Strategic Plan. elps Executive Director; Chair, Policies and Procedures Committee. Curriculum Committee

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Goal 1: Quality Curriculum

Goal 1: Achieve recognition as a global leader in quality online education*

1.1

1.2

1.3

Objectives

Deliver clear, consistent, university-wide practice guidelines and policies that address online quality issues

Performance Indicators

(1) Gap Analysis conducted and documented, (2) Draft versions of policies and guidelines, (3) Faculty consensus for implementation, (4) Flowchart created for approval process, (5) Policies formally approved, (6) Plan established for periodic review and

revision of policies and guidelines

Responsible Entity eLPS Executive Director; Chair, Policies and Procedures Committee

Strategic Plan

*In the context of this strategic plan, online education encompasses totally online, blended and web-enhanced course delivery formats. Moreover, all general references to faculty relate to any full-time or adjunct faculty member who uses an LMS to deliver a totally online, blended or web-enhanced course.

(1) An inventory of other institutions that excel in online faculty training & their practices, (2) A literature review of research findings to guide development of effective & engaging training programs, (3) Define and develop measure(s) to determine "effectiveness of training", (4) Plan established for periodic review and revision of training practices, (5) Incentive programs for faculty to participate in regular training Deliver effective and

engaging faculty training to achieve high quality online education eLearning Advisory Council, eLPS/CTL staff, Quality Curriculum Committee

Faculty and eLPS staff time; Financial resources

Year 1: Research completed,

measures defined and implemented;

Year 3: Periodic reviews and revision

of training practices in place, faculty incentive program in place; 90% of faculty receive formal training;

Year 5: Continuous improvement of

faculty training

Resources Needed Timetable

Faculty and eLPS staff time (new Program Manager position needed)

Year 1: All policies and guidelines

drafted; Year 3: All policies and guidelines formally approved Year 5: Policies and guidelines continually reviewed for effectiveness and implementation

Ensure online education content and delivery is aligned with SACS COC and Sloan, Quality Matters or other standards

(1) Gap analysis of existing academic programs, which adhere to an objective, written quality standard, (2) Baseline quality policy established, (3) Faculty training in quality standards, (4) Identify and remedy non-alignments with baseline

standard, (5) Recognition program established for quality assurance, (6) Plan established for continuous improvement in quality of course content and delivery, (7) Number of

programs/courses nationally recognized for quality

Director of Academic Outreach; Quality Curriculum Committee

Faculty and eLPS staff time; UAB team of Quality Matters reviewers (staff release time and funds for training); School-based reviewers; Process to Identify training needs

Year 1: Gap Analysis completed,

baseline quality policy drafted and approved; faculty training; internal QM team assembled; Year 3: Faculty training ongoing; Recognition program established, 1 online course per school QM certified; Year 5: 5 courses/school QM certified; UAB recognized by Sloan Consortium

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Goal 2: University Success

Committee of the Whole - Drs. Jackie Moss & Elizabeth Fisher

Goal 2: Join the vanguard of online teaching and learning*

2.1

2.2

2.3

2.4

Objectives Performance Indicators Responsible Entity Resources Needed Timetable

Year 1: Baseline enrollment and marketing plan established; strategic states authorized via exemption; Year 3: 5 new online programs and 10,000 new enrollments; strategic states fully authorized Year 5: 10 new online programs and 25,000 new enrollments; all states full authorized Expand the research

capacity of UAB in the field of online teaching and learning

(1) An inventory of existing online education and training researchers at UAB, (2) An inventory of researchers in other leading institutions of online education, (3) Number of research grant applications submitted and funded, (4) Number of faculty presentations and publications, (5) Number of faculty researchers in this area

Sr. Assoc VP for Research Admin; School-based staff; eLPS staff and Advisory Council

IRAP database; New faculty recruits; Student interns

Year 1: Inventories completed, Year 3: 5 research applications submitted, 10 publications; Year 5: 5 funded grants; 10 applications 25 publications annually

Establish strategic partnerships to fuel growth in online education

(1) Number of partners in the private sector, (2) Number of partners in the public sector, (3) Number of partners in the social (non-profit) sector, (4) Number of international partnerships, (5) Number of internal, intradisciplinary partnerships established

Executive Director, Office of the Provost, Office of VP Research & Econ Development

Travel funds, Development Office staff support

Year 1: Research completed, 1 partnership established; Year 3: 5 partnerships established; Year 5: 15 partnerships established

Increase online enrollments

(1) a uniform approval process established for online program developent based upon market feasibility studies, (2) private partnership(s) with online enablers, (3) growth in totally online and blended student enrollment, (4) growth in professional education courses, (5) number of totally online and blended courses and programs, (6) time to develop and deliver a new online program (i.e. "time to market")

