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HANDBOOK & POLICIES FOR ONLINE, PROFESSIONAL, AND HYBRID PROGRAMS

Department of Curriculum and Instruction Department of Educational Studies

Purdue University West Lafayette, IN

May 2020

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Table of Contents

Contents

I. COLLEGE OF EDUCATION FOUNDATIONAL INFORMATION ........................................... 3

1.1. VISION/MISSION/VALUES AND CULTURE .................................................................... 3

1.2. ONLINE, PROFESSIONAL AND HYBRID PROGRAM ....................................................... 3

1.3 ONLINE/HYBRID PROGRAM GOALS ............................................................................. 4

1.4 CURRENT PORTFOLIO OF ONLINE/HYBRID PROGRAMS ............................................... 4

1.5 HIGHLIGHTS ............................................................................................................... 9

II. PROGRAM MANAGEMENT TEAM ROLES AND RESPONSIBILITIES ................................. 9

2.1 COLLEGE OF EDUCATION ROLES AND RESPONSABILITIES .......................................... 10

2.2 PURDUE ONLINE ROLES AND RESPONSABILITIES ....................................................... 14

2.3 WILEY EDUCATIONAL SERVICES (WES) ROLES AND RESPONSIBILITIES ........................ 16

2.4 CONTACTS................................................................................................................ 17

III. SELF-SUPPORTING PROGRAMS FINANCIAL MODELS .................................................. 18

3.1 REVENUE DISTRIBUTION MODEL............................................................................... 19

3.2 FACULTY COMPENSATION ....................................................................................... 20

3.3 COURSE DEVELOPMENT FUNDING MODEL……………….……………….……………………………..20

3.4 COURSE LEAD FUNDING MODEL............................................................................... 22

3.5 COMPENSATION FOR ADVISING DOCTORAL STUDENTS ........................................... .22

V. DEFINITIONS………………………………………………………………………………………………………………..22

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College of Education 1.1 VISION

Launching the Future The College of Education (COE) will be a global leader in culturally-responsive educational research and practice. We will achieve excellence through transformative research, exemplary professional preparation and impactful engagement. Our individual and collaborative efforts will enhance the welfare of the citizens of Indiana, the United States, and the world. MISSION The mission of the College of Education at Purdue University is to:

• Advance scientific discovery related to learning and human development

• Prepare outstanding teachers and intellectual leaders to thrive in a pluralistic society

• Maximize educational outcomes through inspired teaching, research, and public service

To further its mission the College of Education strives to:

• Create a culture of discovery

• Deliver an innovative and responsive professional curriculum

• Empower faculty, staff, and students to effect positive change in a diverse society

• Engage in cross-disciplinary collaboration to address critical educational challenges at all levels

• Inform educational programs and policy

• Attract and retain stellar, diverse faculty, staff, and students

VALUES and CULTURE The College of Education endorses the values and culture statement in the 2008-2014 Purdue University strategic plan and affirms that integrity is indispensable to our mission. Values that are particularly important to the College of Education include:

• Excellence in discovery, learning and engagement

• Respect for both research and professional practice

• Cultural competency

• Competence to enter diverse and dynamic professional environments

• Creativity and the entrepreneurial spirit

• Collaboration

• Social responsibility profession

1.2 Online, Professional, and Hybrid Programs Within the Professional Master’s Program (PMP), there are two types of degrees offered; digital/online and residential/on campus. Programs that are delivered 25% or more digital/online are considered Professional Master’s Degree – Digital (PMD-D). Programs that are delivered less than 25% digital/online are considered Professional Master’s Degree – Residential (PMD – R).

Purdue University document Professional MS Programs Guidelines December 2017.

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1.3 GOALS

Goals for the online and hybrid programs have been outlined to align with the mission and vision of the College of Education.

• Developing an infrastructure to support online and hybrid programs including faculty support, programmatic support, student support, and financial support.

• Growing online and hybrid programs for the College of Education.

o One new program annually

o 5% enrollment growth annually

• Streamlining and/or illuminating administrative processes to be standard across the College of

Education.

• Preparing educators to communicate effectively with various stakeholders, including colleagues,

parents, administrators, media, and policy-makers;

• Developing strategies for sustained resilience in addressing ongoing opportunities and

challenges.

• Providing online and hybrid students, a seamless and positive student experience.

1.4 Current Portfolio of Online and Hybrid Programs Current Portfolio of programs for the Curriculum and Instruction department include:

• MS in Curriculum and Instruction, Concentration: Learning Design, and Technology

• MS in Curriculum and Instruction

• Graduate Certificate in Instructional Design

o Concentrations:

▪ Math Education

▪ Integrated STEM

▪ English Language Learners (ELL)

▪ Educational Technology (LDT)

▪ Gifted Talented and Creative

• Graduate Certificate in Instructional Design

• English Language Learning (ELL)K-12 Teacher Licensure Program

• Teaching English Language Learners (TELL) Graduate Certificate in

• Graduate Certificate in Dual Language Bilingual Education (DLBE)

• Transition to Teaching

• English Language Development Course – Indiana Teacher of Record (TOR)

• Leadership Development Program (hybrid)

• E-learning days (non-credit)

• Understanding Grief in Youth and Adolescents (non-credit)

• Foundations to English Language (non-credit)

• K-12 Co-curricular Career Education (non-credit)

Current portfolio of programs for the Educational Studies department include:

• MS in Educational Studies in Special Education

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o Concentrations:

▪ Master’s only, Non-Licensure

▪ Initial Mild-Only Licensure

▪ Initial Mild and Intense Licensure

▪ Additional Mild-Only Licensure

▪ Additional Mild and Intense Licensure

▪ Additional Intense Only Licensure

• MS in Educational Studies, Concentration Applied Behavior Analysis

• 4 plus 1 BS Education/MS ABA

• Graduate Certificate in Applied Behavior Analysis

• Graduate Certificate in Gifted Talented and Creative

• Building-Level Administrator Licensure Program

• PhD in Education Studies in Educational Leadership and Policy Studies (hybrid)

