Comprehensive Standard 3.13C

3.13.C Reaffirmation of Accreditation and Subsequent Reports

Applicable Policy Statement. An institution includes a review of its distance learning programs in the Compliance Certification and in its Fifth-Year Compliance Certification.

Documentation: In order to be in compliance with this policy, the institution must have incorporated an assessment of its compliance with standards that apply to its distance and correspondence education programs and courses.

In Compliance

Shenandoah University has conducted a review of its distance education programs as described below. Each of the policy statements (indicated in bold text) from the SACS Distance and Correspondence Education Policy document (2012 update) are specifically addressed.

1. At the time of review by the Commission, the institution demonstrates that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as (1) a secure login and pass code, (2) proctored examinations, or (3) new or other technologies and practices that are effective in verifying student identification.

Students enrolled at Shenandoah University are provided with secure logins and passwords to access online services and instructional materials. These provide access to encrypted email, Shenandoah’s learning management systems, and the library system. University logins and passwords, and the rules governing their use, are published in the Shenandoah University Information Technology Policy available from the Blackboard login page available to all users.

The University utilizes ExamSoft, an online testing system that requires a Shenandoah issued login and password and “locks down” the student’s computer until an examination is complete (see Shenandoah listed at http://learn.examsoft.com/) (screenshot main) (screenshot SU). Additionally new technologies are being utilized that help verify that registered users are the persons participating in the class and receiving the credit such as open forums (blogs), collaborative tools (Google, Prezi), video web-conferencing (Collaborate, Zoom, Google Video Call), and video discussion posts (Canvas). Such tools help students to establish an online identity and thereby foster accountability. Additionally, the Midwifery program offers remote students the option of finding an approved proctor or testing center or utilizing the ProctorU online proctoring service. (screenshot)

See also FR 4.9.

An institution entering into consortial arrangements or contractual agreements for the delivery of courses/programs or services offered by distance or correspondence education is an active participant in ensuring the effectiveness and quality of the courses/programs offered by all of the participants.

See statement regarding Teacher Licensure courses, under Curriculum and Instruction, above.

Faculty

An institution offering distance or correspondence learning courses/programs ensures that there is a sufficient number of faculty qualified to develop, design, and teach the courses/programs.

A complete discussion regarding sufficient numbers of faculty can be found under Core Requirement 2.8.

Nursing online classes are staffed using the same criteria as face-to-face classes; that is based on specialty training, knowledge base, and certification in clinical specialties. Faculty qualifications are listed in the catalog (Undergraduate p. 492 and Graduate p. 384.)

The courses within the non-traditional Pharmacy Doctorate (NTDP) program are re- packaged from the exact same courses given to the traditional program; thus, the NTDP program uses the expertise of the entire pharmacy school faculty. The NTDP program is housed within the Division of Technology in Education. Within the division, there is an Instructional Designer who works with all faculty to ensure their course materials are appropriate for the online environment. The NTDP program is administered by two faculty members.

The MS in Occupational Therapy (SUOT) core faculty all have terminal degrees with the exception of our current FW coordinator whose primary responsibility is that of clinical placement and supervision. We do utilize adjuncts who are always under the direct supervision of a core faculty member. The ratio of full time faculty to students is currently 1:15 in the fall and 1:10 in the summer and spring semesters. In addition to expertise in core content faculty are provided in-services through SU and provided numerous resources on best practices for blended learning in health professions. Faculty are evaluated yearly on teaching in multiple platforms and student outcomes. Faculty are provided with time and resources to improve in areas of content delivery course development and design as needed.

The transitional Doctor of Physical Therapy (tDPT) program is under the direction of the Director of the Division of Physical Therapy and the Associate Director of Physical Therapy. The Director and Associate Director in cooperation develop the curriculum, recruit and develop new faculty, and set direction for the program. The Associate Director is the primary contact for students and faculty. Of the 14 course offering in the program, 3 courses are taught by permanent members of the Division of Physical Therapy faculty. The rest of the courses are taught by adjunct faculty recruited specifically for their content expertise. All students are required to complete a capstone project during the Emerging Clinical Practice course series. The capstone project involves writing a publishable quality case report. The Associate Director of the program coordinates the course. However, each student is assigned an individual mentor based on content expertise to facilitate the project and the writing process.

