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The Eighth Sloan-C International Conference

Adrianna Lancaster, University of Texas at Arlington
Lori McNabb, University of Texas TeleCampus
Topics include a multi-level approach for ensuring quality distance education, identification of quality standards for online courses and programs, and implementation of a course review process. Emphasis will be on administrative, faculty and student support. Presenters and participants will share and brainstorm ways to determine and meet quality standards.

Antje Mays, Winthrop University
This discussion will recap the conferences presentations and serve as brainstorming session for AL's future generations. Issues include accreditation standards, university policies, technology issues, success criteria for distance students, delivery of "content knowledge", and library collaboration with teaching faculty in imparting information literacy needed in the asynchronous learning environment.

Bill Pelz, Herkimer County Community College
There is a small community college in upstate NY with a huge Internet presence. This session will present a blueprint for creating a successful Internet initiative, and will demonstrate the importance of addressing and implementing appropriate college policies and practices.

Boria Sax, Mercy College
This presentation, using PowerPoint slides, will show how the folkloric traditions of magic anticipate the contemporary world of technology. It will then discuss how awareness of precedents and parallels helps us to place innovative technologies in a cultural context, thus illuminating issues such as intellectual property, privacy, and accessibility.

Carl A. Ise,
Michele L. D. Gaudreault
The Air Force Institute of Technology's Virtual School House provides web-based courses for Air Force and personnel. After completing a course, students are requested to fill out an on-line course critique. This study uses a continuous improvement methodology to evaluate Virtual School House course feedback and provide recommendations for improvement.

David Barrow-Britton, Conrad N. Hilton College
Morgan Geddie, Conrad N. Hilton College
The development of ever complex and comprehensive courseware increases issues concerning accessibility for people with learning, visual, and hearing impairments. The mitigation or elimination of barriers is best addressed in the course planning stages, and is more a matter of simple configuration than complicated programming. This presentation will demonstrate how taking some simple measures in the initial stages of course development, can result in Level One compliance and facilitate the use of screen readers, visual enhancements, captioning, and other tools.

David T. Harrison, Seminole Community College
Bonnie L. Tensen, Seminole Community College
An administrator and a faculty member engage in dialogue about how to diffuse anxieties that accompany technological/pedagogical change in the community college environment. We will discuss a "bubble-up" approach, where faculty initiate and administrators facilitate change, rather than following the trend to initiate such change from the top down.

Dr. David Sachs, Pace University
Professor Nancy Hale, Pace University
Susan Merritt, Ph. D., Pace University
Pace University faculty members have been actively involved in teaching ALN courses to many hundreds of individuals since 1999 in the NACTEL program (see http://csis.pace.edu/nactel). More recently, the ALN initiative has begun to be implemented throughout the University. Doing so has generated a whole series of discussions about intellectual property rights, faculty contract issues, accessibility, student services, privacy, office hours, and the evaluation of online teaching in tenure and promotion reviews. This presentation will present a case study of those issues, and the attempts to resolve them.

Dr. Jeff Seaman, SCOLE
Using Sloan-C survey data from over 400 institutions, this study examines the patterns and trends in Higher Education online enrollment in the United States. Enrollment patterns are examined over time by Institutional Control (public/private), Level of Institution (two-year or four-year), Geographic Location, and Type of Institution.

Dr. Lori Lambert, Salish Kootenai College
Deep within the heart of any American Indian lay the values, traits, and traditions that relate to the very being of the person, the family, and the tribal community. Values and ways of knowing taught to us from the elders and from our ancestors are the basis for Indian ways of knowing. This paper focuses on how we as course designers for Indian students incorporate these values and teach them to non-native faculty working at Salish Kootenai College and other tribal colleges.

Elizabeth M. Simonetti, Ed.D., Mercer University
This study reports the results of a survey of traditional and distance learning faculty members at private four-year institutions in the Southeast regarding their opinions, perceptions, and beliefs about distance learning.

George Otte, CUNY
Bret Eynon, LaGuardia Community College, CUNY
Bert Flugman, The Graduate Center, CUNY
Gerald Van Loon, New York City Technical College, CUNY
The panel presents various perspectives on hybrid or mixed mode courses in a large urban university: reducing commuting while increasing classroom availability, allowing mainstream faculty to "transition" to asynchronous instruction, and creating information on "what works" in online and classroom settings, hybrids also demand careful monitoring and invite institutional change.

Jody Conway, Ph.D., Saint Leo
Statistics show that it has become all too easy for web savvy students to simply cut and paste their way through school. This presentation will discuss internet plagiarism, its impact on online learning, and the tools and techniques that can help prevent it.

Joeann Humbert, Rochester Institute of Technology
Claudine SchWeber, University of Maryland University College
Jim Mallory, Rochester Institute of TEchnology
The Objectives of presentation are to provide participants with a broad understanding of the legal and policy considerations involved with providing online access to persons with disabilities, as well as specific examples and research of effective instructional design strategies, and training needs for faculty.

John B. Jamison, Western Illinois University
This presentation discusses the policy and pedagogical issues arising from students participating in a Western distance learning program, while living in the realities of a non-Western society.

