AQIP TEAM Alternative Scheduling

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AQIP TEAM 1-05

Alternative Scheduling

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AQIP TEAM 1 -05

Rationale for Team:

With changes in population demographics and technology, Richland Community College must pursue course delivery formats that will attract students who face time or place restrictions in attending classes and completing programs. This new team will continue the work of Team 27, Class Scheduling, based on the following recommendation: IEG assigns a taskforce to develop a degree program in an alternatively scheduled format. In addition, all new or revamped programs should consider alternative/creative scheduling when applicable.

Team Members:

There has been an evolution of Team Members over the life of the project. Therefore, all Team Members are being listed, even if they did not remain on the Team.

Team Leaders: Marcus Brown and Kendall Dolly Facilitator: Steve Caldwell

Team Members

Health Professions Faculty—Carol Wood

Business and Technology Faculty—Dave McLaughlin Transfer Faculty—Jill Feinstein

Student Services—Gary O’Connor Dean—Tim Taylor

Dean—Dr. John Cordulack Transfer Faculty--Kris Muschal Resources

Technical Support—Matt Johnson Technical Support—Sandy Harmison Technical Support—Laurie Dale The proposed Project Statement for Team 1-05:

To develop alternative scheduling options for courses and programs as measured by the number of enrolled students, the success rate/ completion rate of enrolled students, and the number of new programs.

Revised and Working Project Statement:

To improve alternatively scheduled courses and programs as measured by student satisfaction, faculty satisfaction, student performance, number of courses and number of programs offered in an alternative format.

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Definitions:

Alternatively Scheduled Program Format

Virtual/Hybrid/Blended, Cohort, Accelerated, Night/Once a Week, Weekend, On Site of Business/Organization, Differential Shifts (midnight or 6AM classes), Tailored to Different Groups.

Student Satisfaction

The degree of contentment with a course or program as measured by:

• # of students who are happier with schedule

• # of new students who enroll (1^st time)

• Completion of course, completion of degree

• # of students who have met intended goal

• # of students who are happy with time (reduction of time)

•

Faculty Satisfaction:

The degree of contentment with a course or program as measured by:

• # of faculty wanting to teach courses

• # of faculty who cite student performance is similar to traditional students.

• # of faculty who cite barriers are decreasing

• # of faculty who cite increased support for courses (satisfied with technical support)

• Reduced complaints by students Student Performance:

The completion, output and/or success of students based on:

• Increased course completion/progression thru sequence

• Decreased time to complete program

• Grades that are similar or better than traditionally enrolled students

• Retention/Attrition that is similar or better than traditionally enrolled students

New Student – a person who has never been enrolled at Richland or has not been enrolled for more than 5 continuous years.

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In an effort to enhance the College’s course offerings, Richland must develop the ability to place courses into programs and to convert existing programs into formats that can be delivered in an format other than traditional in-class instruction. This would increase the College’s flexibility in several ways: to offer timely programs; to meet the needs of the District by delivering a program to the public when it is desirable, rather than when the College chooses to offer it; and to

accommodate a variety of learning styles.

The College has experienced tremendous competition from other institutions which have developed programs to accommodate the adult learner and students who choose alternative modes of delivery including online, fast track/accelerated, weekend programs and variable start times. In order for the College to continue to meet the needs of the district, it must be able to respond in a proactive way to shifts in demand for educational delivery.

In order to identify a process, gaps in service, and needs of alternative program and course delivery, the Team employed the Seven Steps of Continuous Improvement Process (Figure 1).

Figure 1

To effectively use the CQI process, the team changed the project statement into an improvement statement. Otherwise you have already arrived at the solution for the problem before you defined, assessed, or analyzed the situation.

As the Team moved through the process, it was clear early on that as a rule, there is no one process for developing courses in an alternative format. Each division creates a timeline or agenda for which courses would be converted to an alternative format. Further, until spring of 2006, it was impossible to complete any degree or certificate program entirely through an online format. The Associate in Arts degree became possible to complete, but only with the addition of Speech 101 as a hybrid course. However, this area still remains fragile as the course is taught by

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an adjunct faculty member, who may or may not be at Richland for a significant amount of time (Alternative Program Completion, see Appendix 1).

It was determined that the Team needed to review how programs and courses had developed over time and how they were evaluated for success. Gathering the right data would be important in making any recommendations or implications about the process. Many questions regarding performance of students and satisfaction of both the students and faculty were also important. In order to get the right information, a Data Gathering Plan was developed (see Appendix 2).