The Master of Science in Teaching English to Speakers of Other Languages (TESOL) program has two full-time contract faculty members with requisite doctoral preparation (PhDs) in applied linguistics and education and two part-time adjunct faculty members with PhDs in technology applications in second language teacher education and applied linguistics.

The institution has clear criteria for the evaluation of faculty teaching distance education courses and programs.

Faculty are subject to the same evaluation criteria whether they teach distance education or face to face courses. These criteria are specified in the Faculty Handbook, Section 4.10. Additionally, there are 3 questions on course evaluations designed to evaluate whether faculty are teaching distance classes in a manner that is comparable to or exceeds the quality of face to face courses.

(Likert scale 1-5)
If technology was used to support instruction in this class, it was effective in supporting my learning.
There were opportunities to interact regularly with other students in this class.

(Text Box)
Please provide constructive comments as to how the delivery of this course might be improved.

These data have been communicated back to the deans and directors of the distance programs by the Director of the Center for Teaching and Learning. The importance of instructor availability and interaction with other students to build a learning community will be stressed in future faculty development activities and as new distance course proposals are reviewed.

Nursing conducted peer evaluation of faculty teaching distance courses during 2013-2014 and sought student evaluation via anonymous online reviews.

All courses within the non-traditional Pharmacy Doctorate (NTDP) program are evaluated by the students at the end of each academic term.

The SUOT program has added questions to the general course evaluation to address the effectiveness of distance versus face-to-face instruction in their blended program. Additionally faculty are evaluated by their peers as well as the Division chairperson through observation of classroom teaching and attendance in online teaching content and discussion board reviews. Annual reviews are completed in June and July of the faculty member’s contract year so as to make necessary changes during course development over the summer. If significant concerns arise the faculty will work with the OT academic leadership to improve course delivery and a mentor will be provided.

The transitional Doctor of Physical Therapy (tDPT) students complete course evaluations at the completion of each individual course as well as an evaluation of the entire program prior to graduation and as 1 year post graduation. The data from these surveys as well as feedback from the Associate Director is used to provide feedback to the faculty regarding effectiveness of their instruction.

The Master of Science in Teaching English to Speakers of Other Languages (TESOL) faculty members undergo the same evaluation of faculty as is done with all faculty (full- and part-time) at SU. In addition, faculty members engage in peer review and self-assessment and conduct formative assessments of instruction throughout the semester.

Faculty who teach in distance and correspondence education programs and courses receive appropriate training.

Faculty development and orientation materials for faculty and students are available through the Center for Teaching and Learning (CTL). Beginning in 2014- 2015, the University Curriculum Committee Course approval process includes this statement:

Describe any training completed by the faculty for this course. Include a list of applicable Center for Teaching and Learning (CTL) and/or Institutional Computing (IC) Workshops or Training sessions that contributed to course preparations. Describe how the course design and delivery correspond to best practices established by the Center for Teaching and Learning.

Nursing faculty attend conferences that relate to teaching online. The Center for Teaching and Learning (CTL) has given in-service training to Nursing faculty on Academic Integrity and Testing. Additionally, there are numerous CTL workshops on pedagogy and technology offered throughout the year. (40 were offered in 2013- 2014.) Technology support is available through both Institutional Computing and the CTL. An instructional designer is being hired in the 2014-15 academic year to support Nursing distance education.

Courses for the non-traditional Pharmacy Doctorate (NTDP) program are run through Canvas. All faculty have received numerous hours of training on Cavnas. The exams are the exact same online exams given to the traditional PharmD students. All faculty received training in how to enter questions into Questionmark Perception. The pharmacy school is converting to using ExamSoft and most faculty have already gone through the training for it. The remainder will receive their training this summer. The Instructional Designer for the school assists any faculty who needs assistance making their course materials appropriate for an online delivery. The two faculty that administer the program are well versed in distance education. The Director of the NTDP program has a Master’s degree in Education, taught distance education courses before coming to SU, and has taught some distance education courses as an adjunct faculty for another university. The Online Clinical Coordinator has been on the job for over a decade.