Schools, College of Arts & Sciences, Office of the Provost (IEA and Enrollment Mgmt), eLPS

Significant financial investment; online enabler partnership; Board of Trustees and ACHE approvals

Year 1: Baseline enrollment and marketing plan established; explore options to reduce time to market Year 3: 5 new online programs and 10,000 new course enrollments; new program approval timeline is 1.5 years; Year 5: 10 new online programs and 25,000 new course enrollments; new program approval timeline is 1 year

Diversify UAB student population with the online, adult learner market

(1) Number of totally online and blended degree programs, (2) number of totally online and blended students , (3) number of totally online and blended degrees granted, (4) number of military (active duty and civilian workers) online students, (5) number of state authorizations received to offer UAB degree programs

Schools, College of Arts & Sciences, Enrollment Management, eLPS

Significant financial investment; online enabler partnership

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Goal 3: Student Success

Goal 3: Create a learning community of successful, online students who are engaged with the university, the faculty and each other*

3.1

3.2

3.3

3.4

3.5

Provide equivalent access to university support services for online and face-to-face students.

(1) Gap Analysis of all student support services for online versus face-to-face students; (2) Gap analysis of UAB websites to ensure proper dissemination of student service information; (3) Prioritized list of needed interventions; (4) Specific strategy recommendations to Provost; (5) Number of disparities in support services

Partnership of all entities involved in delivery of student services; eLPS staff

Faculty and student participation; Financial resources

Year 1: Gap analyses completed,

recommendations made to Provost; Interventions begun

Year 3: Number of disparities reduced by 50%; Year 5: All disparities eliminated.

Year 1: Self assessment tool developed and

disseminated to faculty; 100% Faculty trained

Year 3: Continued progress , Year 5: Continued

progress Provide systems for authentication and

verification of online student identity.

(1) Usability study conducted for candidate vendors, (2) Product selected, (3) Successful rollout, (4) Satisfaction Survey, (5) SACS COC reaccreditation with no citation on this issue

eLPS staff, UAB faculty & students, Enabling Technology Committee

Faculty and student participation; facility for usability testing; financial resources

Year 1: Candidate vendor(s) evaluated and

brought to campus; usability study conducted, product selected and piloted during Summer

2014; Full rollout in Fall 2014

Year 3: Conduct satisfaction survey of students

and faculty; Evaluation of new technologies on market Year 5: Improved technology rolled out fully

Establish a technology-enhanced, comprehensive approach to enhancing student retention & on-time degree completion

(1) Retention rate of face-to-face students taking online classes; (2) number of classes cancelled due to lack of physical space on campus, (3) Retention rate of totally online students, (4) Degree completion rates comparable between online and on ground students; (5) DFW rates

Exec Director-Institutional Effectiveness and Analysis; School-based advising staff; eLPS staff; Retention Initiatives

Faculty participation; Online class availability

Year 1: Tracking performance indicators and prioritized list of courses, which are needed for

online delivery to address retention issues; Year

3: Designed interventions from data gathered

from tracking performance indicators, 100% of courses with high cancellation rate offered online; Year 5: Demonstrable increase in student retention and completion rates.

Provide online technology support and training for students

(1) Equitable student support resources, and training opportunities offered online as compared to on ground (2) Number of students participating in training, (3) 24/7/365 Help Desk for technical support (4) Student satisfaction surveys

eLPS Staff Staff trainers

Year 1: 24/7/365 technical support implemented Year 3: Studentsupport, resources, and training

opportunities in place; Year 5: Student satisfaction assessed and improvements implemented

Ensure all online course content is compliant with the American with Disabilities Act (as amended)

(1) Faculty provided with training, support and resources for ADA compliance, universal access and universal design (2) A self-assessment tool for faculty developed and distributed, (3) A plan for continuous improvement and progress toward goal developed and communicated broadly

DSS, eLPS staff, Policies & Procedures Committee

New staff positions; Faculty and student participation

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Goal 4: Faculty Success

Goal 4: Foster a world-class faculty who are inspired and professionally fulfilled by teaching in an online environment*

4.1

4.2

4.3

4.4

4.5

Objectives Performance Indicators Responsible Entity Resources Needed Timetable Develop faculty-driven

incentives and recognition strategies for online, adjunct teaching faculty

(1) Faculty survey conducted to identify incentive ideas; (2) Inventory of best practices used by other institutions; (3) Criteria, nomination and selection process for recognition awards established; (4) Recognition/awards given to online faculty; (5) Number of faculty teaching totally online courses

eLPS; Faculty Senate representatives; CTL; Quality Curriculum Committee

Faculty participation; Monetary awards

Year 1: Faculty survey conducted; research completed; Baseline number of teaching faculty identified; Year 3: Recognition programs in place with faculty awards; Number of faculty teaching online increase by 10%; Year 5: Number of faculty teaching online increased 25% above baseline

