Open SUNY Institutional Readiness Implementation Plan Erie Community .
Open SUNY Institutional ReadinessImplementation PlanErie Community CollegeDateThe purpose of the Implementation Plan template is to help you draft a comprehensive plan you can execute toensure quality and continuous improvement in the distance learning programs offered by your campus. Using thistemplate, please prepare a draft of your implementation plan for submission to your facilitators, who will providefeedback that can be incorporated into your final plan.I.Statement of Vision/Mission about Distance LearningProvide a statement of vision and mission about the distance learning activity for your institution. Your statement shouldinclude how the activity fits into your overall college mission and what the objective is for the distance learning activity insupport of that mission. You may want to reference specific goals or deliverables that are attributed to the distance learningactivity.Erie Community College Mission StatementErie Community College meets the needs of a diverse student body and contributes to regionaleconomic vitality by providing high-quality, flexible, affordable and accessible educational programscommitted to student success.Erie Community College VisionErie Community College will serve as an innovative learning resource by striving for universal access tolifelong learning, catalyzing economic and cultural development, and supporting a diverse and mobilestudent body.ECC ExcelsThe College's Strategic Plan consists of five major pillars: Access, Completion, Engagement, Operationsand Success. Each pillar consists of focus areas that contain goals and initiatives. Each initiative is partof a five-year timeline for the full implementation of ExcelsDistance Learning Purpose StatementDistance Learning at Erie Community College is committed to servicing a diverse student body byutilizing effective technologies to provide flexible, affordable and accessible educational programs tostudents at a distance.Distance Learning quality and growth have been integrated in Erie Community College’s strategic plan,ECC Excels. The status of Excels initiatives are reported to both the College Senate and Board ofTrustees.
College funding initiatives are directly connected to projects within ECC Excels. Several of the projectsare directly related to the improvement and expansion of the online program at Erie Community College.The Initiatives are as follows: Project 5: Identify opportunities to reduce textbook costs for students through the use of openeducational resources Project 11: Develop a phased process to ramp up to Open SUNY rollout Project 12: Increase access to support services for those who choose not to physically access thecampus Project 13: Identify largest-enrolled courses not currently offered online for possible transition Project 39: Expand instructional design services to faculty Project 40: Expand technical support for students and faculty Project 41: Grow distance learning program staffing in line with enrollment increases Project 42: Increase availability of online tutoring and mentoring for high-enrolled courses with lowpass ratesII. Project 43: Complete Open SUNY self-assessment Project 93: Assess technological needs of the distance learning programOrganizational Structure/Decision-Making/DL LeadershipProvide a functional organization chart that identifies where functional responsibility and decision-making for all aspects ofdistance learning lies within the institution. Identify the individual (role) responsible for coordination across the institution toensure quality. Include governance structures as well as reporting and other relationships between entities across theinstitution.Center for Distance LearningThe Center for Distance Learning is a support department under Academic Affairs. The departmentconsists of a Director, Assistant Director, Regular Part-Time (RPT) Administrative Assistant, RPT Mentora Part-Time (PT) mentor, two RPT Instructional Designers (Grant Funded) and a PT Technical Assistant.In addition to overseeing Distance Learning, the Center for Alternative Course Delivery is responsible forOff-Site Classes and Applied Learning.The College is committed to the growth of Distance Learning and will utilize vacancy control to transitiongrant funded positions to College lines. The College understands the necessity of these positions to theCollege’s mission and have targeted this within ECC Excels.