• PhD in Educational Studies in Higher Education

• Developing Students Strengths and Talents Professional Development (non-credit)

• Suicide Prevention (non-credit)

• The World of Spies (MOOC)

• Desertification: Finding Solutions (MOOC)

Interdisciplinary Studies through the Graduate School

• Interdisciplinary MS Corporate Training and Communication Leadership

Launching soon:

Spring 2021

• Interdisciplinary MS Secondary STEM Education

• Graduate Certificate K-12 Integrated STEM Education

Program Descriptions by Department: (Program Chair) Curriculum and Instruction MS Curriculum and Instruction, Concentration: Learning Design and Technology (LDT): Gain vital knowledge and explore innovative techniques to maximize learners’ potential. Purdue University’s online Master of Science in Education in Learning Design and Technology helps you deliver effective instructional materials whether you’re teaching in a classroom or training in a boardroom. The learning design and technology program prepares you to master current, proven learning methods and educational technologies through a rigorous curriculum taught by internationally recognized faculty members. Our program accepts students from all different educational and professional backgrounds who have an interest in the field of educational technology and learning design. (Timothy Newby, PhD) Faculty and staff have won multiple awards for their work with this program. (See: Highlights)

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MS Curriculum and Instruction (concentrations in Educational Technology, Math Education, STEM, English Language Learners (ELL) and Gifted, Talented and Creative): This program equips students with advanced skills and experiences in evaluating, creating, and teaching curriculum. Because of the multiple concentrations, students interested in different content areas can be served at once finding a degree program that can meet their needs. The program launched in Fall 2018. Wiley Educational Services supports program. (Janet Alsup, PhD and Jennifer Richardson, PhD) Graduate Certificate in Instructional Design: This three-course sequence aligns with the MSEd Curriculum and Instruction Concentration Instructional Design. Students learn different technologies, their use and how to integrate technology in the classroom. (Janet Alsup, PhD and Jennifer Richardson, PhD) English Language Learning (ELL) Teacher Licensure: The ELL Licensure Program provides Indiana teachers who hold an elementary or secondary instructional license issued by the State of Indiana with the professional preparation to assist English Language Learners in developing their English language and academic skills in K through grade 12. This program is nationally recognized by TESOL (Teachers of English to Speakers of Other Languages). (Trish Morita-Mullaney, PhD) Teaching English Language Learners (TELL) K-12 Graduate Certificate: The TELL Graduate Certificate provides interested students, including those currently enrolled in a doctoral or master’s program at Purdue University, with the knowledge and skills necessary for working effectively with English Language Learners in K-12 environments. The certificate does not constitute a teaching license. (Trish Morita-Mullaney, PhD) Graduate Certificate in Dual Language Bilingual Education (DLBE): The purpose of the DLBE Graduate Certificate is to address the growing need of schools and teachers in meeting the needs of culturally and linguistically diverse students, including the rapidly growing English language learner student population, through the provision of high-quality dual language and other bilingual education programs. Dual language and other strong forms of bilingual education can be effective in helping all students develop high levels of bilingualism, biliteracy, and academic achievement while fostering students’ linguistic identities and rights. The certificate does not constitute a teaching license. This program launched in Fall 2019. (Trish Morita-Mullaney, PhD) Transition to Teaching (TTT): Transition to Teaching is based on the premise that a candidate already has the subject matter training and knowledge to teach in a secondary area. The Transition to Teaching program builds upon those skills to help applicants become teachers in an area of their choosing and gain licensure as a teacher. (Stephen Smith and Tara Johnson, PhD) English Language Development Course – Indiana Teacher of Record (TOR). This is a single course program, fulfilling the requirements of the Indiana Department of Education that all ESL Teachers of Record (TOR) complete a minimum of one 3.0 credit course in teaching English Language Learners at an accredited and approved ESL licensing university. (Trish Morita-Mullaney, PhD) Leadership Development Program (Career and Technical Education): The graduate program is designed to prepare persons for careers in teacher education, research and evaluation, career and technical education administration, secondary and post-secondary teaching, local and state agencies (e.g., government), and public and private organizations (e.g., business/industry, consultants). (James Greenan, PhD)

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E-learning days (non-credit): This non-credit course is part of the Professional Development Portal for

K-12 teachers. This four-module series offers tips and best practices for planning, instructing and

assessing e-learning days. Teachers will walk away with templates and ideas for lessons plans for e-

learning days. (Adrie Kohler, PhD and Tadd Farmer, Graduate Student)

Understanding Grief in Youth and Adolescents (non-credit): Grief and bereavement is such a unique

experience and is unique to each individual. This course is designed to help those that work with

children and parents help youth understand death and the morning process. This course is part of the

Professional Development Portal for K-12 Teachers. (Heather Servaty-Seib, PhD)

Foundations to English Language (non-credit): The four modules in this short course provide a basic

introduction to the foundations of teaching English language learners for pre-service and in-service

teachers, including mainstream PK-12 teachers, English as a second language (ESL), English as a foreign

language (EFL), English as a new language (ENL), English as an Additional Language (EAL), and bilingual

education teachers. Teachers of world languages will also find the content applicable. These modules

cover what teachers need to know about language, developing communicative competence, second

language acquisition theories, teaching methods and approaches, oral language and literacy

development, and assessment. (Wayne Wright, PhD)

K-12 Co-curricular Career Education (non-credit): Through this online professional learning

opportunity, you will explore three learning modules related to career navigation. Learn about career

clusters in agriculture and consumer and family sciences. Completion of this online course will address

the Professional Growth Points (PGP) requirements of HEA 1002. Teachers will also walk away with

sample lessons plans practical for using in the classroom. (Allen Talbert, PhD, Sarah LaRose, PhD, Carol

