement Program (OCIP), the One Year Plus (1Y+) Professional Development Fellowship, and the New2Online (N2O) Program. 1. What events were provided by the Online Course Improvement Program?

From July 1, 2013 –June 30, 2014, 67 events were provided as follows:

OCIP Hosted Events

Type Number Percentage

Let’s Talk Online Teaching 9 13%

Workshops 8 12%

Archived Webinars 12 18%

Open Labs 6 9%

Workshops/Presentations 29 44%

Distance Education Speakers 3 4%

Total 67 100%

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 events and presentations as well as the online professional development training course were thematically organized around the eight research-based Quality Matters Rubric and Standards to ensure quality in blended/online course design.

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OCIP Events with Total Number of Attendees

OCIP Hosted Event Number of Attendees

Let's Talk Online Teaching 139

iPad Workshops 78

Quality Matters Workshops or Trainings 36

Guest Speakers 85

Workshops and Presentations 106

Archived Webinars 24

Summer Camp 18

Total Registrants from July 1, 2013 through June 30, 2014

Total Registrants Total Unique Registrants

486 238

For more detailed information on 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. Participants agree to work on reducing the cost of the supplies and materials for their courses under revision. 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. Many Fellows are using instructor made materials or materials that are readily available online to reduce student textbook costs. 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 June 30, 2014, 77 course evaluations have been submitted for the following Cohort IV courses. (Please note: most courses are scheduled to be taught Fall/Spring 2014-2015). See Appendix C for student comments.

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Course Revised Evaluations for Cohort IV

Course and Instructor Reponses Percentage

B0T 208 Medical Office Procedures - Slettan 0 0 %

BIOL 154 Essentials of Anatomy & Physiology -Rowchodhury 0 0 %

CEP 110 Human Growth and Development - Vasquez 0 0 %

CJ 432 Issues in Criminal Justice - Joseph 12 15 %

ENGL 203 Business and Professional Communication -McCulloh 34 45%

ENGL 218 Technical & Scientific Communications - Depner 3 4%

HIST 302V/538 Science in Modern Society - Brooks 0 0 %

HNDS 449/549 Diet Therapy II - Bock 0 0 %

HRMT 412 Beverage Management - Mandabach 0 0 %

MGT 309 Organizational Behaviors -Barney 0 0 %

MUS 101 Classical Music Appreciation -Shearer 8 10%

OECS 235 Computer Information Technology- Shindi 0 0 %

SOC 353 Social Research: Analysis - Hoffman 0 0 %

STAT 251 Statistics - Ahmed 8 10%

W S 403/503 Gender and Horror - Williams 12 16%

Total 77 100%

Cohort V courses are scheduled for evaluation beginning Fall, 2014.

Course and Instructor Responses Percentage

EE461 Systems Engineering - Boehmer 0.0%

EMD 550 Higher Education Law -Christman 0.0%

HLS 380V/ WS 381V - Women’s Health Issues - Ford 0.0%

SOC 201G Social Problems - Hovey 0.0%

MUS 470 Seminar in Music Education - Hughes 0.0%

FCS 446 Adolescent Development - Marin 0.0%

MKTG 303 Principles of Marketing - Sauter 0.0%

SOC 551 Quantitative Analysis - Way 0.0%

ANSC 289. Management of Equine Operations - White 0.0%

EMD 540 Management of Student - Williams Pichon 0.0%

ENGL 318 Professional Communication - Mott 0.0%

OES 235 Computer Information Technology - Shindi 0.0%

Total

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 Cohort V. In

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terms of primary impact, the estimated number of students enrolled in the courses under revision is 846. In terms of secondary impact (estimating each instructor teaches three courses for two semesters), the estimated number of students enrolled in the online courses taught by the 1 Y+ Fellows is ~3389. Secondary impact means students taking other online courses that 1Y+ Fellows will improve due to what they have learned about online course design and the Quality Matters Rubric.