Faculty who teach in the MS in Occupational Therapy (SUOT) program are provided instruction during their orientation on the Blackboard platform. Additional instruction on best practices for online teaching and delivery is provided through texts, faculty mentorship and webinar enrollment. The University provides in- services to new faculty and have been asked to assist in best practices in the past. These in-services not only address the knowledge gaps in new faculty but provide current faculty updates and training on new methods and tools to enhance online and blended learning.

All adjunct faculty in the transitional Doctor of Physical Therapy (tDPT) program are required to participate in a training session with the Associate Program Director prior to beginning course instruction. This training includes an introduction to the university’s learning management system, Blackboard, a review of the student and faculty handbooks, and expectations for communication with students and program administrators.

As a part of their routine efforts, Master of Science in Teaching English to Speakers of Other Languages (TESOL) faculty engage in workshops and in-service training opportunities offered internally by the Center for Learning and Teaching and online with Institutional Computing. In addition, all faculty members attend and present at regional and international conferences, where they share their own experiences, research and learning about online TESOL instructional delivery, as well as other areas of research in TESOL.

The CTL offers workshops on pedagogy and technology to all faculty throughout the year (https://www.su.edu/events/category/faculty-training/2014-09/) and (screenshot). 40 workshops were offered in 2013-2014. Technology support is available through both Institutional Computing and the CTL.

Institutional Effectiveness

Comparability of distance and correspondence education programs to campus-based programs and courses is ensured by the evaluation of educational effectiveness, including assessments of student learning outcomes, student retention, and student satisfaction.

Performance: Since 2009 over 500 students have taken at least one distance learning course. The average grade (on a 4-point scale) per credit hour is almost identical to non-distance courses:

● Distance Courses: 3.17
● Non-Distance Courses: 3.12

Graduation rate: During the period between 2009 and 2011, there were a total of 1,870 new graduate students. Of those, 1,393 have graduated (75%). Of the 1,870, 558 were in the Non-traditional Doctor of Pharmacy, Transitional Doctor of Physical Therapy, Occupational Therapy, Teaching English to Speakers of Other Languages (certificate and degree), or Nurse Midwifery programs. 476 of those have graduated (85%). This data suggests that the aggregate graduation rates in our distance programs is comparable or better than our face-to-face graduate programs.

Learning outcomes: Assessment for distance programs is done in the same manner as face to face courses. Findings and action plans are documented in the WEAVE system.

Nursing reports learning outcomes annually in WEAVE. In Summer and Fall 2014, Nursing conducted a survey of students who completed the DNP Spring 2013 and Spring 2014. Assessments and analysis of student learning outcomes in the DNP and NMW programs are guided by and completed within the Graduate and DNP Curriculum Committees where curricular decisions are approved by faculty, based on national guidelines for both degree programs. To date, DNP and NMW students have achieved requirements for degree completion successfully.

Note: Assessment from the Doctor of Nursing Practice Program is included in the narrative for 3.3.1.1.

The courses within the non-traditional Pharmacy Doctorate (NTDP) program are the exact courses given to the traditional PharmD students. A study of the grades within the courses was undertaken about a year ago and there were no statistically significant differences between delivery methods (live or online).

MS in Occupational Therapy (SUOT) conducts focus groups and online surveys annually as part of routine assessment. Assessment of student learning outcomes is reported in WEAVE annually.

In addition to reporting learning outcomes in WEAVE, the transitional Doctor of Physical Therapy (tDPT) utilizes end of program surveys in which students reflect on the entire curriculum and overall skills developed throughout the program. Students also assess the facilities, student services, and program administration. Students complete a publishable quality case report in order to pass PT 846 and 848 Emerging Clinical Practice. In order to complete this activity, the students must demonstrate integration of all of the course material, ability to apply evidence to their patients, and critical thinking at a doctoral level. Surveys are sent to graduates of the program at 1 year and 3 years post completion of the program to assess the graduates’ ability to apply the content and skills acquired during the program to their clinical practice. tDPT student satisfaction is assessed by the end of program survey. During the 2012-2013 academic year, 100% of graduates agreed or strongly agreed that overall they were satisfied with the program.

The transitional Doctor of Physical Therapy (tDPT) annually assesses student retention and graduation rates. Student retention reported is transition from the first year of the program to the 2nd year for Tracks II and III and from the first semester to 2nd semester for Track I students.

