Transcript The Graduate Student

Supporting Faculty to Engage
Graduate Students in
Distance Education
A member of The Texas State University System
Distance Education at Texas State
Debbie M. Thorne, Ph.D.
Associate Vice President for Academic Affairs
Strategic planning and shared values
Programs and resources
Best practices and quality assurance
Strategic Planning and Shared Values
“Without a better-defined product … online learning faces
a risk of petering out and being little more than a back-up
alternative to on-campus education for (adult) students.”
Recognition of shared values and core
competencies
Integration of online learning into new
strategic plan (2102-2017) and five goals
Read-across committee to reflect institutional
direction and needs
Programs and Resources
Prioritization from institutional leadership to
choose programs having the most impact
Involvement of institutional research and
enrollment management in program planning
Support resources dedicated to the selected
programs and to pedagogy that reflects
uniqueness of the program
Incentive structure and electronic course fees
Online teaching award
Best Practices and Quality Assurance
Sloan-C Quality Scorecard for the
Administration of Online Programs –
institutional self-assessment; 70 indicators in
9 categories
Quality Matters – course development rubric
and peer-to-peer review of courses
Principles of Good Practice – faculty
assessment after course is taught
The Graduate Student
Joann (Jo) Kroll, Ed.D.
Why Graduate Education?
“The global competitiveness of the United
States and capacity for innovation hinges
fundamentally on a strong system of
graduate education”
SOURCE: Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., and McAllister, P. (2010). The path forward: The
future of graduate education in the United States. Princeton, NJ: Educational Testing Service.
Graduate Students
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What They Look Like
Where They Come From
Why They Are/Are not Coming
What They Expect Before They Arrive
The Pathway to the Graduate Degree
The Future of the Graduate Student
What They Look Like
Figure 1: Actual and projected postbaccalaureate enrollment in degree-granting
postsecondary institutions, by sex: Fall 1976-2021.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey
(HEGIS), "Fall Enrollment in Colleges and Universities" surveys, 1970 through 1985; Integrated Postsecondary Education Data System
(IPEDS), "Fall Enrollment Survey" (IPEDS-EF:90-99); IPEDS Spring 2001 through Spring 2011, Enrollment component; and Enrollment
in Degree-Granting Institutions Model, 1980–2010.
What They Look Like
Figure 2: Percentage distribution for postbaccalaureate enrollment of U.S. residents in degreegranting postsecondary institutions, by race/ethnicity: Selected years, fall 1980-2010.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey
(HEGIS), "Fall Enrollment in Colleges and Universities" surveys, 1970 through 1985; Integrated Postsecondary Education Data System
(IPEDS), "Fall Enrollment Survey" (IPEDS-EF:90-99); IPEDS Spring 2001 through Spring 2011, Enrollment component; and Enrollment
in Degree-Granting Institutions Model, 1980–2010.
Where They Come From
• Graduation (Bachelor’s)
• International migration
• Nontraditional
Graduation (Bachelor’s)
• Bachelor’s Degrees Conferred 2011
(Nationally)
1.7 Million
• Bachelor’s Degrees Conferred 2011 (Texas)
104,817 (Goal: 112,500 in 2015)
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2012). The Condition of Education 2012 (NCES 2012-045),
Table A-47-2., Texas Higher Education Coordinating Board. Closing the Gaps Progress Report 2012.
International Migration
Figure 3: Number of international students enrolled in U.S. postsecondary institutions, by
academic level: Academic years 1969-70 through 2007-08
SOURCE: Open Doors: Report on International Educational Exchange. New York: Institute of International Education, selected years, 1969–
70 through 2007–08.
Growth of Hispanic Population
in Texas
SOURCE: Texas Higher Education Coordinating Board. Closing the Gaps Progress Report 2012.
Nontraditional
• Normally
24 – 55 years of age
Married (or single parent)
Working fulltime
Financially independent from parents
Delayed enrollment
SOURCE: U.S. Department of Education, National Center for Education Statistics, 2012.