Werhan, PhD, Alyson McIntyre-Reiger, Advancing Connections, Inc)

Department of Educational Studies MS Educational Studies in Special Education, Concentrations: Non-licensure – Master’s Only, Initial Mild Only Licensure, Initial Mild & Intense Licensure, Additional Mild Only Licensure, Additional Mild & Intense Licensure, Additional Intense Only Licensure. This program combines a unique view of the entire education landscape with practical experience addressing the latest breakthroughs in assessment, instructional strategies, and evidence-based practices for teaching students with disabilities. This program launched Fall 2014. Wiley Educational Services supports program. This program is nationally recognized by the Council for Exceptional Children. (Kharon Grimmet, PhD) Faculty and Instructors have won awards for their innovation and use of technology. (See highlights). MS/Grad Certificate in Education Studies, Applied Behavior Analysis: The program has been verified to meet the coursework requirements for eligibility to take the Board-Certified Behavior Analyst Examination®. A Board-Certified Behavior Analysts has career opportunities including but not limited to working with individuals with ASD, working with individuals with and without disabilities who engage in challenging behavior and/or who need increasing skills, consulting with teachers and school systems to create positive behavior support systems, training parents, and collaborating with medical professionals. The courses can be taken fully online or in a hybrid model. The program launched Fall 2018. (Rose Mason, PhD)

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Graduate Certificate in Gifted Talented and Creative: The Gifted, Creative, and Talented Studies Certificate Program (GCT) provides professional preparation for teacher support to serve gifted, creative, and talented children and youth. This program offers students an additional licensure add-on in High Ability Learning. (Kristen Seward, PhD) Building-Level Administrator Licensure Program (Hybrid): This 21- credit licensure program prepares candidates to assume positions as building-level school administrators. The coursework can be used toward a Master’s degree or to add licensure to an already existing graduate degree. (Marilyn Hirth, Ed.D.) Ph.D. in Education Studies Concentration: Educational Leadership and Policy Studies (Hybrid): The K-12 Cohort Doctoral Program is coordinated with the Indiana District Level (superintendent) licensure requirements. It is a performance-based, CAEP-accredited preparation program, focused on the National Educational Leadership Preparation (NELP) standards for district administrators. This program is nationally recognized with conditions by the Educational Leadership Constituent Council. (Marilyn Hirth, Ed.D) Ph.D. in Education Studies, Concentration: Higher Education: Launching Fall 2019, the PhD in Higher Education is for post-Master’s degree students who are interested in preparing for service and leadership in a broad range of roles in Colleges and Universities. Program graduates will understand the administrative, political, financial, legal, and socio-cultural aspects of higher education and be prepared to be change agents in 21st century institutions of post-secondary education, including community colleges, 4-year degree granting institutions, and comprehensive graduate and professional degree granting universities. (Christine Rienstra-Kiracofe, Ed;D.) The College of Education sees this as its marque program for the good of the University. Purdue University administrators will be a big target audience and this program will run both as a traditional West Lafayette program as well as an online program for those not on the Purdue campus (maximum outreach for potential applicants). This program will enable staff to receive the fee remissions available to employees of Purdue University. Being a marque program, the funding of this program is unique and many of the suggested policies/procedures in this handbook cannot be incorporated into the program. Developing Students Strengths and Talents (non-credit): This online professional development program was designed by the Gifted Education Resource Institute and offers teachers ten modules in working with Gifted and Talented Students. (Marcia Gentry, PhD) Youth in Crisis: Preventing Suicide: As of July 1, 2013, all individuals applying for an initial teaching license (includes instructional, student services and administrative licenses) are required to show evidence of successfully completing education and training on the prevention of child suicide and the recognition of signs that a student may be considering suicide. This non-credit training module is currently offered for free to admitted students. Teachers in the state of Indiana are required to take the training to initiate and maintain licensure. (Blake Allan, PhD) The World of Spies: This Massive Online Open Course (MOOC) is offered at no cost and is geared for 13 – 18-year old students. This encourages strong critical thinking and communication skills, a firm grasp of logic, and is great for teenagers who like puzzles. There have been four iterations of the course that has been offered with over 12,000 students. (Kristen Seward, PhD)

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Desertification: Finding Solutions (MOOC) This Massive Online Open Course (MOOC) is offered at no

cost and is for anyone with interest in ecological and environmental issues and for those who wish to

improve their problem-solving skills. (Kristen Seward, PhD)

Interdisciplinary Studies through the Graduate School

Interdisciplinary MS Corporate Training and Communication Leadership: This degree is designed to better prepare, design, implement, assess, and evaluate training and communication effectiveness in the corporate environment. Collaboration between the Bryan Lamb School of Communication and the Learning, Design and Technology Faculty in the College of Education makes this one of the first interdisciplinary MS programs offered through the Graduate School. (Tim Newby, PhD, Jennifer Richardson, PhD, William “Bart” Collins from the Bryan Lamb School of Communications) Professional – Residential Programs 4+1 Applied Behavior Analysis: This residential professional program gives undergraduates a jump start on completing their Master of Science degree. Undergraduates will start taking graduate courses during their senior year. Upon successful completion of this program, students will have completed their BS and MS degrees. (Rose Mason, PhD) 1.5 Highlights

• The 2018 winner of the Purdue Online Innovative Course Design and Use of Technology award

was Associate Professor of Curriculum and Instruction, William Watson along with Instructional

Designer in the Department of Curriculum and Instruction, Holly Fiock.

• Instructional Designer in the Department of Curriculum and Instruction, Holly Fiock also won the

2018 Instructional Design Award from the University Professional and Continuing Education

Association Central Regional (UPCEA).