DirectorPatrick RyanAdministrativeAssistant - RPTDiane RicciAssistant Director - RPTKarl SiebertInstructional Designer RPT (Grant Funded)Mark CraigInstructional Designer RPT (Grant Funded)Technical Assistant - PTRenee FlierlColleen GentryMentor - RPTKristine MorrowMentor - PT (GrantFunded)Katherine TrautweinMentor - PT (GrantFunded)TBDAssistant Project Director- RPT (Service Learning)Instructional SupportSpecialist - PT(Internships and Co-ops)Regina LettieriScott SilvermanThe Director and Assistant Director are responsible for the day-to-day operations of the department.The Instructional Designers work with the faculty to improve the quality of on-line classes and troubleshoot issues faculty have in the Learning Management System (LMS).The Mentors assist students who are having issues navigating the LMS and facilitate additional methodsof resolving course based needs related to technology.The Technical Assistant is responsible for connecting students with College services for students in theDistance Learning Program.The Assistant Project Director and Instructional Support Specialist work on the College’s AppliedLearning Initiative and are not directly connected to the Distance Learning mission of the CollegeThe Distance Learning Office is supported by the Computer Information Technology Systems (CITS)department. [CITS has a Blackboard Administrator on staff] The Director of Communications alsosupports the department as needed.College Reporting StructureThe Center for Distance Learning reports to the College Provost. CITS reports to the Chief InformationOfficer (CIO). The CIO reports to the Chief Financial Officer who in turn reports to the Executive VicePresident of Operations. The CIO also reports to the Provost on issues pertaining to InstructionalSupport. Both the Executive-Vice President of Operations and the Provost report to the CollegePresident.
Distance Learning Steering CommitteeDistance Learning has a steering committee which is responsible for monitoring and planning the growthand evolution of distance learning programs. It consists of four tenured faculty members who teach in theDistance Learning program, the Director of Distance Learning and Alternative Programs, Director ofCommunications and two senior executive staff members (currently the Executive Vice President ofAcademic Affairs and Associate Vice President of Academic Affairs). The steering committee has set forth the following goals:Recommend College Policy regarding Distance Learning to the College SenatePromote dialogue and distance education throughout the college communityInterface with College-wide Information Technology CommitteeIdentify Distance Learning faculty training needsMonitor and plan for the growth of the Distance Learning programEnhance Distance Education offerings within the collegeCreate and integrate processes which link student support services to students at a distanceThe Distance Learning Steering committee reports to the College Senate, makingrecommendations on policies and procedures regarding Distance Learning.All eight voting members of the Distance Learning Steering committee sit on the College Senate indifferent capacities, seven of which have voting roles on the Senate. The Director of Distance Learningand Alternative Programs is the Distance Learning Liaison (and voting member). Two of the four facultymembers have been elected by their departments, one is an At-Large member and the forth is theFaculty Federation’s Union President’s designee. Both Vice-Presidents on the Distance LeaningCommittee are voting members and the Director of Communications is a non-voting member of theSenate. Currently, the Senate President and Vice-President are faculty members of the DistanceLearning Steering committee.Policy Making StructureAll formal actions of the College Senate (actions which affect the policies or procedures of the college inareas where the Senate has powers and responsibilities, or of the Senate itself) shall be communicatedto the College President, and unless vetoed in writing by the President within ten (10) teaching days ofreceipt by the President, shall become policy of the college, subject to the approval of the Board ofTrustees. In the event of a veto, the President will provide a written justification to the Senate.