Why They Are/Are not Coming
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Workforce Needs
Workforce Changes
International Changes
Availability of Tenure Track
Positions
“Between 2008 and
2018 it is expected
that many jobs – about
2.5 million – will require
an advanced degree.”
SOURCE: Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., and McAllister, P. (2010). The path forward: The future of
graduate education in the United States. Princeton, NJ: Educational Testing Service.
What They Expect
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Specific Course of Study
Shorter Time to Completion
Financial Aid/Scholarships
Career Expectations
Course of Study
Of the 1.7 million bachelor’s degrees awarded in 2009-10, over half were
concentrated in five fields: business, management, marketing, and personal
and culinary services (22%).
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data
System (IPEDS), Fall 2000 and Fall 2010, Completions component.
Course of Study
“Overall, 693,000 master's degrees and 159,000 doctor's degrees were
awarded in 2009–10; these numbers represent increases of 50 and 34
percent, respectively, over the numbers awarded in 1999–2000. In 2009–10,
females earned 60 percent of master's degrees and 52 percent of doctor's
degrees awarded.”
• Of the 693,000 master’s degrees awarded in 2009-10, over 50% were
concentrated in two fields: education and business (26 % each).
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS),
Fall 2000 and Fall 2010, Completions component.
Course of Study
• Percentage of master's degrees awarded to females by
degree-granting institutions in selected fields of study:
Academic year 2009-10.
– Health Professions and Related Fields (81%)
– Library Science (81%)
– Psychology (80%)
– Education (77%)
– Public Administration and Social Services (75%)
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data
System (IPEDS), Fall 2010, Completions component.
What They Expect
• Shorter Time to Completion
• Financial Aid/Scholarships
• Career Expectations
The Pathway to the Graduate
Degree
• Traditional Education
• Distance/Online Education
For the past eight years online enrollments have been growing
substantially faster than overall higher education enrollments.
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Over 6.1 million students were taking at least one online course during the
fall 2010 term; an increase of 560,000 students over the number reported the
previous year.
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In 2011, the ten percent growth rate for online enrollments far exceeds the
less than one percent growth of the overall higher education student
population.
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Thirty-one percent of all higher education students now take at least one
course online.
SOURCE: Allen, E.I. & Seaman, J. (Nov, 2011). Going the distance: Online education in the United States, 2011. Babson Survey
Research Group. Babson College. Babson Park, MA.
The Future
of the
Graduate Student
• Vulnerabilities
• Recommendations
Instructional Technologies
Support
Elizabeth (Liz) Strand, Ph.D.
Supervisor, Instructional Design
ITS Distance Education Support
• Online Course Development
– Programs (e.g., Graduate certificates or degrees)
– Single Courses (Graduate and Undergraduate
courses)
• Workshops
• TRACS (LMS)
• Resource Grants
Online Programs
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Business Background Courses
Secondary Teacher Certification
Developmental Education Certification
Masters in Social Work
Master of Education with a Major in Middle
School Mathematics Teaching
• Masters in Occupational, Workforce, and
Leadership Studies
Programmatic Online Course
Development Timeline
Single Course Support
Guidance for Online
Learning Design
Planning Matrix
Online Courses
Learning Modules TOC: SOWK
Learning Module Activities: SOWK
Video Vignettes: SOWK
Learning Modules TOC: Math
Learning Modules Activities: Math
Mini Lectures
Forums
Assessments
ITS Workshops
Pedagogy and Technology
• 90-minute workshops
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Building Online Community
Survival Skills for Online Teaching
Online Management and Communication
Collaborating Online
Facilitating Discussion Forums
• 1 to 2-week workshops
– Technology Integration
– Creating and Teaching an Online Course
TRACS
Resource Grants
Tutorial: Object-Oriented Programming
Thank you for your time. Are there any
questions or comments?
Debbie: [email protected]
Jo: [email protected]
Liz: [email protected]