5. What faculty applied for the Fall 2013 Semester? Recruitment for Cohort 5 of 1 Yr + Fellows ran from July 18–August 30, 2013. Twenty-seven applications were submitted. Twelve applicants were accepted. Two applicants dropped the program within the first six months. Four participants from Cohort IV completed the program with Cohort V. Four applicants completed the online course and course revision requirements by April, 2013 from Cohort 5. Six participants report they will complete the program by August, 2014. For a full list of OCIP cohorts since 2006 including represented colleges and departments, see Appendix D.

1Yr+ 2013-2014 Cohort 5 Participants

Charles Boehmer Engineering EE EE461 Systems Engineering and Program

Management

Dana Christman Education EMD EMD 550 Higher Education Law

Tami Ford Arts & Sciences

HSS HLS 380V/ WS 381V Women’s Health Issues

Kathryn Hovey Arts and Science

Sociology Soc 201G Social Problems

Christopher Hughes Arts and Science

Music MUS 470 Seminar in Music Education

Merranda Marin ACES Family/Consumer Science

FCS 446 Adolescent Development

Elise Sautter Business Marketing MKTG 303 Principles of Marketing

Sandra Way Arts and Science

Sociology Soc 551 Quantitative Analysis

Laura White ACES Animal and Range Sciences

ANSC 289 Management of Equine Operations

Henrietta Williams Pichon

Education EMD EMD 540 Management of Student Services in Higher Education

From Cohort IV

Mott Niki Arts and Sciences

English ENGL 318 Technical and Professional Communication

Brooks Nathan Arts and Sciences

Astronomy HIS 302V/500 Science in Modern Society

Shindi Rajaa DACC Math OES-235 Computer Information Technology

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Enedina Vasquez Education EMD

*Participants in black have completed the program. *Participants noted in rust are in progress for completion.

New2Online 2013-2014 Program

A new program was added this year due to the demand to assist those that are new to online teaching and learning. This program focuses on basic use of the learning management system and online course development and design. The program works to move content to fully online or in blended formats. This program saw 33 applicants with a final selection of 15 participants. Five participants dropped the program. To date, 9 people have completed the program and 2 others are scheduled to complete their course development by August 15, 2014.

2013-2014 Cohort I New2Online Program

FIRSTNAME LASTNAME COLLEGE DEPARTMENT POSITION

Paul Andersen Engineering Chemical Engineering Associate Professor

Ed Boles Ag Science FWCE Instructor

Michael DeAntonio Arts and Science Physics Associate Professor

Kefaya Diab Arts and Science English Other

Mary Fahrenbruck Education C & I Assistant Professor

Julie Fitzsimmons Arts and Science Art College Instructor

Matthew Holt Business Finance Assistant Professor

Joseph Lakey Arts and Science Mathematics Department Head

Michael McGonigle Business Finance Other

Michele Shuster Arts and Science Biology Associate Professor

Lida Uribe-Florez Education C & I Assistant Professor

*Participants in black have completed the program. *Participants noted in rust are in progress for completion.

6. Who are your partners for this program (e.g. Teaching Academy)?

Online Course Improvement Program include the Distance Education, Student Technology Advisory Committee, Associated Students of New Mexico State University, Instructional

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Innovation & Quality unit, Teaching Academy, NMSU Library, and Information Communication Technologies. OCIP/1Yr+ faculty participants also provided peer-support and are assigned a mentor from the OCIP Team for their duration in the program.

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.)

● A "FastTrack" option will be offered that will include the choice to take the Applying Quality Matters Rubric instead of taking the online course.

● Revisions will be made to the program that will include more mentor support and less peer-to-peer expectation within the online course since this requirement was hard for them to meet.

● Increase integration of professional development activities and efforts of OCIP, Teaching Academy, and Instructional Innovation and Quality units.

● Continue to develop an internal framework to recognize course quality and brand courses with Quality Matters seal of quality.