• The Purdue College of Education was ranked #28 by the U.S. News & World Report for 2020 Best

Online Graduate Education Programs.

o #5 Best Online Master’s in Instructional Media Programs (MSEd Learning Design and

Technology)

o #6 Best Online Master’s in Education Programs for Veterans (tied with University of

Nebraska-Kearney)

o #10 Best Online Master’s in Special Education

o #15 Best Online Master’s in Curriculum and Instruction Programs (tied with North

Carolina State University-Raleigh and Penn State – World Campus)

o Ranked in the top 9% of online programs in the nation.

• The 2019 winner of the University Professional and Continuing Education Association (UPCEA)

Outstanding Program: Credit Award was awarded to MS Education – Learning, Design and

Technology was Associate Professor of Curriculum and Instruction, William Watson along with

Instructional Designer in the Department of Curriculum and Instruction, Holly Fiock.

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• Instructional Designer in the Department of Curriculum and Instruction, Holly Fiock was the

recipient of the 2019 Purdue Online Excellence MVP Award for multiple courses in the Learning

Design and Technology Program.

• Kharon Grimmet, Clinical Assistant Professor, and Angela Holtsclaw, Clinical Instructor received

the 2019 Purdue Online Innovative Course Design and Use of Technology for the course EDPS

56600 Clinical Practice II and EDPS 56010: Clinical Practice I.

• Kharon Grimmet, Clinical Assistant Professor received the 2019 Indiana Council for Continuing

Education (ICCE) Teaching and Learning Excellence Award.

II Program Management Team Roles and Responsibilities Through a team approach, Purdue Online provides dedicated support at the College level for the success of online and hybrid programs. Each College has an administrative lead and a faculty lead provided by the College. Together their responsibilities are to extend the reach of Purdue’s academic mission in a manner that encourages creativity and entrepreneurism by academic units while maintaining sound, consistent, and appropriate operating procedures in an online environment. Program support is also provided by internal departments, external departments to the College of Education, vendors and staff across the university. Purdue University Campus Level support:

• Purdue Online (program logistics, maintain outside vendor relations)

• Graduate school (programmatic approval, graduate admissions)

• Dean of students (student academic and personal issues, withdrawals)

• Registrar (course set up and student registration)

• Bursar (Student invoicing and fee assessment)

• Financial Aid (scholarships and program information)

• Disability Resource Center (ADA compliance, students with disabilities)

• Libraries (materials resource including electronic resource pages for programs)

• Center for Career Opportunities (CCO) (career opportunities, job fairs, resume writing)

• ITaP (access/technical and computer support) College of Education support:

• Office of Business Operations (budgeting, financial support and processes, payroll)

• Office of Communication (marketing, webpage design)

• Office of Clinical Practice (maintains records for clinical practices and student teaching)

• Office of the Graduate Studies (admissions review, plan of study)

• Office of Teacher Education and Licensure – Provides guidance for faculty, staff, alumni, and prospective graduate students for approved licensure programs that result in an Indiana instructional license or administrative license; evaluates academic and professional credentials to formalize a customized licensure plan of study (Transcript Evaluation and Credential Review – TECR), and certifies the program completion and credentials of Purdue University licensure program completers to the State of Indiana and state agencies from other states who will grant the perspective license.

Transcript Evaluation and Credential Review (TECR) Purpose

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A Transcript Evaluation and Credential Review is required of every post-baccalaureate and/or graduate degree seeking student whose program results in an initial Indiana instructional or administrative license, and/or an addition to an existing instructional Indiana license when an academic program (not exam only) is required. The TECR is conducted by a Purdue University licensing officer/advisor and serves as a customized licensure plan of study. If initiated within one year and continuously pursued, the TECR will be honored at the point of licensure. The TECR serves as a formal document authorized by the Office of Teacher Education and Licensure and written specifically for the program applicant. The TECR may include the following: State of Indiana licensure prerequisites that are met and/or not met, validation of current or prior licenses and/or professional teaching/administrative experience, prescribed coursework, required licensing examinations, acknowledgement of individualized licensure issues, an explanation/title of target license, helpful resources, and next steps for graduate program admission, financial aid, faculty support, etc.

2.1 College of Education Roles and Responsibilities (COE)

The College of Education is responsible for the academic content, instructional delivery and grades for

the online, professional, and hybrid courses in the programs. Professional residential programs are

supported with campus resources established to support residential students.

COE Faculty Lead (Timothy Newby, PhD) A faculty member in the College of Education that understands the mission and vision of the college who represents the academic unit in campus wide initiatives and collaborations with other units. This position:

• Provides leadership for the College of Education for all professional, continuing online education activity.

• Fosters excellence in teaching, research and service to the community.

• Guides the mission in providing educational quality and access.

• Directs the College of Education in strategic redesign of its academic mission to achieve the vision of online education.

• Voice of the designated college

Program Faculty

This team of faculty represent the program concentration faculty assigned to work with a specific program/degree who:

• Work closely with the Program Coordinator to provide input on policies, procedures and curriculum.

• Coordinate with Program Coordinator for curriculum standards for accreditation are addressed in compliance with the accrediting body and are consistently communicated throughout the curriculum.

• Provide feedback on unexpected gaps in program, including policies and procedures.

• Review Student applications. (When applications are complete, program areas will be alerted and asked to review them in Slate. A minimum of two faculty review each folder and provide the name of advisor for admitted students.)

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o Conditional admits. There is also the option to conditionally admit students that may be strong candidates but are lacking in some area. Conditional admits can include many criteria but generally indicate a need for a B or better in 9 credits of coursework.

• Advise Students. (Program area faculty serve as advisors for graduate students enrolled in their concentration area.) Students are also supported by Purdue Online and Wiley for course advisement, but faculty should have multiple points of contact with advisees:

o After acceptance, send an introduction and welcome to the program o Plan of Study – Purdue Online and Wiley works with the students to create the plan of

study. Advisors receive it to review and approve and send an email to each student to check in and state it has been approved.

