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Transparency by Design The National Association of State Administrators and Supervisors of Private Schools St. Paul, Minnesota April 26, 2010. Presentation Content. What is Transparency by Design? What are our goals? What have we done so far? Who are our partners and sponsors?

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  1. Transparency by DesignThe National Association of State Administrators and Supervisors of Private SchoolsSt. Paul, MinnesotaApril 26, 2010

  2. Presentation Content • What is Transparency by Design? • What are our goals? • What have we done so far? • Who are our partners and sponsors? • How do colleges and universities qualify to be part of Transparency by Design? • Which colleges and universities are involved? • What challenges have we faced?

  3. The Website • Informative website launched August 3, 2009(no marketing, no leads generated) • Third-party publisher: WCET (part of the Western Interstate Commission for Higher Education) • Receive and publish the data • Continue to make improvements • Grant from Lumina Foundation for Education • College Choices for Adults http://www.collegechoicesforadults.org/

  4. The President’s Forum • Advocate for adult-serving online colleges and universities, and their students • National focus • Mix of accredited public, private non-profit, and private for-profit colleges and universities

  5. Transparency by Design’s Primary Purpose • Provide important information for prospective adults considering enrollment in college • Similar to Voluntary System of Accountability (public universities) and its website, College Portrait • Differences: • Adults learning online versus traditional, younger students looking for a campus • Like College Portrait, we measure core learning, but we go beyond that and also: • Measure learning outcomes at the program level • Use common alumni survey questions

  6. Secondary Purposes • Raise awareness about quality of online learning for adults • Develop and implement a means of assessing and reporting outcomes at both the institutional and program levels • Complement existing oversight processes • Seek greater consistency in approaches and/or reciprocity in regulatory requirements

  7. Origin of the Idea • We serve adults who are career-focused and tend to be learning outcomes-based • Online delivery produces data about every activity in the learning process • Including demonstrations of what students have learned • We can use the data produced to better understand how well we are doing • That data can be shared to help adults seeking a school and to allow analysis of our outcomes

  8. Requirements to Participate • Accreditation: Must be regionally accredited • Commitment to Quality: Must agree to follow our Principles of Good Practice—one of which is to publish agreed-upon outcomes on the website • Measure Learning Outcomes at the Program Level: • Articulate intended learning outcomes • Measure to see if students attained the outcomes • Explain methodology used • Publish on the website • Accountability: develop and share other appropriate reporting metrics including common alumni survey questions

  9. Principle 1 Mission, Goals & Objectives Distance delivery of instruction to adults is an integral part of the institution’s and/or program’s mission. Principle 2 Accountability to Stakeholders Openly share outcome assessments and data. Principle 3 Responsiveness Responsive to needs of adult learners. Principles of Good Practice

  10. Principles of Good Practice Principle 4 Concern for Quality in Curricula Processes and reviews that enhance quality of offerings Principle 5 Consistency of Curricula Delivery Comparable content and quality across delivery modes Principle 6 Interaction and Student Engagement Attention to interaction, engagement, and critical thinking

  11. Principles of Good Practice Principle 7 Faculty Qualifications Clear faculty standards and faculty training and support Principle 8 Faculty Evaluation Regular and consistent measurement of performance Principle 9 Student Evaluation Clear standards for measuring student performance

  12. Principles of Good Practice Principle 10 Learning Outcome Assessment Clear process for assessing student learning Principle 11 Institutional Integrity Regionally accredited and assumes responsibility for performance of third-party participants

  13. Principles of Good Practice Principle 12 Disclosure Provides accurate, truthful information in student recruitment, marketing Principle 13 Services Responsive and comprehensive student academic and administrative services

  14. Principles of Good Practice Principle 14 Resources Sufficient resources to support a quality learning experience and program completion Principle 15 Institutional Outcomes Regularly measure and publish outcomes via College Choices for Adults

  15. Information on Website • Mission, model, demographics, and context • Learner engagement • National Survey of Student Engagement (NSSE) or Community College Survey of Student Engagement (CCSSE) • Note that these are only available at the undergraduate level

  16. Information on Website • Learning outcomes • ETS Proficiency Profile with assessments of written communication, critical thinking, and analytical reasoning • Program-level, institution-specific outcomes • Alumni survey information— common survey questions

  17. Issues and Opportunities • This has not been easy! Began our work in March 2006 • Mix of Institutions operating in a pilot mode until recently • While all are adult-serving, many models and differences • Definitions can be challenging • Progress, success, completion rates as an example

  18. Issues and Opportunities Critics have asked: • Why not have the same program-level outcomes? • Not the American way—differentiate our programs • Though we likely will see more commonality than some expect • Do adults care about learning outcomes? • Hopefully—we think they should • They have never had them before so they are not clamoring for them

  19. Issues and Opportunities Critics have asked: • What good is a voluntary program? • Pushing ourselves further than regulatory agencies might • We have put teeth in our expectations and we intend to continue to improve (may scare away some) • What unites us is a passion for serving adults and perfecting online pedagogy • Even the critics acknowledge our efforts—and we will get better and bigger

  20. Mix of Institutions 3 public, 7 private non-profit, 7 private for-profit

  21. What Next? • Post-pilot mode and welcoming new members • Add new information and make the site better • Refine definitions and how data is displayed • Seek ways to get employer feedback about our graduates • Listen to users and adapt to improve • Publicize the site in hopes that prospective adults will find it valuable • It is a live and active site and you may want to take a look

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