● Improve OCIP outreach efforts to the main campus departments through meetings with DE directors, Hotline, Faculty Listserv, and Canvas Listserv. Flyers will not be used since they need to be updated consistently. This is costing an increase in paper and printing costs and goes against the "Going Green" initiative from the university.

● Continue innovative means to provide online and blended courses by establishing a professional development opportunity in the summer and online.

● 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 Yr+ Fellowship Program. Plans are underway to expand the professional development offerings that align with Quality Matters rubric that include a possible Fast Track and self-paced professional development opportunity. New2Online is seeing an increase in demand so a development team from OCIP is working on offering our first self-paced online course focusing on course design and development.

Progress has been made in securing stable funding. A one-year commitment of $225K to OCIP from the Course Delivery Fees has been secured and approved. 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 the OCIP/1Yr+ Fellowship and the New2Online Program under Distance Education, Teaching Academy, and the Instructional Innovation and Quality Unit.

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9. Additional Activities

Peer Review of Online Courses Program

The Online Course Improvement Program is using Quality Matters (https://www.qualitymatters.org) as the foundation for improving online courses. OCIP is committed to implementing the Quality Matters standards for the design of online and/or blended courses, and are systematically building and evaluating courses based on these rigorous, research-based standards. The Quality Matters standards assure that the online components of these courses promote learner engagement and provide students with tools and information they need to be successful learners. More information regarding Quality Matters may be found at www.qmprogram.org.

Courses Recognized by Quality Matters July 1, 2013 - June 30, 2014

Course Name

Course

Number

Course

Representative Recognized Date

Fostering Online Learning Communities EDLT 560 Julia Parra 2014-04-30

Business Information System BCIS338 Richard Oliver 2014-04-08

Assessment and Evaluation in Online

Learning QMR-EDLT-

590 Sandra Johnson 2014-03-18

Introduction to Music MUS 101.M70 James Shearer 2014-01-23

Management of Information Security BCIS 482 Richard Oliver 2013-12-16

Fundamentals of Geographic

Information Systems Geography

481 Michael DeMers 2013-11-26

Business and Professional

Communication English 203 Sharon Lalla 2013-08-13

Quality Matters Reviews as of June 30, 2014

Peer Reviewers

First Name Last Name

Stephen Anderson

Susie Bussmann

Marija Dimitrijevic

Jed Duggan

Master Reviewers

First Name Last Name

Sandra Johnson

Sharon Lalla

Elise (Pookie) Sautter

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Tami Ford

Miley Grandjean

Sandra Johnson

Sharon Lalla

Justin MacDonald

Julia Parra

Elise (Pookie) Sautter

Elizabeth (Betsy) Stringam

Kourtney Vaillancourt

Susan Wilson

Conference Scholarships

Scholarships were offered for OCIP fellows to attend national conferences concerning online and/or blended learning. Through an application process, 10 fellows were chosen to attend three different national conferences. The scholarship paid for the attendee's conference Early Bird registration, travel, hotel, food, transport, parking, and other miscellaneous expenses. A 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. This year, many fellows that applied to conferences also submitted proposals. All proposals submitted were accepted for presentation. Names, conferences, and presentation proposals are provided below. Conference Attendance and Presentations

Name Conference Attended Presentation Proposal

Shannon Bradley Quality Matters Regional Conference Santa Fe, NM

How to Make Your QM Course Awesome: Creative Quality Matters Applications

Raymon Boles Quality Matters Regional Conference Santa Fe, NM

Creating Online Applied Courses Offering Optional Faculty-Led International Learning Experiences

Pookie Sautter Quality Matters Regional Conference Santa Fe, NM

Using QM Standards to Design Online Principles of Marketing for 100+ Students

Michele Shuster Quality Matters Regional Conference Santa Fe, NM

The Impact of Online Professional Development & QM in Transitioning an Introductory Biology Class to a Flipped Format