The FFECC President may veto formal actions of the Senate when such actions clearly violate theFFECC contract. The FFECC President must provide a written justification to the Senate for any suchveto.Board of TrusteesCollege President(Veto Power)FFECC President(Veto Power)College SenateDistance LearningSteeringCommitteeDistance LearningIII.Closing the GapsProvide a narrative summary of the recommended actions you will take and the resources needed to close the gapsidentified for your institution in the self-assessment. Be sure to address all of the indicators from the self-assessmentwhere you scored a 0, 1, or 2. Group your recommendations into the following categories: Policies and procedures (new or revisions) Use of university-wide and shared services opportunities Professional development New personnel or other than personnel resources Other actionsStakeholder Key:Time Frame Definitions:FFECC – Faculty Federation** Immediate current academic yearPROV – Office of the Provost** Priority up to 2 yearsDLSC – Distance Learning Steering Committee** Long-range 2-4 yearsCS – College Senate** Ongoing Once established the action is ongoingIRAAP – Institutional Research Assessment Accreditation and PlanningDL – Distance Learning DepartmentCITS – Computer Information Technology ServicesCFO – Chief Financial OfficerAS – Advanced StudiesCTL – Center for Teaching and LearningAD – Academic DeansDC – Department Chairs/ Department HeadsCWCC – Campus Wide Curriculum CommitteeLS – Library ServicesCIO – Chief Information OfficerDS – Dean of StudentsHR – Human ResourcesCOU – CounselingCRC – Career Resource CenterSS – Student ServicesSAC – Student Access CenterMD – Director of Marketing
IndicatorsConsensusRecommended ActionsTime Frame2A. Distance LearningSteering Committeerecommendations willbe sent to Senate as“recommendations toadopt as policy”A. Review FederalGuidelines.B. Make Faculty awareof options forAuthentication andproctoringA. Immediate/OngoingA. DLSC & CSA. ImmediateB. Immediate/OngoingA. DLSCB. DLSC & CS1A. Generate policy forthe College onIntellectual PropertyA. PriorityA. FFECC & PROV1A. Distance Learninginitiativesincorporated in ECCExcelsA. ImmediateA. IRAAP2A. Dedicated Director ofDistance LearningA. ImmediateA. PROV2A. Annual Review ofReadiness AssessmentA. Immediate/OngoingA. DLSC & DL1A. Build DL componentin ECC ExcelsB. Use vacancy controlto move DL offPerkins grant to bebetter utilizedA. Immediate/OngoingB. PriorityA. DL, DLSC & IRAAPB. CFO & PROVStakeholdersInstitutional Support1234567The institution has agovernance structure toenable clear, effective,and comprehensivedecision making relatedto online education.The institution haspolicy and guidelinesthat confirm a studentwho registers in anonline course orprogram is the samestudent whoparticipates in andcompletes the course orprogram and receivesacademic credit. This isdone by verifying theidentity of a student byusing methods such as(a) a secure login andpass code, (b) proctoredexaminations, or (c)other technologies andpractices that areeffective in verifyingstudent identity.The institution has apolicy for intellectualproperty of coursematerials. It specificallyaddresses online coursematerials, and ispublicly visible online.The institution hasdefined the strategicvalue of online learningto its enterprise and tostakeholders.The organizationalstructure of the onlineprogram supports theinstitution's mission,values, and strategicplan.The online program'sstrategic plan isreviewed for itscontinuing relevance,and periodicallyimproved and updated.The institution has aprocess for planning andresource allocation forthe online program,including financialresources, in2
accordance withstrategic planning.89The institutiondemonstrates sufficientresource allocation,including financialresources, in order toeffectively support themission of onlineeducation.The institution has agovernance structure toenable systematic andcontinuousimprovement related tothe administration ofonline education.throughout DLProgram1A. ROI for DL will beprepared annuallyB. Budget Requests willhave measurableresultsA. Immediate/OngoingB. Immediate/OngoingA. DLB. DL1A. Annual Review ofReadiness Assessmentand corrective planwill be submitted toCollege SenateB. ROI submitted toSenateA. Priority/ongoingB. Priority/ongoingA. DLSCB. DLA documentedtechnology plan thatincludes