The Team looked at a myriad of variables that can affect student performance. Overall, there seems to be minor differences between students who enrolled in alternative schedules courses and those who enrolled in traditional courses. There also appears to be no net difference between alternative scheduled courses and traditional courses in terms of its impact on matriculation to other sequences of courses (see Appendix 3).

When students completed an online survey, 49 people or 38.58% indicated that they had taken an alternative scheduled class before. They were asked this without having a definition of an

alternative scheduled class. When broken down, the following results were found:

Have you taken any of the following at Richland before?

Internet Course 73 57.48%

Hybrid/Blended Course 33 25.98%

One Night a Week Course (M-Th) 46 36.22%

Accelerated Course (less than 16 weeks) 32 25.20%

Weekend Course (Friday night – Sunday) 15 11.81%

On the whole, the survey seems to show that students wanted more sections of all alternative scheduled course options. For example, 92 (or 72%) wanted more internet sections while 80 (or 63%) wanted more one night a week courses. The full report is attached at the end of the document (Appendix 4).

A sampling of area programs indicates that students have a plethora of options for completing programs outside of the traditional track.

School Program Format Available Degree Available Danville Area

Community College

Online ASA Accounting

Eastern Illinois University

Off-Campus Bachelors

Franklin University Online Bachelors

Greenville College Accelerated, One

Night/Week, Off-Campus

Bachelors Lakeland College Online (speech as hybrid, one

lab science on-campus)

AA/AS

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Community College Courses

Millikin University Accelerated, One Night/Week Bachelors, Masters

Parkland College Online AA, AS, AAS, Certificate

(Speech offered as hybrid) Springfield College of

Illinois/Benedictine University

Accelerated, One

Night/Week, Off-Campus

Bachelors, Masters, Doctorate

University of Illinois at Springfield

Online Bachelors, Masters

University of Phoenix Online Bachelors, Masters,

Doctorate

When looking at variables that affected faculty, the team reviewed the work that had been done by the Faculty Online Support Team. The survey identified who had taught online or hybrid, the kind of training received, and some information on barriers to teaching in this format. According to the report by the Team 2-05, gaps in the current process for online course development and offerings include:

1) Time constraints of the Online Coordinator,

2) Conflicts between offered workshops and faculty schedules, and 3) Issues regarding Administrative Support

This team also reported that the current process is not working because:

 There are time/scheduling issues for the faculty who can’t attend offered sessions; faculty should get “time-off” or a substitute instructor for their course so they can attend the training offered. There is a perception of a lack of administrative support and member of the administration need to be more involved in the training and online courses being developed by the faculty.

 There is no compensation for taking online training (i.e. monetary or release time).

 Last minute online class offering affect the quality of the courses being developed and prohibit faculty training…for example, some instructors ware given online classes to develop/teach just a few days prior to the start of the semester.

 More topics need to be covered including: cutting-edge technology; course

enhancements; using electronic grade books; using more advanced features of WebCT;

creating surveys/polls; pedagogical techniques ( much of the faculty training should include information on the education aspects of online learning as well as the technology issues); student interaction; the opportunity to practice the skills learned in training; etc.

The online survey from Team 2-05 is attached at the end of the document (Appendix 5).

As the team continued to look at performance variables, again it was noticed that there was no net effect on student performance when comparing traditionally enrolled students with

alternative format students. In addition, it appears that overwhelmingly, most students have used some form of an alternative format course in their program of choice.

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Program Enrollment %

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

00 01 02 03 04 05

Fiscal Years

% Students w Alt Course

Stu wo Alt Course

% program completion

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

00 01 02 03 04 05

Fiscal Years

% Grads w Alt Courses

Grads wo Alt Course

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What becomes obvious for the Team, then, is that there is no defined format or sequence in which divisions select which courses are offered in alternative formats. It also appears to be dependent upon a faculty member’s interest in moving forward in developing alternative format courses. Lastly, in order for us to impact the process, there needs to be a centralized person or office that helps to coordinate these efforts. Many of the recommendations of the committee were incorporated into the Title III grant proposal.

The following recommendations are being made by the committee.