Sandra Way Quality Matters Regional Conference Santa Fe, NM

Sue Forster-Cox

Quality Matters Regional Conference Santa Fe, NM

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Tami Ford Quality Matters Regional Conference Santa Fe, NM

Marija Dimitrijevic Emerging Technology Conference (Sloan C) Dallas, TX

Empowering Learning: Step Closer to Digital Native and Active Learner

Kefaya Diab Blended Learning Conference (Sloan C) Denver, CO

Give them the ball and let them figure out how to play: Film making in blended courses as environment

Michael DeAntonio Blended Learning Conference (Sloan C) Denver, CO

10. What is your budget for this OCIP year? OCIP Y5 STAC Budget

Master STAC Budget 2013-2014 Percentage Amount

$71,400

Salaries

Instructional Consultant, Lead .5 FTE $27,500

Faculty PD Stipends $26,000

Supplemental Compensation $450

Subtotal $53,950

Fringes

Instructional Consultant, Lead 31% $8,525

Faculty PD Stipends 19% $4,940

Supplemental Compensation $140

Subtotal $13,605

SUBTOTAL $67,555

Travel

QM SW Regional Conference Travel $1,971

Seminars & Training Fees $1,746

Subtotal $3,717

Supplies & Materials

Food Product 497

Consultant Fee $900

Dues & Fees (QM Subscription Prorated) $1,581

Subtotal $2,555

TOTAL $74,250

($2,850)

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OCIP Y5 IIQ Matching Budget Master IIQ Budget 2013-2014 Percentage Amount

Salaries Cost

OCIP Coordinator & Instructional Consultant, Lead .58 FTE $34,105

Instructional Consultant, Intermediate .50 FTE $20,400

Subtotal $54,505 Benefits

OCIP Coordinator & Instructional Consultant, Lead 31% $10,573

Instructional Consultant, Intermediate 31% $6,324

Subtotal $16,897 Subtotal $71,402

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Appendix A

OCIP Workshops or Hybrid Presentations OCIP Teaching Academy Events

Communications

Interaction and Engagement Online Interaction and Engagement

Communications in Canvas Communications in Canvas

Using Canvas for Collaboration and Group Work

Collaboration and Group Work

Graphic Syllabus

Canvas Conferences and Chat

Assignments

Assignments in Canvas

Using Canvas for Collaboration and Groupwork

Peer to Peer Interactions Interactions and Engagement

Assessment and Feedback Assessment and Evaluation

Learning Objectives Learning Objectives

Using Rubrics in Canvas

Using the Canvas Grade Book

Design

Beginning Design in Canvas Universal Design for Learning Website

Mapping Your Course Accessibility

Using Modules in Canvas

Accessibility

Getting Started Module Getting Started Module

Canvas Home Pages

Additional Resources

SoftChalk Hybrid and Face to Face Workshops

Web 2.0 Tools

Course Technology and Canvas (Video, Podcasting) Course Technology and Canvas

Communicating Your Online Course

Other

Open Educational Resources

Archived Webinars

Mobile Learning Today and Tomorrow

Migrating from PowerPoint to Web Content

Improving Online Course Accessibility for

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Students

Engaging Online Learners

Assessment Strategies for the Flipped Classroom

How can I make my content more accessible?

How can I make my activities more inclusive?

How can backwards design make my course more accessible?

How can I make my exams accessible?

Learner Support in Canvas Learner Support

Introduction to Quality Matters Let's Talk Online Teaching based on Quality Matters

Outcomes in Canvas

Copyright and Fair Use for Online Education

iPads for Education iPads for Education

Introduction to iPads Introduction to iPads

Canvas Open Labs

Summer Course Development Camp

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Appendix B

Faculty Comments - Reduction in Materials and Textbook Costs

I’ve been thinking more about how to appeal to different types of learners in different

environments that may learn better in one sense or another, such as an audio versus

visual learner.