electronicsecurity measures (e.g.,password protection,encryption, secureonline or proctoredexams, etc.) is in placeand operational toensure quality, inaccordance withestablished standardsand regulatoryrequirements.The technology deliverysystems are highlyreliable and operablewith measurablestandards being utilizedsuch as systemdowntime tracking ortask benchmarking.A centralized systemprovides support forbuilding andmaintaining the onlineeducationinfrastructure.1A. Compile and PublishTechnology PlanA. PriorityA. CITSThe course deliverytechnology isconsidered a missioncritical enterprisesystem and supportedas such.2Technology Support12341A. Develop a DisasterRecovery PlanB. Off-site Hosting ofLMSA. PriorityB. PriorityA. CITSB. CITS2A. Construct Assessmenttool to access needsof DepartmentsB. AdministerAssessment toolC. Incorporate results inreview of AssessmentPlanD. Incorporate results inTechnology PlanA. Off-site LMS HostingB. Continual Updating ofTechnology PlanA. PriorityB. Priority/OngoingC. Priority/OngoingD. Priority/OngoingA.B.C.D.A. PriorityB. Priority/OngoingA. CITSB. CITSCITS & DLCITS & DLDLCITS
567The institution hasestablished acontingency plan for thecontinuance of datacenters and supportservices in the event ofprolonged servicedisruption.Faculty, staff, andstudents are supportedin the development anduse of new technologiesand skills.1A. Develop a DisasterRecovery planB. Off-site Hosting ofLMSA. PriorityB. PriorityA. CITSB. CITS1A. Priority/ongoingB. Priority/ongoingC. Immediate/ongoingD. Priority/ongoingA.B.C.D.Whether the institutionmaintains local datacenters (servers),and/or contracts foroutsourced, hostedservices or cloudservices, those systemsare administered incompliance withestablished datamanagement practicessuch as the InformationTechnology ServiceManagement (ITSM)standards whichincludes appropriatepower protection,backup solutions, anddisaster recovery plans,etc.1A. Invite K -12 speakersto talk abouttechnologyB. Devote part ofCollege Day toTechnologyC. Promote Lynda.comfor faculty/staff/studentsD. Establish Faculty/staff peer educatorsA. Formalize TechnologyPlanB. Benchmark with ITECA. PriorityB. PriorityA. CITSB. CITSA. Immediate/OngoingB. ImmediateA. DLSC & CSB. DLSC & CSA. Priority/ongoingA. DL & CTLCourse Development and Instructional DesignGuidelines regardingA. OSCQR rubric has112minimum requirementsfor coursedevelopment, design,and delivery of onlineinstruction (such ascourse syllabuselements, coursematerials, assessmentstrategies, facultyfeedback) are followed.Course embeddedtechnology activelysupports theachievement of learningoutcomes and deliveryof course content andsuperfluous use oftechnology isminimized.been introduced tofaculty asrecommendedguideline for coursedevelopmentB. Online Bill of Rightswill be presented toSenate for approval(see Appendices)1A. Expand trainingopportunities toincorporatetechnologies that canbe tied to LearningASCTLCITSCITS, DL & DLSC
3Instructional materialsand course syllabi arereviewed periodically toensure they meet onlinecourse and programlearning outcomes.A course developmentprocess is followed thatensures courses aredesigned so thatstudents develop thenecessary knowledgeand skills to meetmeasurable learningoutcomes at the courseand program level.0A. Develop and pushOSCQR peer reviewprocess at CollegeA. Priority/ongoingA. DLSC & FFECC1A. Immediate/ongoingB. PriorityC. PriorityD. Priority/OngoingA.B.C.D.A process is followedthat ensures thatpermissions (CreativeCommons, Copyright,Fair Use, PublicDomain, etc.) are inplace for appropriateuse of online coursematerials.Course assignments andactivities are reviewedperiodically to ensurethey meet online courseand program learningoutcomes.0A. Master Course projectto ensure a coursethat meets level isavailableB. Develop a CourseDevelopment ProcessC. Develop new one onone faculty trainingmodel to incorporatecreation of completeonline classD. Develop and pushOSCQR process atCollegeA. College SenateApproved CopyrightGuidelines (SeeAppendices)A. ImmediateA. CSA. Immediate/ongoingB. PriorityC. PriorityD. on is consideredduring the coursedevelopment process.1A. Immediate/OngoingB. ImmediateA. DLSC & CSB. DLSC & CS8There is consistency incourse development forstudent retention andquality.1A. Master Course projectto ensure a coursethat meets level isavailableB. Develop