1. Increase the Number of Programs That Are Available in an Alternate Format (e.g. Fast- Track, Late Start, Online, Weekend, and One-Night-a-Week).

a. In an effort to enhance its course offerings, the college must develop the ability to place these courses into programs and to convert existing programs into formats that could be delivered in an alternate format other than traditional in-class delivery. This would increase the College’s ability to offer timely programs and meet the needs of the District by delivering a program to the public when it is desirable, rather than solely when the College chooses to offer it.

b. The College needs the assistance of a well-trained leader to help coordinate an alternative delivery of programs and to assist in identifying and developing other areas where we can enhance our program delivery. This position could be a new position or one through release time for a current employee. The College has experienced tremendous competition from other institutions which have

developed programs to accommodate the adult learner and students who choose alternative modes of delivery, including online, fast track/accelerated, weekend programs and variable start times. In order for the College to continue to meet the needs of the district, it must be able to respond in a proactive way to shifts in demand for educational delivery.

c. The College has already begun expanding services and course delivery in alternative formats. It also has identified the need to complete programs in an alternative format as well as provide desired services to the college community.

An emerging need is to better inform the college community about the new and emerging technologies and services.

2. Increase Courses Offered in Alternative Delivery Formats.

a. This should focus on increasing the availably of courses through alternative format to “traditional” in-class instruction. This includes the ability to offer courses online, late-start, evening, and weekends. This could also be enhanced by upgrading or in some cases, introducing computer access in the classroom. This may entail lap-tops or more computers to enhance classrooms. This might also include developing more “smart classrooms” that are available on the campus.

This allows the instructor to introduce technologies or instruction that may not be available in all classrooms, or reduce the barriers to using this because of faulty AV equipment, delayed delivery, or lack of availability during the “instructional moment.”

b. Other possibilities include development of a cohort of courses that are a part of a program, but do not entail the program itself. An example of this is the “package

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of biology courses” that are being fast-tracked in the Health Professions. In some cases we have found that the entire program may not be available through online delivery or entirely alternative, but some of the courses may be converted to accommodate a specific audience of students who are screened as appropriate for enrollment in one of these programs.

3. Improving Teaching Effectiveness Through Faculty Development

a. It will be important that the College build a strong training program for faculty, staff, students and administrators that will enable the campus to move forward in a very progress way. This will include training and orientation for new faculty and staff on current and future trends of technologies in the classroom, developing and managing an online population of students, and providing the necessary support for students to be successful. In addition, faculty who teach online would need to complete coursework on online course delivery through Illinois Online Network/University of Illinois at Springfield or another pre-approved curriculum.

Also, a strengthening of how faculty and staff communicate, as well as how information is disseminated to students will be a part of new initiatives aimed at enhancing educational delivery at the College.

In order to assist with the development of the courses and programs which would be delivered in alternative formats, it is imperative that faculty have specific assistance with how to effectively “teach” a new population and demographic of student. This will include generational issues, adult re-entering students, and new students who, in some cases, are already beyond faculty in alternative forms of course delivery, including online and hybrid courses.

4. Enhance Assistance to Students and Faculty Through Expanded Technical Services.

a. Because of advances in technology and electronic delivery modes of courses, students have a greater need for technical support and guidance. A help desk would provide these services as well as assist student with accessing

course/webCT material, resetting passwords and other relevant resources. It is also clear that students need to have a base level of knowledge about computer and online skills. A course/workshop could become the companion to a student taking an alternative format course for the first time.

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AQIP TEAM 1-05

Appendixes

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Appendix 1

Virtual Courses by Year

Term 2F 200A SP 2003 003US 2 FA 2003 SP 2004 2004SU FA 2004 SP 2005 2005US FA 2005 SP 2006 SU 2006

ACCT 100 X X X X

ACCT 101 X X X X X X X X X

ACCT 102 X X X X X

AF AM 101 X X X X X

AF AM 102 X

AF AM 105 X

AGRIC 240 X X

AGRIC 241 X X

ART 100 X X X X X X X X X X X

ART 210 X

BIOL 101 X X X X X X X X X X X

BIOL 201 X X

BUS 100 X X X X X X X

BUS 120 X X X X X X X X X X X X

BUS 231 X X X

BUS 232 X

CC&E 103 X X

CC&E 210 X X X

CIS 110 X X X X X X X X X X X

CS 251 X

CS 281 X

EASCI 230 X X X X X X

ECE 101 X X X X

ECE 103 X

ECE 111 X

ECE 210 X

ECE 230 X X X

ECE 290 X X X X

ECON 231 X X X X X X X X X X X X

ECON 232 X X X X X X X X X X X X

ED 100 X X X X X X X X X X X X

ED 102 X

ED 105 X

ED 108 X X X X

ED 199 X X X

ED 200 X X X X X X

ED 220 X

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ENGL 102 X X X X X X X X X X X X