I don’t just slam a module with a bunch of websites, you know what I mean, the more

information the better, but really narrowing it down and trying to have a couple of

different ways of presenting the information that will appeal to the class.

Its almost like inviting professionals….I teach English, so we have majors in all of the

areas and I’ve put in more, not more links, but I’ve put in more videos like the TED talks

videos that apply to what I’m teaching.

I teach ethics and I have a link with all the different ethics and some of them are videos.

Oh and career services. We created a video for them so basically its just inviting an

expert in to speak to the course. But again, we don’t want to overwhelm them because

some these talks or videos we want them to watch are still fairly long. So we have to

watch that.

I have created my own textbook and instructor book. I have found this to be easier to

use with students. I am able to link information quickly and without fear of copyright

issues.

I include links to online texts or alternative sources for books.

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Appendix C

Samples of Student Feedback

Reading material posted within the course was great and timely.

Pace at which I was allowed to work.

All the extra resources were very helpful. (Graphic syllabus, typed lectures, etc.).

The layout of this class is wonderful.

This class is the best online course I have ever taken.

Canvas format was not as user friendly as Blackboard.

The modules are very well laid out and structured, allowing me to feel organized and able to

look ahead and know what assignments to expect.

Gave clear instructions on every unit on how to find things.

My professor has everything perfectly laid out for the semester.

I personally like the lecture notes that she has for us that go over the chapter material.

The activities are not overwhelming and they are very informative.

It helped me change my perspective on how to communicate with certain individuals.

Very interesting, good class.

My professor is great. I was worried about the workload from this class at first but he has made

it much more manageable and enjoyable.

I like the fact that my instructor emails back right away.

When i have a question i get feedback automatically.

I liked the interaction between my peers and I.

Overall, I liked the organization of the course and its materials and how understanding the

instructor was

My professor is always willing and available to help us out if we have questions/concerns.

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Appendix D

Full List of 1Yr+ Fellowship Participants

Applicants Totals A&S ACES BUS EDUC EDUC HSS Other Qualify

Cohort 1 (2009) 25 4 6 2 5 0 0 8 17

Cohort 2 (2010) 19 2 8 3 4 1 1 0 19

Cohort 3 (2011) 22 9 0 0 3 5 3 2 20

Cohort 4 (2012) 34 10 3 4 3 1 0 13 30

Cohort 5 (2013) 27 10 2 2 8 0 3 2 27

Totals 127 35 19 11 23 7 7 25 127

Accepted Totals A&S ACES BUS EDUC ENG HSS Other Grads.

Percent

Complete

Cohort 1 15 2 2 2 3 3 3 0 8 53%

Cohort 2 15 2 4 3 3 1 2 0 12 80%

Cohort 3 15 6 2 0 3 1 2 1 12 80%

Cohort 4 22 10 2 4 2 2 2 0 17 77%

Cohort 5 14 3 2 2 3 1 1 1

As of July 30,

2014 4

As of July 30, 2014

33%

Totals 81 23 12 11 14 8 11 2 53 65%

Participated Totals A&S ACES BUS EDUC EE HSS OTHER

Grads. (as of

7/30/14)

Percent of

Total

Participants

Prof. 20 8 2 6 2 1 1 9 17%

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Assoc. Prof. 22 7 1 4 5 2 3 18 33%

Asst. Prof. 18 5 4 5 3 1 10 19%

Coll. Prof 2 2 2 4 %

Coll. Asst. Prof. 2 1 1 5 9%

Coll. Inst. 4 1 1 1 1 4 8%

Adjunct 6 4 1 1 4 8%

Other 6 6 1 1 2%

Totals 81 29 9 11 15 6 6 5 53 65.4%

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Appendix E

Participant Feedback from Focus Group OCIP Cohort 5 (1Yr+ and New2Online Participants)

I’ll go first since I’m basically finished, but I feel that I’m so much better informed as a

teacher or an educator. I’m retired and it’s also exposed me to the national expectations

not just the NMSU expectations so it’s been lots of “a ha” moments and realizing “Oh,

this is what’s going on with technology, and this is what’s going on with students, and

this is how my course should respond to the students.”