• Recruit LTLs. Program areas are responsible for keeping a pool of instructors and LTLs for teaching sections of courses that the program area faculty lead; Wiley can assist with the search and hire of LTLs. Applicants for each concentration area will be reviewed by faculty in that concentration area.

COE Program Coordinator The program coordinator is usually a faculty member who serves as the primary administrative lead and oversees all academic, accreditation and logistical aspects of the program/degree. This person is to help define strategies to keep the program of the highest quality and financially sustainable. Annually set up programmatic and financial goals for the program.

● Annually review budget and goals with the department head and business office. ● Collaborate with the Program Faculty Team and identify committed faculty who fully adhere to

project timelines and expectations outlined within the faculty kick-off training and program planning document(s).

● Communicate issues with faculty and staff, concerns, questions and feedback regularly to ensure a constructive relationship throughout the program.

● Send names of advisees to faculty advisors one week before the start of each term. ● Review student issues each session (every 7/8 weeks) and the Program Coordinator will notify

the concentration areas of issues as they affect them. ● Work closely with PO/Wiley/KHE to ensure all team members adhere to project timelines and

quickly intervene as needed when timelines and quality are in jeopardy. (if applicable) ● Work in accordance with the course development schedule. ● Consult with the Program Faculty Team and/or Course Lead to hire/contract LTLs and initiating

the departmental process include getting LTLs necessary textbooks and set up for email, Brightspace D2L, etc.

● Confirm receipt of revenue from previous semesters and review and evaluate financial reports via business office on a monthly basis and reports to the Program Faculty Team as needed.

● Oversee admissions of the program. ● Oversee the update of program websites. ● Facilitate special cohort requests. ● Forward relevant departmental communications to course leads and instructors. ● Schedule orientations and webinars for students, cooperating teachers, university supervisors. ● Serve as contact with Purdue Online when student registration and payment issues arise. ● Oversee course scheduling and cross-listing. ● Serve as contact for prospective students wanting academic information about program. ● Assist with the development, printing, and distribution of flyers and other marketing materials. ● Oversee/coordinate with faculty to ensure standards are met for the overall curriculum of the

program for accreditation.

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COE Course Designers: Each of the courses within the program will have an assigned faculty member who has been placed “in charge” of that course. This faculty member is generally the one who has taught the course in the past, has usually developed it into the online format for the online program, and who will take responsibility for upgrading the course as evaluation feedback is generated. Faculty will be able to work with an assigned learning designer to bring a particular course into an online course format. Faculty course designers and leads are responsible for writing all original content for the courses, including text, scripts, storyboards, and talking points for media with the guidance of a learning designer.

• Design the course to run effectively within the online 7, 8, or 16-week format (depending on the program).

• Develop the course schedule, syllabus, discussions, activities, assignments, and assessments.

• Identify and develop the course objectives.

• Match the course objectives with other courses within the program to ensure that all program objectives/goals are being addressed.

• Evaluate the current course status and determine the strengths and weaknesses of the course and adjust as needed.

• Contact the COE librarian, Judy Nixon (jnixon@purdue.edu) to provide the list of readings from your course. As long as Purdue has access she can post them to the library guide created for the online program. The program guide will be available in each course via a link on the left-hand side of Brightspace screen. This helps us comply with copyright. Other readings, those that Purdue may not have access to, will need to be posted within the course; this is still copyright compliant because of the password requirement -- as long as the copy itself is compliant according to fair use guidelines: https://www.lib.purdue.edu/uco/CopyrightBasics/fair_use.html

• Course Updates. Updates must be in place 4-6 weeks prior to course revision based on feedback, evidence, and latest content info.

COE Course Leads Faculty are subject matter experts and bring extensive teaching and research experience to our courses. The faculty identify what a novice needs to be able to do to attain proficiency in the subject, define where novices typically struggle with course content, and discuss any “grey areas” of the subject that make it particularly complex and worth pursuing. Additionally, faculty help show societal impacts of key issues in the course and know the greatest learning breakthroughs for students in traditional courses. The course lead may be the same or a different person from the course designer. Course leads may or may not teach the course in addition to overseeing other instructors/LTLs. Leads take charge of:

• Course Set-up & LTL Preparation o Set up the course master site (coordinate with Wiley and/or Purdue Online when

appropriate)- they will contact the person that will be cloning the course when it is ready (a min. of approx. three weeks prior to course launch)

▪ Instructors should have access to their courses a minimum of two weeks prior to the course (or master course for review)

▪ Provide LTL’s a desk copy of the reading materials/books in advance. o Three weeks or earlier prior to course start date, contact all instructors (full-time

faculty, limited term lecturers, graduate students, etc). who will be teaching the course and work with them to make sure they teach the course in a successful manner.

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▪ Send introductory letter introducing course, philosophy behind the course design, a tip sheet to assist the instructor including recommendations and things to take note of while teaching the course.

▪ Ensure the course designer has completed all updates prior to giving instructor access.

▪ Suggest offering a synchronous session to walk everyone through the course site, discuss approach, flow, assignments, rubrics, evaluations/assessments, typical bumps in the learning road, tips and lessons learned - would also suggest a synchronous debrief at the end of the course.

▪ Share the video for Instructional Copyright at Purdue University ▪ Remind instructors to contact the Online Program Specialist if they need the

textbook. ▪ Ensure all instructors have access to Faculty Tab and the rosters at MyPurdue

site. They need to contact Gina Haines or Jeannie Navarre if there is no Faculty Tab accessible to change their role in the system.

▪ Explain to instructors the preferred mode/time of communication/questions, if applicable.

• LTL Monitoring & Mentoring o Once the course is running, Course Leads should contact instructors every week - to

ensure the instructor is not having any issues. o Monitor the course activity as needed. o Course Leads should inform the Department Head and the Program Director of any

potential issues and provide any relevant feedback regarding LTLs as soon as issues arise and at the conclusion of the term.

o Request that instructors submit challenges/tips/lessons learned at the end of the course.

o In the event the LTL cannot finish the teaching of a course, the course lead is expected to step in and assume the responsibilities of instructing and providing grades for the course. The Course Lead will follow the lead of the Program Coordinator regarding key assessments and other accreditation-specific class components that each instructor must enact/include.

o Ensure the course syllabi are forwarded for archiving.

