Franklin University

1. Franklin University Dr. Lewis Chongwony, Instructional Designer Dr. Alexander Heckman, MPA Lead Faculty Dr. Redd Branner, PSMT/SEMT Program Chair Dr. Leslie King, HCM Lead Faculty

2. Franklin University • Nonprofit institution founded in 1902 • More than 11,000 students • Primarily working adults (Finish. Advance. Succeed.) • Online and face-to-face offerings • 4 central Ohio locations (more Ohio locations coming) • 1 location in Indianapolis, IN • Partnerships in 10 countries (primarily with MBA)

3. Our Philosophy As a learner-centered institution, the four cornerstones that guide our work are: • Ensuring academic quality • Providing access to educational opportunities • Adapting to the needs of students • Responding to changes in society, professions, and the business community

4. Curriculum • Centralized/standardized curriculum model • Articulate Balanced Learning Format (BFL) • Outcome-based learning • Use of multiple inputs in course development • Quality assurance through peer reviews • Continuous review and assessment process • Incorporation of higher order thinking as well as lifelong learning skills

5. Course Development Each course is designed and developed by a team consisting of: • Course development faculty • Instructional design faculty • Instructional faculty • External content contributors, including advisory board • Support Staff

6. Analyze Evaluate Design Develop Implement Course Development Process

7. Workload • Resources • Course • Audience • Team • Formative Evaluation Analyze Evaluate Design Develop Implement Course Development Process

8. Workload • Resources • Course • Audience • Team • Formative Evaluation Analyze Evaluate Design • COs • Chunking • MOs • Learning Activities • Assessment • Formative Evaluation Develop Implement Course Development Process

9. Workload • Resources • Course • Audience • Team • Formative Evaluation Analyze Evaluate Design • COs • Chunking • MOs • Learning Activities • Assessment • Formative Evaluation Develop Implement • Course Content • Develop Faculty • Formative Evaluation Course Development Process

10. Workload • Resources • Course • Audience • Team • Formative Evaluation Analyze Evaluate Design • COs • Chunking • MOs • Learning Activities • Assessment • Formative Evaluation Develop Implement • Course Content • Develop Faculty Manuals • Formative Evaluation • Production • Deployment • Teaching • Formative Evaluation Course Development Process

11. Workload • Resources • Course • Audience • Team • Formative Evaluation Analyze Evaluate Design • Summative Evaluations • Analysis • Conclusions • COs • Chunking • MOs • Learning Activities • Assessment • Formative Evaluation Develop Implement • Course Content • Develop Faculty • Formative Evaluation • Production • Deployment • Teaching • Formative Evaluation Course Development Process

12. Roles in the Development Process Developer Designer Content Contributor

13. Roles in the Development Process • Choosing textbook. • Needs analysis for the course. • Oversight on how the course fits into the program curriculum. • Determines topics, concepts, and skills needed for someone completing the course. Developer Designer Content Contributor • Reviews course • Provides current insight into the field • Content contribution (some cases) • Provide additional resources (some cases) • Learning theory that supports instructional, teaching, and assessment strategies. • Content management system (most cases) • Learning styles. • Project management (most cases)

14. Roles in the Development Process • Choosing textbook. • Needs analysis for the course. • Oversight on how the course fits into the program curriculum. • Determines topics, concepts, and skills needed for someone completing the course. Developer Designer Content Contributor • Reviews course • Provides current insight into the field • Content contribution (some cases) • Provide additional resources (some cases) • Multimedia Team Librarians • Learning theory that supports instructional, teaching, and assessment strategies. • Content management system (most cases) • Learning styles. • Project management (most cases) Adjunct Faculty

15. Roles in the Development Process • Choosing textbook. • Needs analysis for the course. • Oversight on how the course fits into the program curriculum. • Determines topics, concepts, and skills needed for someone completing the course. Developer Designer Content Contributor • Reviews course • Provides current insight into the field • Content contribution (some cases) • Provide additional resources (some cases) • Multimedia Team Librarians • Bringing together all knowledge pieces to make a course (e.g., outcomes, assignments, activities, and assessments). • Balance the course. • Align the course. • Use project management techniques (e.g., tasks and deadlines) • Learning theory that supports instructional, teaching, and assessment strategies. • Content management system (most cases) • Learning styles. • Project management (most cases) Adjunct Faculty

16. Testimonies from Selected Programs • Dr. Alexander Heckman, MPA Lead faculty • Dr. ReddBranner, PSMT/SEMT Program Chair • Dr. Leslie King, HCM Lead Faculty

17. Franklin UniversityMPA Program Schedule to begin in April 2012

18. Franklin MPA Vision • Develop leaders who can think critically, strategically, and ethically to develop and implement solutions for efficiently, effectively, and equitably implementing programs that serve the public interest • Build the capacity of public and nonprofit organizations to effectively implement public policy and programs that serve the public interest in the communities were serve

19. Franklin MPA Mission Provide relevant, high quality, lifelong education that will enable our students to: • Enhance the quality of public and nonprofit programs • Advance in public and nonprofit careers • Succeed in providing leadership that advances the public interest in their communities

20. Benefits of Starting a Professional Advisory Group • Curriculum Development and Delivery • Feedback on content • Curriculum materials • Content contributors • Adjunct instructors • Program Promotion • Professional networking • Promotional materials

21. Challenges of Starting a Professional Advisory Group • Identifying and Recruiting Professionals • Personal network • Key organizations • Diversity of perspectives • Engaging and Interacting with Professionals • Develop rapport and trust • Regular and diverse communication • Being responsive and respectful

22. Public Safety Programs • Currently two degree programs • Public Safety Management • Safety, Security and Emergency Management • Developing Bachelors of Criminal Justice (2012) • Proposal, Bachelor of Fire Service Administration • Online and face-to-face offerings • Professional Development • Fire Officer I • Fire Officer II • Future Programs • Masters of Fire Service Administration

23. Program Focus Franklin University: The University of Opportunity • Survey the needs of the Public Safety Community • Research trends in Public Safety Educational requirements • Develop alliances with Community Colleges • Select recognized professionals from Public Safety Community • Fire, Law Enforcement, Federal Agencies, FEMA, U.S. Armed Forces • Professionals with experience and education • Assist with the development of degree proposals and defense • Subject Matter Experts/Content contributors • Provide video testimony to promote programs • Well developed, robust programs for students

24. Healthcare Management • Advisory Board • Accrediting Agencies • Legislative and Regulatory Agencies • Professional Associations • Feedback from Executive level professionals • Professional Student Association connection and feedback • Bench Marking • Reflective Learner Quiz

25. The End Any Questions?