I wanted to revise my course and that’s exactly what I’m doing. I feel pretty good about

that. This improvement wouldn’t be at this pace and so detailed. I always revised my

course as the course went along but I never had that big picture. It was more

reactionary when I revise my courses because of the time issue or whatever. And now I

feel like I’m being proactive and that there is some very specific things that I’m doing.

With the alignment issues because I knew about the Quality Matters but I was like I

don’t know if it’s going to improve my course that much but I really feel like these

alignment issues that my course in some ways really needed this. It wasn’t a luxury and I

realize that thinking about it in this way is more important than I thought it was going to

be.

I agree with you. ..It has forced me to look at my course and look at the bigger picture

and get it done in a timely fashion and just make minor improvements each time rather

than look at the whole big thing.

I know that’s a hard message to preach to people who think they’ve been doing it right

all the time.

I had heard of Quality Matters, I really didn’t know what it was regarding so this

definitely has forced me to improve my course. Sometimes we know about things, we

learn about things that we simply don’t have the time to implement what we do. So I

think that this has really allowed us the opportunity to do that.

And I’ll add real quickly that having taken the course last year, that spring semester

students responded in a much more favorable way so I saw improvements in the spring

semester. And I’m hoping for a lot more improvement in the fall semester too!

…personally, I don’t regret any of the time I’ve spent on it…but, its very time consuming.

I think the other thing too though is that I had thought there would be more interaction

with the participants and I know that is the function of all of us being so busy and so

overwhelmed but I think maybe that can be going back to the time thing. I think that

maybe the expectations were better about time commitment and understanding it

takes a lot more time. I don’t know, but I think the opportunities for interacting with

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one another. I would like to see more of that because it tends to be some of the most

pleasant and useful parts.

I wonder if perhaps getting us together and doing a more blended approach might help

that.

More collegiality.

Which is interesting because it gives us insight into how our online students feel right?

I mean I feel this way when I teach too.

Absolutely!

Because I do love seminar style in the graduate classes I teach. It’s just so much easier to

sit around the table and talk about things. But it does give us a good perspective from

the other side.

It’s made me see a bigger picture. I just said that earlier but it really has. That’s how I’ve

changed my thinking about my teaching is that it’s not just specific to me and it’s not

just tweaking and changing textbooks, which I’ve done in classes before, but it’s much

broader picture.

Tying it back into what we were saying about it being in the online and being in this

perspective of it being the student. Just in general, one thing that I’m doing more is

taking the perspective of the student and thinking about my course design from their

perspective and how I need to organize and spell things out and make things super

clear. Which I think before I was just kind of “oh, of course they know.” Right? And

apparently it isn’t that way.

That’s almost exactly what I was going to say, that part of it. “Oh yeah, they’ll get it.”

That part of it has changed. And “oh yeah, they have lots of time.” That thinking has

changed.

I’ve been teaching online for 4 years and again teaching places like NMSU where you

have so much autonomy in creating your own course, versus other places where you

have no autonomy whatsoever, it’s just a course that’s canned and given to you. So I

think that this fellowship experience has really allowed me and forced me to implement

the things I’ve heard about and know about but I just felt so rushed. I didn’t really take

the time to make it as good as it could be.

For both my face to face class and online, I think the biggest impact has been really

paying attention to the learning objectives. Then, aligning the activities and the

assessments, which I had not done at all before frankly. I knew that I knew them, but I

didn’t necessarily follow through with aligning them….now I do.

I think one of the things I’m finding because I’m implementing as we’re moving along

and I’m finding the whole practice has actually put a lot more responsibility on the

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student even though I’ve created so many materials and so much more depth to things

that’s out there.

So we’re involved in making a mind shift, a real paradigm shift for them.

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Appendix F

QM Brochure

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