Instructors and LTLs Faculty or Limited Term Lecturers (LTLs) teaching at least one section of a course under the guidance of the course lead. For faculty, teaching a course counts as in-load or summer pay depending on when course is needed.

• Courses will open to students the Friday before class starts, instructors/LTLs should plan to be ready to go prior to that with their courses “set up and ready for student access”.

• Instructors/LTLs should be actively participating in their courses throughout each week. Active participation includes activities such as:

o instructor announcements, o actively participating in the discussion forum, o readily responding to student discussion posts, o grading, and providing feedback where improvement is needed, on assignments.

• Generally, instructors/LTLs should plan on: o participating in the discussions 3-5 days out of the week are suggested, but one day

minimum depending on the course

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o sending approximately 1 - 3 announcements each week, and grading assignments within 2 - 5 days. Our students get very concerned when there are

long periods (a few days) without hearing from the instructor or receiving feedback.

(Many students will provide poor evaluations of instructors that do not grade things in a

timely manner.)

2.2 Purdue Online Roles and Responsibilities Purdue Online is a system-wide department that serves as a resource for online and hybrid programs both non-credit and credit. Purdue Online partners with the Academic Colleges to help coordinate many of the logistics for making online education a seamless process for online students. The College of Education has support roles dedicated to the strategic growth of online education. These roles include helping with:

• Launching new programs

• Strategic growth

• Identifying opportunities for strategic growth

• Aid faculty in administrating programs

• Coordinate on behalf of the College of Education with Purdue Online to provide students a seamless experience as a student.,

Purdue Online’ s main responsibility is to work with programs across campus that aid in coordinating logistics of the programs and addressing student issues without the aid of a Online Program Management vendor:

• Assist prospective students with application process.

• Registration o Drops/Adds o Withdraws o Checking holds o Submitting 3rd party billing and scholarship forms o Sending immunization and insurance waivers o Enrolling students into classes and programs in Banner o Updating advisor names o Watching PWL enrollments o Monitoring course hoppers

• Provide financial support with revenue and expense management. o Rate request o Economic modeling o Market scans o Course Hoppers

• Coordinate the financial flow of funds with the Bursar Office. (rate request process)

• Conduct market scan and assist with economic modeling

• Coordinate registration with the Registrar’s office to ensure that online degree students have access to the degree program’s course sections.

• Coordinate with Financial Aid to ensure that aid packages are set up for distant students and assists with processing scholarships for online students.

• Coordinate with students and the Bursar’s office to cancel non-paying students each semester in accordance to University policy.

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• Interface regularly with academic advisors, Registrar, Bursar, Financial Aid, Dean of Students, Graduate School, Admissions, and Wiley to refine processes to more efficiently administer credit programs.

• Troubleshoot cross-listing issues

• Communicate with students regarding holds, payment options, course dates, grades, email welcome letters, next steps, registration confirmation, confirming enrollment, grad application instructions, non-payment, Plan of study, etc.

• Course set up with Registrar, Bursar, Financial Aid and Competency Center

o Assessment/Auto assessment

o Fees

o Course dates, instructors, cross-listing

Purdue Online does not support the Professional Residential programs. These programs are supported by college resources including the Registrar, Dean of Students, College of Education Advisors, etc.

COE Administrative Lead (Robin Cunningham, Online and Hybrid Program Manager The COE Administrative lead serves as the Initial point of contact for the college for all professional, continuing online education activity, and maintains academic relationship management with deans, department heads, and faculty. The main goal is to be the voice of the college on strategy and academic issues and grow sustainable, quality online programs and develop an infrastructure to support online and hybrid programming.

Online Program Specialist (Lora Wilson and Jared Miles)

This position supports programmatic and student needs for assigned programs by Interfacing with

program coordinators on day-to-day programmatic logistics, reporting and providing front-line customer

service to the programs. This person works closely with program support area to make sure programs

are set up correctly and consistently.

Program Support (Alicia West) The program support person functions as a liaison for the program for student services organizations across campus including and not limited to the Registrar, Bursar, Financial Aid, Dean of Students and other departments. Their responsibility is to make sure the student experience is seamless and successful from the time of pre-admissions through graduation. This team provides registration, support, reporting, and aids in process and policy development as needed. Application Processor (Heather Bagshaw) The application processor is a new position starting Spring 2020. This person aids students in completing the student application process. Their role is to prepare the files for faculty review and to keep students on task during the admissions process. Once the student is admitted, the transition of the student moves to the Online Program Specialist. Sr. Instructional Designer (Holly Fiock)

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The Senior Instructional Designer dedicates her services to supporting the MSEd Curriculum and Instruction, Concentration: Learning Design and Technology program by developing, redesigning and evaluating online courses. Instructional Designer (April Wolf, Allan Celik) The instructional designer (LD) offers guidance in the creation of authentic and compelling learning experience for students, identifies opportunities to effectively leverage technology to highlight the most critical course content, reviews and edits course content both from an instructional and student perspective. The learning designer will help oversee the agreed upon schedule for course development and interacts closely with faculty to make sure learning objectives are met.

2.3 Wiley Education Services (WES) Roles and Responsibilities The following are the responsibility of our partner Wiley Education Services as it pertains to Wiley-based course sections and students (for others see Purdue Online in next section):

▪ Market program: website, brochures, and other digital marketing assets. ▪ Assist with the search for LTLs as needed. Purdue is responsible for expenses and final approval

of LTLs. ▪ Recruit students to programs. ▪ Assist students through the application process. ▪ Enroll students into the appropriate classes each term. ▪ Assist students with the Plan of Study from development to approval. ▪ Provide support for tasks related to Bursar, Registrar, etc. including but not limited to:

o Transfer Policies and Procedures. o Withdrawal, course drops, and special needs. o Graduation Candidacy Registration.