a CourseDevelopment ProcessC. Develop new one onone faculty trainingmodel to incorporatecreation of completeonline classD. Develop and pushOSCQR process atCollegeA. OSCQR rubric hasbeen introduced tofaculty asrecommendedguideline for coursedevelopmentB. Online Bill of Rightswill be presented toSenate for approvalA. Master Course projectto ensure a coursethat meets level isavailableB. Develop a CourseDevelopment ProcessC. Develop new one onone faculty trainingmodel to incorporateA. Immediate/ongoingB. PriorityC. PriorityD. Priority/OngoingA.B.C.D.4560DLDL & DLSCDL & DLSCDLSC & FFECCDLDL & DLSCDL & DLSCDLSC & FFECCDLDL & DLSCDL & DLSCDLSC & FFECC
D.9Course design promotesboth faculty andstudent engagement.1A.B.C.D.101112A process is followed forevaluating theeffectiveness of currentand emergingtechnologies to supportthe achievement oflearning outcomes anddelivery of coursecontent.Usability tests areconducted and applied,and recommendationsbased on Web ContentAccessibility Guidelines(WCAGs) areincorporated.Curriculumdevelopment is a coreresponsibility for faculty(i.e., faculty should beinvolved in either thedevelopment or thedecision making for theonline curriculumchoices).0A.1A.B.creation of completeonline classDevelop and pushOSCQR process atCollegeMaster Course projectto ensure a coursethat meets level isavailableDevelop a CourseDevelopment ProcessDevelop new one onone faculty trainingmodel to incorporatecreation of completeonline classDevelop and pushOSCQR process atCollegeCollege will establisha Technologycommittee consistingof Senior ExecutiveStaff, Administrativestaff (including CITS &DL) and Faculty toevaluate emergingtechnologiesProvide FacultyTraining onAccessibilityOSCQR reviewcontains AccessibilityComponentA. Immediate/ongoingB. PriorityC. PriorityD. Priority/OngoingA.B.C.D.DLDL & DLSCDL & DLSCDLSC & FFECCA. PriorityA. PROV, CIO & FFECCA. Immediate/ A. DLongoingB. DLSC & FFECCB. Immediate/ongoing2A. Master Course Processcontent is facultyDrivenA. Immediate/ongoingA. DL1A. College has SyllabusFormat (seeAppendices)B. Academic Deans,Department Chairsand Heads willreview syllabi tomeet standardsA. Immediate/ongoingB. Priority/OngoingA. CWCCB. DC & ADCourse Structure1The online courseincludes a syllabusoutlining courseobjectives, learningoutcomes, evaluationmethods, books andsupplies, technical andproctoringrequirements, and otherrelated courseinformation, makingcourse requirementstransparent.
2345678The course structureensures that all onlinestudents, regardless oflocation, have access tolibrary/learningresources thatadequately supportonline courses.Expectations for studentassignment completion,grade policy, andfaculty response areclearly provided in thecourse syllabus.2A. Tab in BlackboardDedicated to LibraryServicesB. Embedded Librariansin Online, Hybrid andWeb-Assist ClassesA. Immediate/OngoingB. Immediate/Ongoing1A. Immediate/ongoingB. Priority/OngoingC. Immediate/OngoingA. CWCCB. DC & ADC. DLSC & CSLinks or explanations oftechnical support areavailable in the course(i.e., each courseprovides suggestedsolutions to potentialtechnical issues and/orlinks for technicalassistance).Instructional materialsare accessible to thestudent, easy to use,and may be accessed bymultiple operatingsystems andapplications.Instructional materialsare easily accessed bystudents withdisabilities viaalternative instructionalstrategies and/orreferral to specialinstitutional resources.Opportunities/tools areprovided to encouragestudent-studentcollaboration (i.e., webconferencing, instantmessaging, etc.) ifappropriate.Rules and standards forappropriate onlinestudent behavior areprovided within thecourse.2A. College has SyllabusFormatB. Academic Deans,Department Chairsand Heads willreview syllabi tomeet standardsC. Online Bill of RightsRequires theseA. Develop FAQ for TechSupport, make a linkto it a default inBlackboardA. Priority/OngoingA. DL & CITS1A. Faculty TrainingDeveloped withAccessibility as focusB. Master CourseProject developingaccessible courseA. Immediate/OngoingB. Immediate/OngoingA. DLB. DL1A. Faculty TrainingDeveloped withAccessibility as focusB. Master CourseProject developingaccessible courseA. Immediate/OngoingB. Immediate/OngoingA. DLB. DL1A. Students have accessto Skype and WebExvia College contractsB. Create Facultytraining to encourageuse of productsA. Immediate/ongoingB. Priority/ongoingA. CITSB. CITS & DL1A. Online Bill of Rightswill be presented toSenateB. “Netiquette”Document will becreated andapproved by SenateA. ImmediateB. PriorityA. DLSC & CSB. DLSC & CS1A. Develop New TrainingModules to PromoteStudent-to-Studentand Faculty-StudentInteractionA. PriorityB. PriorityA. DLB. DL & DLSCA. DL & CITSB. DL & LSTeaching and Learning1Student-to-studentinteraction and facultyto-student interactionare essentialcharacteristics and are
