Connecting across campuses

1. Connecting across campuses Key issues in establishing collaborative inter-institutional agreements for online education

2. Web-based Information Science Education WISE

3. Quality Models • No significant difference (http://teleeducation.nb.ca/nosignificantdifference/index.cfm) • ADEC (http://www.adec.edu/about.html) • IHEP (http://www.ihep.com/Pubs/PDF/Quality.pdf) • Sloan-C (http://www.sloan-c.org/effective/index.asp) • Professional/Accreditiation-specific • Population-specific (e.g. - Andragogy)

4. Quality Indicators • Growth • Student retention • Faculty teaching repeatedly • Transfer from online to other models • Graduate placements • Ongoing evaluation (solicited/serendipitous; internal/external) • Research • Accreditation • Rankings and/or other recognition

5. Inter-institutional issues of quality • Institutional policies (admissions, discipline, intellectual property, etc.) • Program mission and goals • Cultural issues/tacit knowledge • Accessibility • Technology requirements and support • Instructor credentials, experience and expectations • Syllabus requirements (objectives, content and assessment) • Course caps, contact hours and frequency, synchronous and asynchronous components, residence requirements, course evaluations, etc.

6. Other Collaborations • Great Plains IDEA • BATE • WisTREC • MOHEC • The Edlearn Consortium • Electronic Campus of the Southern Regional Education Board • Shared website models

7. Operational Models • Create a new organization for courses and programs. • Students register at the other school and transfer the credit. • Schools cross-list courses from all schools.

8. Business Model #1 • New organization • Setting tuition • Funding for administrative structure • Financial incentive for participation • Administrative cost to create, coordinate, and maintain high

9. Business Model #2 • Register at the school offering the course and transfer the credit. • Current model • Revenue goes to school offering the courses. • No financial incentive for home school. • Administrative cost of transferring credits. • Student overhead costs high; navigating different systems, registering for other programs, transferring credits

10. Business Model #3 • Cross-list courses. • Student has one tuition bill • School collects tuition revenue on every class. • Financial incentive to let students from other programs into class. • Administrative cost on the school offering the class for students from other programs. • Student overhead navigating different systems

11. Airline Model of Course Sharing • Step 1: predict and offer “excess capacity” for each course—set a number of low cost seats and fill them • Note: be conservative on prediction because these seats are guaranteed to the other schools • Step 2: after registration, offer unpredicted additional excess capacity to the consortium—have a sale if not all seats are filled • Step 3: after registrations are banked, balance imports and exports, price net-imports/exports

12. Challenges • Different challenges to achieving inter-institutional collaboration are exposed when viewing from different angles: • As a student • As a faculty member • As an administrator • As a school new to the distance learning model

13. Challenges for Students • Communication: • Understanding registration • Understanding course access • Navigating different online course tools • Different residency models • Navigating transfer credit policies • Access to electronic materials for courses • Naiveté about the distance experience • Provide a students view of the distance experience • Difference hardware/software requirements??

14. Challenges for Faculty • Students may have difficulty accessing the course tool • Students may be used to different course model • Students may be used to different academic policies • Students may not have previous experience with required software • Expectations for use may differ

15. Challenges for Administration • Different Academic Calendars • registration deadlines, • start/end dates, • add/drop dates • Course information dissemination • Tuition Cost sharing • Different grading and other academic polices • Affects on financial aid

16. Contacts • University of Washington • Allyson Carlyle, Associate Professor and Associate Dean, acarlyle@u.washington.edu • Grace Beauchane Whiteaker, Lecturer and DMLIS Faculty Coordinator, gbwhit23@u.washington.edu • University of Illinois at Urbana-Champaign • Rae-Anne Montague, LEEP Coordinator, rmontagu@uiuc.edu • Linda Smith, Professor and Associate Dean, lcsmith@uiuc.edu • Syracuse University • Kathy Allen, Director of Distance Education, kallen02@syr.edu • Bruce Kingma, Associate Dean, brkingma@syr.edu