2011 T-DPT Students: retention rate 89.5% / on time graduation 90%
2012 T-DPT Students: retention rate 84.5% / on time graduation 88.3%
2013 T-DPT Students: retention rate 86.9%

All Master of Science in Teaching English to Speakers of Other Languages (TESOL) courses are subject to ongoing internal evaluation by faculty members and students (both alumni/alumnae and currently enrolled students) through review of the course objectives, learning outcomes, retention rates and satisfaction surveys. In addition, an active Facebook page reveals many comments that are useful to faculty in updating and adapting course content to meet student needs. Students (both during and upon completion of their programs) frequently send notes of appreciation, descriptions of ways they have used what we have taught them in the program and reports of their satisfaction. Due to declining demand, the university administration has made the decision to de-activate the TESOL program, effective August 2016.

The institution regularly assesses the effectiveness of its provision of library/learning resources and student support services for distance or correspondence education students.

Course evaluations include this question:

Student support services such as library access, support for students with disabilities, counseling, and computing help were available.

For 2013-2014 the averages for this question were:

● Distance Courses: 3.7
● Non-Distance Courses: 3.2

The new syllabus template that the University Curriculum Committee that is now required for distance courses should help improve communication with respect to student services. Further, a new website being rolled out in December 2014 will provide information to help students connect with resources remotely.

Library and Learning Resources

Students have access to and can effectively use appropriate library resources.

Students can access substantial online resources, including more than 200,000 academic e-books and more than 65,000 e-journal titles (screenshot of library homepage). Online resources are available 24/7 through a secure login requiring the university username and password. Print resources are available upon request via document delivery. The Graduate Programs Librarian has been tasked with supporting distance education students, and provides instruction in library use via telephone, email, video chat, and recorded video presentation. (screenshot of off-campus and distance education support).

Access is provided to laboratories, facilities, and equipment appropriate to the courses or programs

Nursing students in the DNP and Midwifery programs complete a clinical portion of the program arranged and monitored by faculty and usually within the geographic area of residence of the student. As with all School of Nursing students, clinical sites and preceptors are sought, approved, and monitored closely by faculty who make routine face to face visits onsite. Laboratory access is not needed in the Respiratory Care program.

Students within the non-traditional Pharmacy Doctorate (NTDP) program are given access to Canvas and the same access to the pharmaceutical online library resources that students in the traditional program have access to. There are no laboratory courses in the NTDP program. Students in the NTDP program are required to come to campus for a pharmacy practice skills demonstration weekend for which they use the same resources/facilities as the traditional students during the weekend.

The MS in Occupational Therapy (SUOT) program is a blended learning (hybrid) program where students attend on-campus class one day per week. Lectures are routinely provided in the form of podcasts so the face to face meetings are flipped classroom, laboratory learning and community based work. Students have access to all of the facilities the university provides and the online digital library far exceeds the needs of our current students. Students and faculty have been satisfied with the access our students have to the above-mentioned resources.

All students enrolled in the transitional Doctor of Physical Therapy (tDPT) program have full on-line access to the university library resources and access to the university librarians. They also have full access to students support services such as the writing center and the academic success center. Our students frequently utilize both services to improve their writing skills, to enhance their study skills and test taking strategies, and to seek accommodations as appropriate.

All Master of Science in Teaching English to Speakers of Other Languages (TESOL) instructors use a wide range of electronic communication tools – including audio, video, real-time, recorded, live and asynchronous packages – in their efforts to provide students with the best possible opportunities for learner engagement, effective teaching and learning and valid, reliable assessment of student learning, skills and habits.

Student Services

Students have adequate access to the range of services appropriate to support the programs offered through distance and correspondence education.

The university provides “one-stop shopping” for registration and financial transactions. These “Hornet Central” services are available by phone and email and are listed on the university website (screenshot of Hornet Central).

Students in distance or correspondence programs have an adequate procedure for resolving their complaints, and the institution follows its policies and procedures.

Distance students follow the same complaint procedure as face-to-face students. The student complaint policy is published in the Undergraduate Catalog (p. 82) and the Graduate Catalog (p. 62). Examples of academic complaints can be found here. The institution has had no instance of complaints submitted by distance education students.

ownership of materials	4.12.9
faculty compensation*	4.18 (not specifically addressed)
copyright issues	4.12.10
use of revenue from the creation and production of media	4.12.9
intellectual property	4.12.9