Year 1: Gap analysis indicates quantitative need for ID support in academic units; Year 3: System in place to provide all online faculty personalized ID and online pedagogy support; Year 5: Measurable improvement in student satisfaction scores and student success

Ensure faculty

evaluation measures are aligned with online goals

(1) Equitable faculty support resources, and training opportunities offered online as compared to on ground (2) SACS COC compliance; (3) Proposed evalution criteria consistent with quality standards; (3) Student satisfaction survey results

Dean, Department Chairs; CTL; Quality Curriculum Committee Administrative support

Year 1: Online evaluation criteria established for annual performance reviews; Year 3: Online evaluations incorporated into all online faculty reviews; Year 5: Measureable improvement in student satisfaction scores and student success

Strategic Plan

Support professional development of online faculty

(1) Number of online webinars provided to faculty, (2) Number of faculty participating in professional development activities; (3) Amount of travel funds available through eLPS and other sources

eLPS

Financial resources; Faculty and staff participation

Year 1: Two online webinars provided; all online faculty participate in LMS training; Year 3: Two travel grants awarded to faculty; Year 5: Ten travel grants awarded

Create strong mentorship and communities of practice programs for faculty

(1) Number of communities of practice established; (2) Number of mentor-mentee relationships established; (3) Surveys of effectiveness

CTL, eLPS, faculty and staff, University Success - Committee of the Whole

Staff and faculty participation

Year 1: One community of practice established and 5 mentor-mentee relationships established; Year 3: 5 communities of practice established and 15 mentor-mentee relationships established; Student satisfaction scores increased in online courses offered by these faculty; Year 5: Membership in these communities of practice continue to grow Provide personalized

instructional design and online pedagogy support

(1) Number of faculty receiving one-on-one ID support; (2) Student satisfaction survey results; (3) Number of courses Quality Matters certified

eLPS; individual academic units

Financial resources to hire IDs

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Goal 5: Enabling Technologies

Goal 5: Provide cutting-edge campus technology and infrastructure that ensures faculty and student success*

5.1

5.2

5.3

5.4

5.5

eLPS, Instructional Designers' Consortium, Enabling Technology Committee, Technology Providers

Historical data from ITIT; Faculty participation

Year 1: Finalize inventory of school-specific

software and reliability data; Institute process for technology monitoring; Year 3: Satisfaction survey results indicate plan for ongoing evaluation.

Develop streamlined and efficient administrative operations

(1) Satisfaction Surveys (faculty & students), (2) Use of cloud services, (3) Use of students to assist with LMS implementation

eLPS Provide state-of-the-art,

scalable IT infrastructure for the delivery of world-class, online education

(1) Wireless speed, (2) Percent of campus with wireless capability, (3) All academic buildings wired for high speed transmission eLPS, OVP Finance/Administration, Enabling Technologies Committee Significant capital investment

Year 1: Conduct gap analysis and prioritize

needs, Year 3: Achieve 50% of goal, Year 5: Achieve 100% of goal

Strategic Plan

eLPS, Instructional Designers' Consortium, Technology providers Deliver customer-centric,

integrated technical support services for online faculty and students

(1) Accessibility of technical support, (2) customer satisfaction survey results, (3) number of complaints, (4) number of escalated tickets

Faculty and student participation

Year 1: New process established for

resolution of complaints; New satisfaction survey; Time for problem resolution decreased by 50%; Years 3, 5: Ongoing continuous improvement

Provide enhanced universal design and accessible instructional technology for online users

(1) Percent of technology portfolio that

is accessible by all students and faculty, (2) Availability of assistive technologies

for students and faculty, (3)

Development of course self-assessment tool

DSS, eLPS Staff, Enabling Technologies Committee

Financial resources; Faculty and administrative participation

Year 1: Conduct Self-Evaluation and

develop Transition Plan; make accommodations for known needs of students & faculty , Year 3: Achieve at least 50% of Transition Plan goals, Year 5: Achieve 100% of Transition Plan goals Faculty, staff and

student participation

Year 1: LMS transitioned to cloud-based,

LMS administration transferred to Office of the Provost; Year 3: UAB students hired in part-time positions; Year 5: Seamless integration of eLPS services into academic units

Provide a state-of-the-art portfolio of reliable, user-friendly, learning technology tools

(1) Appropriate uptime percentage for technology, (2) Usability study results, (3) Satisfaction Survey results (4) Number of new technologies evaluated, (5) Inventory of school-specific software