ENGL 110 X X X X X X X

ENGL 115

ENGL 124 X X

ENGL 160 X

ENGT 299 X

HLTH 220 X

HIST 101 X X X X X X

HIST 102 X X X X X X

HIST 111 X X X

HIST 112 X X X

HIST 201 X

HIST 202 X

HUMAN 100 X X X X X X X X X

HVAC 140 X

IT 105 X X X X X X X X X X

IT 120 X X X X

IT 130 X X

IT 131 X X X

IT 151 X X

IT 152 X

IT 153 X

IT 220 X

IT 221 X

IT 222 X

IT 230 X

IT 232 X

IT 251 X

IT 252 X X

IT 272 X

IT 273 X X

IT 281 X X

IT 282 X

IT 283 X

IT 284 X

IT 285 X X X

IT 295 X

MATH 091 X X X X

MATH 095 X X X X X X

MATH 110 X X X X X X X X

MATH 170 X X X X X X X

MATH 171 X X X X X X

MUSIC 100 X X X X X X X X X X X X

MUSIC 190 X X X X X X X X X

OT 100 X X

OT 107 X

OT 245 X

PHIL 100 X

PHIL 110 X

PHY S 105 X

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POL S 120 X X

PSYCH 110 X X X X X X X X X X X X

PSYCH 200 X X X X X

SOCIO 110 X X X X X X X X X X

SOCIO 125 X X X X

SOCIO 150 X X X X X X X X

SOCIO 200 X X X X X X X X X

SOCIO 225 X X

SPCH 101 X

SPAN 101 X X

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Appendix 2: Data Gathering Plan Alternative Scheduling Team 1-05

Student Satisfaction

What Data How How Much How Often Where Who Why

Increase the number of students who cite that the scheduled course met their needs

Survey Baseline of all students (random)

Twice

Once to establish baseline data and once to have comparative data

Online Team 1 – 05 To assess if students find the courses useful in their schedule

Increase the number of students who enroll (1^st time)

CARS report

All 1^st time students

Each semester beginning Fall 2000

AIS Office

Sandy et al Establish baseline data about newly enrolled students

Increase the number of students who complete course

CARS report

All students (enrollment to end)

Each semester beginning Fall 2000

AIS Office

Sandy et al Establish baseline data about student who complete alternatively scheduled courses successfully

Increase the number of students who complete a program

CARS report

All students Each semester beginning Fall 2000 (enrolled v.

completed)

AIS Office

Sandy et al Establish baseline data about program completion

Increase the number of student who cite that they have met their intended goal

Survey Baseline of all students (random)

Twice

Online Team 1 – 05 Establish perception of importance to students

Increase in the number of students who cite a perceived reduced time to program completion

Survey Graduates who had an alternative scheduled course in their program

All students in definition who graduated Fall 2000 and after

Phone Team 1 - 05 Establish perception of timeliness to students

Faculty Satisfaction

What Data How How Much How Often Where Who Why

Increase the number of faculty wanting to teach alternatively schedule courses

Survey All full-time and part-time faculty

Twice

Online Team 1 – 05 To assess the extent to which faculty desire/want to teach alternative scheduled programs and courses Increase in the number of

faculty who cite retention of students is similar to those of traditional courses

Twice

Online Team 1 – 05 To assess faculty perception of retention of courses (in comparison to data reports)

Increase in the number of faculty who cite persistence of students is similar to those

Twice

Once to establish baseline data and once to

Online Team 1 – 05 To assess faculty perception of

persistence of courses (in comparison to data reports)

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of traditional courses have comparative data Increase in the number of

faculty who cite GPA of students is similar to those of traditional courses

Twice

Online Team 1 – 05 To assess faculty perception of GPA of courses (in comparison to data reports)

Increase in the number of faculty who cite reduced barriers to teaching alternatively scheduled programs and courses

Twice

Online Team 1 – 05 Define the barriers faculty cite and define ways to decrease these barriers

Increase in the number of faculty who are satisfied with technical support

Twice

Online Team 1 – 05 Assess capacity to teach and the ability to access technical support services

Student Performance

What Data How How Much How Often Where Who Why

Increase course retention in alternatively scheduled courses and programs

CARS (Traditional v. Alt.