facilitated through avariety of ways.B. Identify Faculty usingthese techniques andutilize them astrainers2Feedback on studentassignments andquestions isconstructive andprovided in a timelymanner.13Students learnappropriate methods foreffective research,including assessment ofthe validity of resourcesand the ability tomaster resources in anonline environment.Students are providedaccess to libraryprofessionals andresources to helplocate, analyze,evaluate, synthesize,and ethically use avariety of informationresources.Instructors use specificstrategies to create apresence in the course.145Social and Student EngagementStudents should be1provided a way tointeract with otherstudents in an onlinecommunity (outside thecourse).2A. Develop New TrainingModules to PromoteStudent-to-Studentand Faculty-StudentInteractionB. Identify Faculty usingthese techniques andutilize them astrainersC. Approve the “OnlineBill of Rights”A. Develop Facultytraining on LibraryServicesA. PriorityB. PriorityC. ImmediateA. DLB. DL & DLSCC. DLSC & CSA. PriorityA. LSA. Develop Facultytraining on LibraryServicesB. Utilize Starfish forLibrary referralsA. PriorityB. PriorityA. LSB. LS & IRAAPA. PriorityB. PriorityA. DLB. DL & DLSC1A. Develop New TrainingModules to PromoteStudent-to-Studentand Faculty-StudentInteractionB. Identify Faculty usingthese techniques andutilize them astrainers0A. Determine who isresponsible for VirtualStudent EngagementB. Encourage SGA Use ofBlackboardOrganizationsA. ImmediateB. PriorityA. DSB. DS & DL2A. Develop One on onetraining path forCourse DevelopmentA. PriorityA. DL1A. Develop additionaltraining ModulesB. Identify Peer facultyto promote activityA. PriorityB. PriorityA. DLB. DLSCFaculty Support12Technical assistance isprovided for facultyduring online coursedevelopment and onlineteaching.The institution ensuresfaculty receive training,assistance, and supportto prepare for coursedevelopment andteaching online.
3456Faculty receive trainingand materials related toFair Use, plagiarism,and other relevant legaland ethical concepts.Faculty are provided ongoing professionaldevelopment related toonline teaching andlearning.Clear standards areestablished for facultyengagement andexpectations aroundonline teaching (e.g.,response time, contactinformation, etc.).Faculty are informedabout emergingtechnologies and theselection and use ofnew tools.A. Develop trainingmaterials on Fair useand other legal issuespertaining to onlineclassA. Continue to growtraining content in“Faculty Support”A. PriorityA. HRImmediate /ongoingA. DL1A. Online Bill of Rightswill be presented toSenate for approvalA. ImmediateA. DLSC &CS0A. Invite K-12 speakerB. Devote part of CollegeDay to TechnologyC. Offer training intechnologies that canbe tied to LearningA. PriorityB. PriorityC. PriorityA. ASB. CTLC. DL1A. Create “MYECC”student portal pagefor DLB. Create robust studentorientationC. Create an AdvisorTraining ProgramA. Immediate/OngoingB. Immediate/ongoingC. PriorityA. DLB. DLC. FFECC, AD, PROV &DL1A. Create robust studentorientation thatincludes technicalskill assessmentA. Immediate/ongoingA. DL2A. Develop “CourseBluePrint” to givestudents access toopen areas ofBlackboard coursesB. Create robustStudent orientationA. Immediate/ongoingB. Immediate/ongoingA. DLB. DL01Student Support123Before starting anonline program,students are advisedabout the program todetermine if theypossess the selfmotivation andcommitment to learnonline.Before starting anonline program,students are advisedabout the program todetermine if they haveaccess to the minimaltechnology skills andequipment required bythe course design.Before starting anonline program,students receive (orhave access to)information aboutprogram, includingadmissionrequirements, tuitionand fees, books andsupplies, technical andproctoringrequirements, andstudent supportservices.