Kathy Lewis, Parkland College
Tod Treat, Parkland College
Peer Review of Online Learning is a process by which online courses are reviewed by a faculty team. The goal is to retain Parkland's strategic advantage in the State of Illinois and nationally by looking for ways to improve the quality of courses and programs offered. The presentation will outline the process of developing this Peer Review of Online Learning and the experience that the institution has attained through this process

Ludy Goodson, Office of Distributed & Distance Learning
Janet Berry, School of Social Work
Robin Perry, School of Social Work
Dina Wilke, School of Social Work
This presentation describes the strategies and instruments for evaluating the first online MSW program in the country: Phase 1, Adequacy of Implementation; Phase 2, Comparison of Courses; and Phase 3, Comparison of Cohorts.

M. Thoennessen, Michigan State University
D.A. Kashy, G. Albertell, W. BauerE. Kashy
The use of the internet by instructors for interactions with students has become widespread in on-campus courses. However, students have also started to use the Web for cheating. How should the instructors respond to this challenge?

Mary O'Shaughnessey, Greater Detroit Area Partnership For Training/University of Detroit Mercy
Information concerning the development and implementation of policies regarding collaborative courses taught through a Partnership arrangement among four competing universities is presented. Issues related to intellectual property, copyright and distribution are discussed.

Michael S. Ameigh, SUNY Oswego
John W. Presley, SUNY oswego
Yvonne Petrella, SUNY Oswego
In March, 2002, New York State's Department of Education conferred its highest distance education ranking on SUNY Oswego. Weeks later, the Middle States Association concurred. This presentation will propose SUNY Oswego's successful strategy for addressing assessment criteria and visitation team challenges as a model for similar institutions.

Michael S. Ameigh, SUNY Oswego
John W. Presley, SUNY Oswego
Yvonne Petrella, SUNY Oswego
The core requirements for the major in Broadcasting and Mass Communication have been developed as a series of web-based courses that now form the basis of a B.A. degree completion option for A.A. and A.A.S. degree holders. Describes implementation processes developed and lessons learned from this work in progress.

Norma Scagnoli, University of Illinois at Urbana Champaign
CTER, a five-year-old online Master of Education, organizes an orientation program which is required to all new students starting the Masters degree. This presentation introduces the strategies followed to organize, design, develop, deliver and evaluate the orientation program, with details in the development of all the stages from planning to execution.

Rick Shearer, Penn State University
Ann Luck, Penn State University
Designing an instructional design and development system that allows for the integration of standards, creativity, and access to reusable digital objects is a challenge for any organization that has a multitude of stakeholders. This presentation will outline the process taken by Penn State's World Campus as they have developed the first phase of the CASE system.

Robert Greenberg, Kaplan College
An initial myth of online learning was that it would replace live faculty. In fact, the opposite is true. Online students need more, not less, interaction with faculty and administrators. Robert Greenberg will discuss strategies for meeting students needs and boosting enrollment and retention rates through effective online teaching and learning practices.

Sara L. Terheggen, Pennsylvania State University World Campus
Courseware copyright is an increasingly important issue because of the proliferation of online courses. This presentation provides an account of a research investigation that explored the courseware copyright policy process at Pennsylvania State University and shares the impact such a policy had on faculty members, administrators, and the institution.

Sonja A. Irlbeck, University of Minnesota
The session presents best practices that have become a consensus of United States' leadership groups; summarizes how those best practices help guide new policy development for higher education, and provides examples of their implementation. The session will include a discussion of the challenges with these issues for Big Ten institutions compared to smaller state institutions. Do the current "best practices" go far enough to address potential standards that can cross state lines and borders? Should standards address traditional issues such as accreditation bodies, curriculum, student services or less traditional issues such as pedagogical questions, individualized learning, regional perspectives and achievement of specified outcomes? These are some of the issues that will be explored in this session.

Sonja Irlbeck, University of Minnesota
A discussion providing the opportunity to discuss issues related to best practices and policies and accreditation.

Stephen Walter, Tri-County Technical College
Sarah Shumpert, Tri-County Technical College
Tri-County Technical College has developed an online course delivery management model in which responsibility for online courses is absorbed into the day-to-day operations of existing departments, rather than creating a discrete distance learning department. This session will include a graphical representation of this management model, as well as a discussion of the benefits and pitfalls of operating within the model.

Susan W. Alman, University of Pittsburgh
Christinger Tomer, University of Pittsburgh
Join the discussion on ways to implement a successful DE program in spite of a lack of budgetary and moral support from administrators and faculty. Examples will be provided on how course load and development among faculty was handled, how computing difficulties were handled, and more.

Susan W. Alman, University of Pittsburgh
Christinger Tomer, University of Pittsburgh
Providing the best service and advising to all students from inquiry through graduation is the goal of faculty and staff. Students receive courteous and prompt service, accurate and timely information, and attention to individual student needs through electronic communications, phone, and on-campus meetings.

T. Grady Roberts, University of Florida
Tracy Irani, University of Florida
Ricky Telg, University of Florida
This study collected data from ADEC member institutions and additional Research Level I institutions with distance education programs. The purpose of this study was to establish benchmarks for current practices in evaluating distance education programs.

Virginia Moxley, Educational Communications Center
Mary Winter, College of Family and Consumer Sciences
Jim Guikema, Human Resources & Family Sciences
The Great Plains Interactive Distance Education Alliance (GPIDEA) is a ten university program alliance that delivers multi-institutional master's degrees, shares courses, and functions as a laboratory for policy and practice development in postbaccalaureate education. The panel will discuss how the alliance has redefined graduate residency, established a common tuition, created an inter-institutional student data management system, and has in place three master's programs. We will describe how institutions can support and capitalize on faculty initiated multi-institutional program collaboration.

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