Scheduled courses)

All classes Fall 2000 – present (by 10^th day to mid-term;

mid-term to final; 10^th day to final)

AIS Sandy et al. Provide comparison data for traditional v. alt. schedule courses

Increase course persistence in alternatively scheduled courses and programs

Scheduled courses)

Engl 101 to 102 Psych 110 – other psych courses Econ 231 to 232 CIS 110 to other IT courses

Acct 101 to 102

Fall 2000 – present Excluding Summer semesters

Increase course GPA in alternatively scheduled courses and programs

Scheduled courses)

All classes Fall 2000 – present (by 10^th day to mid-term;

mid-term to final; 10^th day to final)

Increase program completion using alternatively scheduled courses

All programs Beginning FA 2000 by term, fiscal year and cumulative

AIS Sandy et al. Provide comparison data for traditional v. alt. schedule program completion.

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Appendix 3

Program Completion Analysis FY 05

FY 04

FY 03

FY 02 Student

s Total %

Student

s Total %

Student

s Total %

Student

s Total %

Traditiona

l 34 1976

1.72

% 21 2100

1.00

% 8 2212

0.36

% 8 1919

0.42

% Alternativ

e 409 4970

8.23

% 422 4971

8.49

% 409 5130

7.97

% 407 4894

8.32

%

GPA Comparison

FY 05

FY 04

FY 03

FY 02

Spring Fall Avg Spring Fall Avg Spring Fall Avg Spring Fall Avg

Traditiona

l 2.10 2.09 2.095 2.45 2.16 2.305 2.30 2.38 2.340 2.17 2.20 2.185

Alternativ

e 2.48 2.62 2.550 2.61 2.66 2.635 2.60 2.62 2.610 2.63 2.53 2.580

PSYCH110 to Other Psych

% of students

FY 05

FY 04

FY 03

FY 02

FY 01

FY 00

Sprin

g Fall Avg

Sprin

g Fall

Av g Traditiona

l 24.49

23.6 0

24.04

5 29.86 32.58

31.22

0 41.51 42.46

41.98

5 35.35 45.09

40.22

0 39.68 41.38

40.53

0 48.15

Alternativ

e 36.54

14.2 9

25.41

5 27.78 29.55

28.66

5 27.43 34.67

31.05

0 31.82 25.17

28.49

5 28.18 39.36

33.77

0 31.00

ECON 231 to ECON 232

% of students

FY 05

FY 04

FY 03

FY 02

FY 01

FY 00

Sprin Sprin Av

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Traditiona

l 23.68

41.4 6

32.57

0 23.73 58.33

41.03

0 46.00 31.11

38.55

5 39.47 52.54

46.00

5 54.17 53.06

53.61

5 50.00

Alternativ

e 11.54 8.70

10.12

0 40.00 40.00

40.00

0 42.86 36.36

39.61

0 35.56 50.00

42.78

0 42.31 40.00

41.15

5 38.24

CIS 110 to IT Course

% of students

FY 05

FY 04

FY 03

FY 02

FY 01

FY 00

Sprin

g Fall Avg

Sprin

g Fall

Av g Traditiona

l 9.76 0.00 4.880 4.07 7.62 5.845 12.00 9.47

10.73

5 9.41 19.35

14.38

0 5.00 7.62 6.310 8.77

Alternativ

e 13.64

10.0 0

11.82

0 8.74 11.69

10.21

5 11.84 10.45

11.14

5 13.68 12.90

13.29

0 4.60 6.14 5.370 6.67

ACCT 101 to ACCT 102

% of students

FY 05

FY 04

FY 03

FY 02

FY 01

FY 00

Sprin

g Fall Avg

Sprin

g Fall

Av g Traditiona

l 26.32

52.3 8

39.35

0 51.72 75.00

63.36

0 52.94 65.71

59.32

5 41.82 56.82

49.32

0 64.71 71.79

68.25

0 48.65

Alternativ

e 64.29

33.3 3

48.81

0 31.25 64.29

47.77

0 22.22 42.11

32.16

5 35.71 44.44

40.07

5 39.13 38.10

38.61

5 45.45

ENGL 101 to ENGL 102

% of students

FY 05

FY 04

FY 03

FY 02

FY 01

FY 00

Sprin

g Fall Avg

Sprin

g Fall

Av g Traditiona

l 33.33

52.7 7

43.05

0 34.03 61.04

47.53

5 38.20 66.78

52.49

0 41.03 73.72

57.37

5 51.01 70.20

60.60

5 70.85

Alternativ

e 18.97

36.6 2

27.79

5 22.50 27.27

24.88

5 32.53 40.65

36.59

0 48.84 51.18

50.01

0 38.54 55.03

46.78

5 69.54

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Appendix 4

Alternative scheduling survey questions 1-2

These two questions had responses. I separated these out because there were 127 responses. The first number is how many people answered the question. The second number is the percentage out

of a total of 127 people that took the survey 1. How many credits have you completed?

