Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #1: distance-learning offerings (including those offered via accelerated or self-paced time formats) that meet institution-wide standards for quality of instruction, articulated expectations of student learning, academic rigor, and educational effectiveness. If the institution provides parallel on-site offerings, the same institution-wide standards should apply to both;

1. What provisions(s) exist to ensure that distance learning faculty who teach in all modes of delivery are qualified?
2. How does CCAC assure students that its Internet, VCR, and videoconference courses meet the same academic standards and integrity as traditional course offerings?
3. How does CCAC measure this effectiveness, and make changes to distance learning offerings based on the results of this measurement?

HR Hiring Guidelines document

Adherence to regional, state and national standards e.g. MSA Substantive Change Committee Report

AFT contract Mission and goals statements

Program and curriculum review

Records of distance learning offerings for all courses

All relevant course offerings, course descriptions and syllabi

associated with DL courses.

Department chairs and discipline deans

Distance learning surveys and statistics data

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #2: consistency of the offerings via distance learning with the institution’s mission and goals, and the rationale for distance learning delivery;

1. Why does CCAC offer courses through distant modes of delivery?
2. How does the offering of these courses reflect the college’s mission and goals?

Distance learning surveys and statistics data

Faculty members, distance learning students, and/ Mission

and goals statements or DL Ad Hoc (Advisory)Committee

Program and curriculum review

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #3: planning that includes consideration of applicable legal and regulatory requirements;

1. How does CCAC measure this effectiveness, and make changes to distance learning offerings based on the results of this measurement?

Adherence to regional, state and national standards e.g.

MSA Substantive Change Committee Report

AFT contract

College policy documents

College planning documents

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #4: demonstrated program coherence, including stated program learning outcomes appropriate to the rigor and breadth of the degree or certificate awarded;

Fundamental Element#5: demonstrated commitment to continuation of offerings for a period sufficient to enable admitted students to complete the degree or certificate in a publicized timeframe;

1. How does CCAC demonstrate that programs offered on line have the same coherence, rigor, and breadth as its traditional programs?
2. How does CCAC demonstrate its commitment to offering programs on-line so that all students enrolled will be able to complete them within a reasonable timeframe?

Mission and goals statements

All relevant course offerings, course descriptions and syllabi

associated with DL courses.

Program and curriculum review

All “pre-packaged” software used for distance learning course offerings, and faculty commentary and experience     in use of these materials

Adherence to regional, state and national standards e.g. MSA Substantive Change Committee Report

AFT contract

College planning documents

Distance Learning course approval process

Distance Learning course

College catalog and DL website

Records of distance learning offerings for all courses

College resources on-line or through other means that allow for the success of distance learning students

College services available on-line to help distance learning students

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #6: assurance that arrangements with consortial partners or contractors do not compromise the integrity of the institution or of the educational offerings;

1. How does CCAC assure its students that the distance learning offerings are not compromised by arrangements with consortial partners or contractors?

Department chairs and discipline deans

Records of distance learning offerings for all courses

All “pre-packaged” software used for distance learning course offerings, and faculty commentary and experience     in use of these materials

Adherence to regional, state and national standards e.g. MSA Substantive Change Committee Report

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #7: validation by faculty of any course materials or technology-based resources developed outside the institution;

When the college uses course material for its DL courses that is not directly developed by faculty members, how does it make sure that materials are validated by faculty?

All relevant course offerings, course descriptions and syllabi associated with DL courses.

All “pre-packaged” software used for distance learning course offerings, and faculty commentary and experience in use of these materials

College policy documents

College planning documents

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #8: available, accessible, and adequate learning resources (such as libraries or other information resources) appropriate to the offerings at a distance;

How does CCAC demonstrate and measure the availability of necessary and adequate learning resources for students enrolled in its distance education offerings?

College catalog and DL website

Distance learning surveys and statistics data

College resources on-line or through other means that allow for the success of distance learning students

College services available on-line to help distance learning students

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #9: an ongoing program of appropriate orientation, training, and support for faculty participating in electronically delivered offerings;

1. How does CCAC train its faculty for distance offerings?
2. How does the college measure that this training is effective?
3. How does it adjust its training programs once this assessment is made?
4. How does the college demonstrate that it has the necessary technical and physical plant facilities to implement its distance education offerings?
   

Distance Learning course approval process

Distance Learning course development and training process

Professional Development programs for faculty interested in

teaching through distance learning modalities; records of

these programs; updating of these programs;

Evaluation surveys of professional development offerings

Distance Learning training workshops and seminars

Distance learning surveys and statistics data

Faculty members, distance learning students, and/or DL Ad

Hoc (Advisory) Committee

College policy documents

College planning documents

Faculty and student experience with technicians, physical

plant, and IT staff

Records of accessibility and response of  IT teams

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #10: adequate technical and physical plant facilities, including appropriate staffing and technical assistance, to support electronic offerings;

1. How does the college ensure that it has appropriate staffing and technical assistance to support its electronic offerings?

Faculty and student experience with technicians, physical     plant, and IT staff

Records of accessibility and response of IT teams

Records of faculty accessibility for students taking distance

learning courses;

Distance learning surveys and statistics data