▪ Provide support to students throughout program as they arise (SSC). ▪ Provide ongoing support to faculty course designers/course leads. ▪ Provide instructional/learning design services for course development or revision. ▪ Develop technologies via a media strategy plan for courses being developed or redeveloped. ▪ Provide technical support for live courses via the learning technologist

(Purdue_LT@wileyeducationservices.com) including: ͟ Broken library articles or URLs, ͟ Gradebook not calculating as intended, ͟ Student submissions and group issues, ͟ Safe Assign Issues, ͟ Brightspace D2L content issues, ͟ Small course revision requests (i.e. typos and links for masters), ͟ Rubric concerns, ͟ Content Collection issues.

▪ Provide a weekly course activity report to course leads that shows the overall activity of the instructors/LTLs in discussions and grading.

▪ Hold instructor/LTL check-in sessions each term. Associate Partner Director (WES) (Marin Moder)

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The member of the Wiley Educational Services team responsible for managing the overall partnership. The associate partner director oversees the staffing and support of the programs from all aspects. This person will work with the Program Strategy Manager (WES) (Molly Lowe) The member of the Wiley Educational Services team who ensures a quality experience for the developer, instructor, department chair, and learning designer. The program strategy manager communicates regularly with program leadership to ensure everyone developing curriculum is supported appropriately. Learning Designer (WES) (Dolly Lemke, and Kristina Lilleberg) The learning designer (LD) offers guidance in the creation of authentic and compelling learning experience for students, identifies opportunities to effectively leverage technology to highlight the most critical course content, reviews and edits course content both from an instructional and student perspective. The learning designer will help oversee the agreed upon schedule for course development and will provide regular updates to the Associate Partner Director. Learning Technologist (WES) (Latrice Legg) The learning technologist (LT) provides course-build support in learning management system including quality assurance checks prior to going live with a course. They contribute learning technology tools and expertise. They provide instructor training on LMS and technology resources prior to courses going live and escalate technical support to faculty and instructors during live courses. Student Services Coordinator (SSC) (Sharon Clarke) The Student Services Coordinator serves as the graduate student’s primary point of contact from registration through graduation. This individual is responsible for ongoing course registration, general questions or concerns, assistance in helping students reach specific contacts/departments, programmatic updates (textbooks for the upcoming term, new elective options, etc.), and helping students get their graduate plan of study completed and approved. For faculty the SSC can also serve as a contact to discuss potential student issues (absences, issues with courses, etc.).

2.4 Contacts Key contacts include:

Name/Position Email Phone

Sharon Clarke, Student Services Coordinator

(Wiley)

Clarke54@purdue.edu

sclarakemax@wiley.com

765-885-2243

Marin Moder, Associate Partnership Director

(Wiley)

mmoder@purdue.edu

mmoder@wiley.com

630-366-2857

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Alicia West, Program Administrator for Purdue

Online, Program Support

akcoon@purdue.edu

765-494-1456

Molly Lowe – Program Strategy Manager

(Wiley)

mlowe2@wiley.com 630-366-2913

Dolly Lemke- Learning Designer

(Wiley)

dlemke2@wiley.com 630-590-2434

Kristina Lilleberg - Learning Designer

(Wiley)

klilleberg@wiley.com 773-494-0053

OnliLatrice Legg – Learning Technologist

(Wiley)

purdue_lt@wileyeducationservices.com

llegg@wiley.com

407-612-7973

Heather Bagshaw – Application Processor

Purdue Online, Marketing/Recruiting/Enrollment

Support

hbagshaw@purdue.edu 765-494-7019

April Wolf– Instructional Designer wolf113@purdue.edu

Allan Celik – Instructional Designer celika@purdue.edu

Joy Garton Krueger – Office of Teacher Education

and Licensure

kruegerj@purdue.edu

Heather Brinkman, Office of Graduate Studies hbrinkma@purdue.edu

Amanda Goodwin-Bowman, Office of Graduate

Studies

angoodwin@purdue.edu

Karen Yates, Office of Clinical Practice yates16@purdue.edu

III. Self-Supporting Program Financial Models

Online, professional, and hybrid programs funding models are of a self-supporting nature. A portion of tuition from the students is used for University overhead and the remainder is transferred back to the college to support expenses. This table outlines the funding model:

Professional - Residential Professional Programs Online/Hybrid

Total Revenue (price paid by student) Collected by Bursar Collected by Bursar

Less: Technology Fee Allocated to Institutional Fund Allocated to Institutional Fund

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Less: Repair & Rehabilitation Fee Allocated to Institutional Fund Allocated to Institutional Fund

Less: Digital Education Fee Does not apply Allocated to Purdue Online

Less: Student Fitness & Wellness Fee Allocated to Institutional Fund Does not apply

Less: Student Activity Fee Allocated to Institutional Fund Does not apply

Total Revenue Less Fees = Net Revenue Distribution

70% College/Unit Funds 25% to Institutional Fund 5% to Provost's Office

80% to College/Unit Funds (if an external partner is used, funds for the partner comes out of this portion) 10% Purdue Online Fee (starting Fall 2020 - reinvestment fund) 10% Allocated to Institutional Fund

Each program should articulate programmatic and financial goals. These goals should be reviewed on an annual basis. This will allow the program to be able to make their own decision about residual funds. Funds could be used for summer salaries, reinvestment, graduate student scholarships, extra travel funds for faculty, etc. A conversation between the program coordinator in consultation with the department head and business manager should outline the desired goals. An annual budget outlining the financial goals should be set up annually and reviewed at the end of each fiscal year before any distribution or net revenue the program coordinator, department head and business manager should meet to approve any distributions to make sure the budget can meet the guidelines successfully.