Answered 124 97.64 No Answer 5 2.36

Comments -The number next to the comment is the person that took the survey.

1 31

2 59

3 28

4 21

5 4

6 38

7 51

8 12

9 68

10 30 11 12 12 81.0 13 37 14 6 15 25 16 100 17 10

18 lots!! Not sure 19 21

20 38 21 none 22 29 23 89 24 3 25 9 26 27 27 49 28 61

29 have to look it up 30 3

31 30 32 93 33 3.0

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35 32 36 12 37 0 38 32 39 43 40 15 41 70 42 0 43 60+

44 80 45 8 46 0 48 24 49 25.5 50 59 51 6 52 75 53 almost 6 54 74

55 None, new freshman 56 none

57 70 58 63 59 98 60 69 61 31 62 0 63 57 64 2 65 57 66 15

67 four hours 68 15

70 19 71 36 72 42 73 32 74 0

75 about 50 76 19 77 150 78 25 79 40 80 54 81 3 82 54

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85 45 86 60 87 3 88 0 89 32 90 60 92 24 93 40 94 0 95 32 96 98.0 97 0 98 3 99 36+

100 62 101 6 102 60 103 27 104 18.5 105 0 106 28 107 62 108 20 109 23 110 57 111 16 112 30 113 12 114 24 115 32 116 25 117 0 118 0 119 77

120 7college 22 pre class 121 43

122 120 123 0 124 22 125 0 126 50?

127 30

2. What non-traditional/alternative scheduled courses have you had which were of benefit to you? (eg. Biol 101.)

Answer 75 59.06%

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1 pshc 110,210 2 none

4 all 5 econ 231

6 Bio 101 was very good. The Cis 110 was good, and the Soci 110 on line was GREAT. Eng 101 was okay,should have been on Web CT that would have helped. I am taking Bio 201 and having the lectures online is great! If you miss something you can go back. There are no annoying students disrupting the lecture, and I feel you learn so much more!

7 Art 100

10 bus 100, econ 232, bus 120, hist 101 13 I\'m taking Biol 201 hybrid now 15 Bus 100

16 World religion Music Appreciation Urban Education Human Development Asian Philosophy Government College Algebra

17 PACE 60 Credit hours. Management & OrganizationaL Leadership. All of the major.

18 CNA course, if that counts

19 Acct 101 hybrid tax acct 130 saturday only cis110 tuesday night only

20 engl 101, music 160, art 110, enlg 160, bio 101, hist 101, 102, and 112, phil 110...

21 I haven\'t really had an experience, except having an online class is quite convenient 22 Eng110

23 Music 100 26 ACCT 101

27 Biology 101, Speech 101, History 112, Math 111 and 112 28 art 100

29 IT120

30 Psych 110 V1 31 Biology 101

32 mulitcultural ed race, class, gender communicating in the workplace 33 Food and Health classes

34 Bus 119

35 all of my classes have been online

38 Eng 101, Eng 102, Math 110, basically all of the classes ive taken over the internet have benefitted me.

39 Technical English (Communication in the Workplace) 40 ENG-110 / IT-105 / IT-171 / IT-172

41 biol 101, american music 190, psych 110 42 none. Into to Public Education is my first.

43 Sign Language on Tuesday Nights, ECE classes that were only two nights a week, Math 091,098,110 that were only two nights a week. Sometimes two night a week classes are better because it is easier to create a schedule around them.

44 Biol 201.

46 Bio Eng 49 n/a

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50 HIST101 Internet HIST202 Internet ECON231 or ECON232 was One night a week Registered for three more alt scheduled courses for fall 2006. Two internet MATH170, BUS100, one single night course BUS225.

51 pschy 110 54 OT 245 56 none

57 IT 141-144, English 101 59 all my child care classes 61 Engl 124

62 Pchycoloy,,sociology

63 Work Experience Practicum Network fundamentals Emerging Technologies 64 N/a

65 Ed. 100 Soc. 200 Art 100 Hist. 111 66 bio101/201 fast track class

67 none

71 Education 101 Psyh 101 73 ed100

80 Eng 102, Ed 200, Music 100 81 ed108 v1

82 Econ 232

84 Eng 101 Psych 110 Soc 101 85 Math 110 Bus. online 93 Acct 101 and 102 95 CRJ courses SOCIO110

96 i\'m not sure what you consider a alternative course 98 ED 100 V1

99 all online classes are a benefit. I have taken several ED classes that are much better when you can work at your own pace. With jobs and children, online and hybrid classes are much more feasible. I wish RCC could offer more accelerated courses.