4567891011Throughout the durationof the course/program,students have access totraining and informationthey will need to securerequired materialsthrough electronicdatabases, interlibraryloans, governmentarchives, new servicesand other sources.Throughout the durationof the course/program,students have access toappropriate technicalassistance and technicalsupport staff.Support personnel areavailable to addressstudent questions,problems, bugreporting, andcomplaints.Students have access toeffective academic,personal, and careercounseling.2A. Train Faculty onLibrary resourcesB. Expand use ofEmbedded LibrariansA. PriorityB. Immediate/OngoingA. LSB. LS2A. Develop Tech SupportFAQB. Expand DL MentoringhoursA. PriorityB. Immediate/OngoingA. CITS & DLB. DL & PROV2A. Develop Tech SupportFAQB. Expand DL MentoringhoursA. PriorityB. Immediate/OngoingA. CITS & DLB. DL & PROV1A. PriorityB. Long-RangeA. DL, CITS, FFECC, AD& PROVB. DL, CITS, FFECC,COU, CRC & PROVFrequently AskedQuestions (FAQs) areprovided in order torespond to students'most common questionsregarding onlineeducation.Students are providednon-instructionalsupport services such asadmission, licy, processes, andresources are in placeto support students withdisabilities.0A. Develop onlineAdvisement processB. Expand AdvisementPlan to CareerServices andCounselingA. Develop “AboutOnline Learning” FAQB. Publish FAQ on DLwebsiteA. Immediate/ OngoingB. Immediate/OngoingA. DLB. DL & CITS1A. Evaluate servicesavailable to studentvia MYECC and closegapsA. Immediate/ ongoingA. SS & CITS1A. ImmediateB. ImmediateA. SACB. DLStudents have access torequired coursematerials in printand/or digital format,such as ISBN numbersfor textbooks, booksuppliers, and deliverymodes prior to courseenrollment.1A. Develop a concisepolicy on supportservices and contactsB. Post information inBlackboardA. ISBN numbers will beincluded inWebAdvisor ClassinformationB. “Course BluePrint”will allow students toview open areas ofBlackboard coursesbefore registrationA. Immediate/ OngoingB. Immediate/OngoingA. CITSB. DL & CITS
12Program demonstrates astudent-centered focusrather than trying to fitexisting on-campusservices to the onlinestudent.113Efforts are made toengage students withthe program andinstitution in order tominimize feelings ofisolation and alienation.The institution providesguidance/tutorials forstudents in the use ofall forms oftechnologies used forcourse delivery.Tutoring is available asa learning resource.1Students are providedclear information forenlisting help from theinstitution.2141516Evaluation and AssessmentThe program is assessed1through an evaluationprocess that appliesspecific establishedstandards.23A variety of data(academic andadministrativeinformation) are used toregularly and frequentlyevaluate programeffectiveness and toguide changes towardcontinual improvement.Intended learningoutcomes at the courseand program level arereviewed regularly toensure alignment,clarity, utility,appropriateness, andeffectiveness.A. Student Portal will bedeveloped to deliverservices to studentsat a distanceB. Mentors and OnlineConcierge will beavailable to assistonline studentsA. Encourage SGA clubsto use BlackboardB. Assign Oversight forvirtual studentengagementA. Immediate/ ongoingB. Immediate/ongoingA. CITSB. DLA. PriorityB. ImmediateA. DS & DLB. DS2A. Expand StudentOrientation toInclude softwaretutorials for softwareused in classes1A. Join STAR-NYB. Develop Tutoringorganization inBlackboardC. Contract withSmarThinkingA. Promote Tutoringoptions on MYECC andBlackboardA. ImmediateB. ImmediateC. ImmediateA. PROVB. DLC. DLA. ImmediateA. DL & CITSA. Quality Score Cardwill be reviewedannually in MayB. Corrective Plan willbe developed overSu
Erie Community College Vision Erie Community College will serve as an innovative learning resource by striving for universal access to lifelong learning, catalyzing economic and cultural development, and supporting a diverse and mobile student body. ECC Excels The College's Strategic Plan consists of five major pillars: Access, Completion .
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Answer Key Question Number Reporting Category Readiness or Supporting Content Expectation Correct Answer Reading Selection 1 - Black Holes 1 1 Supporting 3.4C C 2 3 Readiness 3.13 Figure 19(E) A 3 3 Readiness 3.13B D 4 3 Readiness 3.13A C 5 3 Readiness 3.13C A 6 1 Readiness 3.4B D 7 3 Supporting 3.16 A
Table 15: DOE Technology Readiness Levels (2011) 135 . Table 16: DOD Manufacturing Readiness Levels 137 . Table 17: Integration Readiness Levels 140 . Table 18: System Readiness Levels 141 . Figures
tem readiness are not yet implemented in any formal way Department of Defense (DoD)-wide. This article explains a method to combine Technology Readiness Level (TRL) (See Appendix, Table A-1), Integration Readiness Level (IRL), and Manufacturing Readiness Level (MRL) (See Appendix, Table A-2) into aCited by: 2Page Count: 29File Size: 1MB