3.1 College of Education Revenue Distribution Model In order to incentivize self-supporting program areas, increased transparency concerning funding and expenses is required, and program areas are vested with the responsibility for managing the resources associated with their online, professional, and hybrid programs; expenses associated with a program will be charged to the program budget. Currently generally funded faculty are teaching in self-supporting programs as part of their in-service load except for summer when the self-supporting programs pay for summer salaries. Financial decisions have been made based on current financial models; to transition the faculty and clinical faculty salary lines all at once and will be detrimental to the programmatic budgets. Programs are currently feeling the burden of additional fees and lower enrollments. The COE cannot at this time transition the generally funded expenses to the programs. After the 10% Purdue Online fee is implemented and the effects to each of the programs evaluated, a financial review will need to be made to assess if a transition plan can be sustainable by the programs in the future. Some programs are considered marquis programs and are being supported by the College because they are for the good of the University and/or support the land grant mission. These programs may never be totally self-supporting, but the College will continue to supplement financial support for these programs for the good of the University. One such program is the PhD in Educational Studies, Concentration: Higher Education. This program because of campus policies cannot be scalable. Students participate as traditional Purdue West Lafayette students and receive scholarships and fee remissions and a few students participate in the self-supporting financial model. Only a few students participate in the self-supporting side and thus the College will need to continue to offset expenses in this program.

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The “standard” distribution formula for each online, professional, and hybrid (self-supporting) programs will align with the current online program distribution:

• 2.75% from gross – college

• 2.75% from gross – department

• Remainder after all expenses – program area

To date, the program areas have used remainder funds to provide: (a) scholarships and assistantships to graduate students, (b) funds for graduate student research projects, (c) professional travel assistance for graduate students, (d) discretionary account allocations, and (e) hire clinical faculty. The funds should continue to support the listed items and other avenues that are deemed for the good of the program to remain financially sustainable. Specific line items to support the online infrastructure include:

• The online and hybrid program manager is supported through funds recouped from the Wiley Educational Services contract.

• The online program specialist position is funded 50% by the College, 25% by Curriculum and Instruction, and 25% by Educational Studies.

3.2 Faculty Compensation for Instruction and Coordination Instruction: The College of Education understands that the first choice of instruction is faculty, but at the same time, summer salaries are burdensome to online program budgets. At times, faculty wish to teach the maximum course load during summer months. To be good stewards of funds, yet sympathetic to faculty needs for summer pay, it is suggested that no more than one summer course can be taught in a program during summer. Programs that have the need for faculty to teach more than the single course should evaluate the feasibility given the established financial goals. If the program can support the cost and the department head and program lead approve, faculty can teach more than one course in a program during summer session. Faculty can also be supported via research and teaching in generally funded programs during summer as other avenues for income. Program Coordinator:

Compensation for faculty program coordinators of online and hybrid programs is based on individual program needs, annual review of the program budget, and financial goals established for the program at the beginning of the year. New programs have limited resources, but require the most time of launch. The department head and business manager must approve a program’s compensation model.

3.3 Course Development Funding Model (Course Designer) Online courses may have special needs or require technology at extra costs. Along with the possibility of instructional design support, the cost of development may be more than just faculty support. The funds for developing online/hybrid courses will need to be supported at the program level and not from the College or the department. From a departmental budgeting standpoint, the most straightforward compensation for faculty is to transfer funds to a discretionary account. This discretionary allocation allows faculty the flexibility to use the funds in different ways.

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Each of the courses within the program will have an assigned faculty member who has been placed as the “course designer” for the development of the course. This faculty member is generally the one who has taught the course in the past, has usually developed it into the online format for the online program, is an expert in the content topic, and will take responsibility for upgrading the course as evaluation feedback is generated. Faculty will receive discretionary allocation for course development based on the following:

New Course Development $3000-$5000

Redesign of Course $1000-$2000

Non-credit $500- $1000

3.4 Course Lead Funding Model For continued and consistent support of all self-supporting courses, incentives have been created for supervision of instruction by LTL’s. The course lead may be the same or a different person from the course designer. Again, from a departmental budgeting standpoint, the most straightforward compensation for faculty is to transfer funds to a discretionary account. This discretionary allocation allows faculty the flexibility to use the funds in different ways. Compensation for supervision of each unique course LTLs or grad students as follows:

• $300 each LTL or grad student, OR

• After discussion with the department head and if program revenues allow, then a course buy out for the funds are paid through the program funds and not college or department funds.

In the event that the instructor needs to have someone step in to finish teaching the course, the

department head and the program lead will work out the compensation for the faculty/instructor.

The incentives model for course designers and course leads should be revisited after the program becomes fully operational, for example after 3 years, to ensure they are still necessary and appropriate. 3.5 Compensation for Advising for Doctoral Students The compensation for advising doctoral students is covered at the College level in the College Handbook and can be referred to here - Program Guidelines

V Definitions

Course Hoppers – A course hopper is a student that is not part of the program that participates in a

course in the program. Usually the funding model is separate between programs and manual processes

are in place to compensate instruction and support for students wanting to take General-funded = Campus programs in which the tuition funds go to the University. The University the gives a portion of the tuition to each College to support residential and on campus expenses.

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Hybrid Program - A hybrid degree is a newer type of college degree program that features both online

classes and some more traditional courses. Usually the course is no more than 25% face to face. Online Program – An online program/course is one that is offered virtually or remotely and the student does not have to come to campus for any portion of the program/course. Usually these courses/programs are 25% or more online. Professional Masters – A graduate level program that results with a Master’s degree designed for working adults. The focus of these is more professional than academic and the degree is usually terminal and does not prepare the participant for a path to a PhD. Residential Program – A residential program is one that is offered face to face on campus. Self-supporting- Campus programs in which the tuition funds are returned to the department after all fees and University overhead is paid. The program is responsible for the payment of its own expenses.