100 Biology 101 102 Bio 220

103 Business Law 1

106 One night a week P rel, CIS110 109 Math 106 and Health 197 110 all i took

112 All the courses were a benefit. I wish there were a lot more of them.

113 psych110 118 none

120 African American 110 online 121 Speech 101

122 IT Classes and Gen Ed Classes 123 0

127 na

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Alternative scheduling survey questions 3-19

The first number is how many people answered the question. The second number is the percentage out of a total of 127 people that took the survey

3. Are you a current Richland student?

Yes 122 96.06 No 5 3.94

4. Have you taken any alternative scheduled courses before?

Yes 49 38.58%

No 78 61.42%

5. Have you taken any of the following at Richland before?

Internet Course (Internet based course) 73 57.48%

Hybrid Course/Blended (In-class and Internet merged course) 33 25.98%

One Night a Week Course (Monday, Tuesday, Wednesday or Thursday) 46 36.22%

Accelerated Course (less than 16 weeks) 32 25.20%

Weekend Course (offered on a Friday evening, Saturday or Sunday) 15 11.81%

6. Would you prefer an accelerated course which would completed in:

4 weeks 10 7.87%

6 weeks 27 21.26%

8 weeks 51 40.16%

12 weeks 39 30.71%

7. Would you like to see more or less courses offered in an accelerated format No answer 21 16.54%

More 89 70.08%

Less 0 0.00%

Same Amount 17 13.39%

8. Are you satisfied with the number of courses offered in accelerated format?

No answer 49 38.58%

Yes 28 22.05%

No 50 39.37%

(24)

No answer 15 11.81%

1 day 19 14.96%

2 days 39 30.71%

3 days 10 7.87%

None (Internet Course) 44 34.65%

10. Would you like to see more or less classes offered over the internet?

No answer 10 7.87%

More 92 72.44%

Less 6 4.72%

11. Are you satisfied with the number of courses offered through hybrid or blended schedule.

(less than 75% of the course online) No answer 56 44.09%

Yes 37 29.13%

No 34 26.77%

12. Would you like to see more or less courses offered through hybrid or blended with in-class and online instruction?

No answer 35 27.56%

More 66 51.97%

Less 11 8.66%

13. Are you satisfied with the number of courses offered once a week?

No answer 38 29.92%

Yes 34 26.77%

No 55 43.31%

14. Would you like to see more or less courses offered once a week?

No answer 29 22.83%

More 80 62.99%

Less 3 2.36%

Same Amount 15 11.81%

15. Which days are the best for courses offered once a week:

Monday 60 47.24%

(25)

Wednesday 68 53.54%

Thursday 52 40.94%

Friday 22 17.32%

16. Are you satisfied with the number of courses offered on the weekend?

No answer 67 52.76%

Yes 25 19.69%

No 35 27.56%

17. Would you like to see more or less courses offered on Friday nights? 28 22.05%

on Friday nights and all day Saturday 24 18.90%

on Saturday days 61 48.03%

on Saturday nights 16 12.60%

on Sundays 25 19.69%

18. Do you feel you would be more or less successful in certain accelerated or alternatively scheduled courses than in traditional classes? Please Explain.

No answer 53 41.73%

More 45 35.43%

Less 9 7.09%

19. Are there any courses which could be scheduled in an accelerated or alternative format that would be helpful to you in completing your study at Richland?

No answer 75 59.06%

Yes 44 34.65%

No 8 6.30%

Credit Distribution:

1 31

2 59

3 28

4 21

5 4

6 38

7 51

8 12

9 68

10 30

(26)

13 37

14 6

15 25

16 100

17 10

18 0

19 21

20 38

21 0

22 29

23 89

24 3

25 9

26 27

27 49

28 61

29 0

30 3

31 30

32 93

33 3

34 24

35 32

36 12

37 0

38 32

39 43

40 15

41 70

42 0

43 60

44 80

45 8

46 0

48 24

49 25.5

50 59

51 6

52 75

53 6

54 74

(27)

56 0

57 70

58 63

59 98

60 69

61 31

62 0

63 57

64 2

65 57

66 15

67 4

68 15

70 19

71 36

72 42

73 32

74 0

75 50

76 19

77 150

78 25

79 40

80 54

81 3

82 54

83 0

84 40

85 45

86 60

87 3

88 0

89 32

90 60

92 24

93 40

94 0

95 32

96 98

97 0

(28)

100 62

101 6

102 60

103 27

104 18.5

105 0

106 28

107 62

108 20

109 23

110 57

111 16

112 30

113 12

114 24

115 32

116 25

117 0

118 0

119 77

120 29

121 43

122 120

123 0

124 22

125 0

126 50

127 30

Average 32.78

(29)

Appendix 5

AQIP FACULTY SURVEY From Team 2-05

The first number is how many people answered the question. The second number is the percentage out of a total of 19 people that took the survey

1. Are you a full-time or part-time faculty member?

Full Time 13 68.42%

Adjunct 6 31.58%

2. Are you now, or have you ever, taught any of the following class types?

Online 8 42.11%

Hybrid 7 36.84%

Blended 2 10.53%

Technology Enhanced 5 26.32%

Other 1 5.26%

3. Would you be interested in teaching online classes?

Yes 16 84.21%

No 3 15.79%

4. Were you satisfied with the training you may have received?

Yes 12 63.16%

No 4 36.84%

5. What kind of training did you receive?

WebCT Training by RCC 11 57.89%

ION Courses 2 10.53%

Training at another college 3 15.79%

Other: 5 26.32%

1 none

3 own

12 none

14 training software specific 18 one-on-one

(30)

6. What was the reason you didn't attend the training sessions already offered?

Answered 15 78.95%

No answer 4 21.05%

1 no time

2 I've been using WebCT for several years.

3 time-frames

4 time! Also, faculty should really receive compensation for this training.

6 NOT INTERESTED!!!!

7 I feel I know enough to offer and monitor online/hybrid courses.

8 I took what was offered to me.

9 I did attend training already offered. When I could not attend, it was because of scheduling conflicts.

13 They were scheduled at times that i could not attend. I am attending Kristi Palmer's class on October 11

14 Don't use either of those programs to teach my hybrid classes.

15 Not interested in teaching on line-I do not have an Internet connection at home, my

computer is not compatible with those at RCC, do not think that on line is an effective way to teach and learn, most students claim it's an easy way to get out of putting time into a class

16 Clinical committments off campus

17 Time conflicts. I have also taken training at RCC in PowerPoint, Word, Excel, credit computer classes, etc.

18 Scheduling problems.

19 I attended one session but was unable to attend the second due to scheduling conflict.

7. What kind of training do you feel you need, or would like to see, in terms of preparing faculty to teach online?

Answered 18 94.74%

No answer 1 5.26%

1 I don't know

2 Right now I don't need a training. I may just need quick questions answered every now and then.

3 alternate scheduling

4 More practice of skills with instructors/tutors to help correct mistakes.

5 I have no complaints. Hands-on webCT activities would be helpful, but I understand that\\\'s being done. Sample course materials, especially with regard to encouraging and managing online discussions would be good.

6 dON'T KNOW AND DON'T CARE!

(31)

7 Possible training of cutting edge technologies that are used online at other institutions. This would help determine where RCC needs to go.

8 I feel we need more information about how to obtain epacks and the process involved. There isn't a lot of upfront guidance unless you ASK someone.

9 How to enhance the online classes to give students more opportunites to interact with their classmates. Stimulating group work / team work online.

10 grading

12 WebCT, whatever else is needed

13 I believe that i would need considerable help. I am willing to experiment but would like to have people available as resource persons. Perhaps a class would be helpful for those who have a course that they would like to teach online. That way we could each work on our own stuff but someone would be available when needed.

14 Matt

15 The mandatory questions about training is invalid since I didn't have any training and it asked if I felt the training was effective (yes or no)-no way to opt out.

16 one-one instruction

17 Instructors should have the experience of being an online student before teaching online.

Possibly a short course could be designed online for interested instructors that would include the different aspects of an online classroom. Interaction with other instructors in this course would be beneficial.

18 For me, a refresher course in using the web system.

19 More use of my own classroom materials during the training.

8. If you taught an online class in the past but are not teaching it currently, what made you decide not to teach it online again?

Answered 9 47.37%

No answer 10 52.63%

1 n/a

2 currently teaching

6 nEVER TAUGHT ONE AND DO NOT PLAN TO DO SO!

8 n/a

9 I currently teach online classes.

13 not applicable

14 NA

17 Does not apply. I hope to always be involved in online teaching.

18 The amount of work it took to set it up and maintain it.