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A&S Online Course Development Grant

Project Description

The College of Arts and Sciences and the Teaching, Learning and Technology Center (TLTC) are collaborating to offer on-line undergraduate and graduate courses to create more flexible course options for traditional and non-traditional students. The mission of this initiative is to redevelop currently offered courses to allow for their delivery on-line instead of in the traditional classroom. Developing these courses for on-line delivery allows our students the experience of taking on-line courses and assists non-traditional students in completing their degree requirements without the constraints of when and where the course is taking place.

This program has been widely successful over the last several years and each course that has been presented to the Educational Policy Committee (EPC) within the College of A&S as a permanent offering, has been approved. We have accomplished our goals by adopting the Quality Matters Rubric™, a nationally recognized organization of educators who have put together a comprehensive list of qualities for a good on-line course.  Together with the Arts & Sciences Dean's Office and the A&S EPC, the TLT Center has collaborated on creating academically rigorous on-line courses with positive experiences and outcomes for both the students and the faculty. 

Today, the Teaching, Learning & Technology Center collaborates with the College of Education & Human Services, the Stillman School of Business, School of Law and the Division of Continuing Education and Professional Studies on their online course and online certificate initiatives.

Online Course Development grants are sponsored by Academic Affairs and the TLT Center and are offered when funds are made available. The faculty will be notified when these grants are available with a Request for Proposals (RPF).

A&S On-line Course Development History

The Arts and Sciences On-line Course Initiative began in 2002-2003 with the development and implementation of six core courses (ENGL 2101, HIST 1201, MATH 1101, PSMA 6010, PSMA 7511) to meet the changing needs of the student body. Since then, over 25 courses have been either offered or are in development from traditional face to face course to completely on-line courses. In 2004-2005, the Educational Policy Committee in conjunction with the College of Arts and Sciences adopted the Quality Matters Rubric (created through a FIPSE grant awarded to the University of Maryland). Eight key standards of effective on-line education were pulled from the rubric and with the Teaching, Learning and Technology Center, a template was created to ensure that the courses met EPC standards as well as those set forth in the research based rubric. Three instructional designers were trained as "Peer Reviewers" in the Quality Matters Program to support the initiative and in the fall of 2007, Seton Hall became a Quality Matters Institution, committing itself to quality on-line education. Today, all of the instructional designers are trained in applying the Quality Matters rubric and one instructional designer serves as a Quality Matters Master Reviewer. The Quality Matters Rubric is a way to ensure that online courses meet the same academic standards of face-to-face courses.

The following courses were developed under the A&S Online grants:

2007-2008 Online Course Development Grant Awardees

Maxim Matusevich
Department of History
HIST 1102 World History II - Spring 2008

Nathaniel Knight
Department of History
HIST 1202 Western Civilization II - Spring 2008

Wendiann Sethi
Mathematics and Computer Science
MATH 0012 Developmental Math - Summer 2007

Abe Zakhem
Department of Philosophy
PHIL 1125 Business Ethics - Spring 2008

Richard Dool
Department of Communication/Graduate Communication
COMM 8001 Multiculturalism and Leadership - Spring 2007
COMM 7410 Cross Cultural Communication - Summer 2007

2008-2009 Online Course Development Grant Awardees

Donald McKenna
Department of Communications
COMM2134 Communication Ethics - Fall 2008/Spring 2009

Martha Schoene
Department of Physics
ENVL1019 Environmental Geology - Spring 2009

Brigitte Koenig
Department of History
HIST1301 American History I - Fall 2008

Brigitte Koenig
Department of History
HIST1302 American History II - Spring 2009

Thomas Marlowe, Bert Wachsmuth
Department of Math and Computer Science

Martha Loesch, Beth Bloom
University Library
IDIS 2111 Computers, Information and the Modern World - Summer 2009

2009-2010 Online Course Development Grant Awardees

Nancy Enright
Department of English
ENGL 1201 College English I - Spring 2010

Maura Harrington
Department of English
ENGL 1202 College English II - Spring 2010

Nancy Enright
Department of English
ENGL 2101 Great Books I - Spring 2010

Maura Harrington
Department of English
ENGL 2102 Great Books II - Spring 2010

Joan Guetti
Mathematics & Computer Science
MATH 1203 Statistical Models for the Social Sciences - Spring 2010

Nathaniel Knight
Department of History
HIST 1201 Western Civilization I - Spring 2010

Peter Reader
CORE 1101 Journey of Transformation - Fall 2009

Ki Joo Choi
CORE 2101 Christianity in Dialogue - Fall 2009

Jerry Ruscingno
Department of Biology
BIOL1101 Introduction to Biology - Summer 09/ Fall 2010

2010-2011 Online Course Development Grant Awardees

Matthew Hale
Public Administration
PSMA 6003 Public Policy Process, Analysis and Evaluation - Spring 2011

Naomi Wish
Public Administration
PSMA7311 Foundations of the Nonprofit Sector - Fall 2011

Naomi Wish
Public Administration
PSMA7312Leadership and Management in Nonprofit Organizations - Spring 2011

Robert Pallitto
Public Administration
PSMA8313 Legal Issues in Nonprofit Organizations - Summer 2011

Stephanie Hauge
University Advancement
PSMA 7313 Resource Development in Nonprofit Organization - Summer 2011

Online Course Development Resources

The following resources are available for faculty to use in their online, hybrid and face-to-face courses.
Exemplar course:

Developed by Dr. Brigitte Koenig, Department of History, the course serves as an example of the amount of detail online students need in order to be successful in their online course. Faculty have commented that it is helpful to see a completed course as a reference when developing their own content. The exemplar course is changed every other year to highlight the work of other faculty.

Master course template:

The course development template which is built from the Quality Matters rubric and serves as the foundation for on-line course development project and aids faculty in creating their on-line course. The template consists of many resources including minimum technology requirements, the University's statement on students with disabilities, and helpful reminders to include specific course information. Template materials are updated twice a year to provide faculty and students with the most up to date information and best practices. These resources are useful for hybrid and face-to-face courses as well.

Content development templates:

Content templates that match the Quality Matters Rubric™ expectations as well as the layout in the master course template help faculty in developing their course materials by clearly identifying the must haves such as response time for communication and by providing an example from other online course. The examples are used with faculty permission as highlights their hard work. There are several content templates including faculty information, course participation requirements, course welcome, and worksheets for developing measurable course goals and learning objectives. The word templates are easy to fill out and helps faculty with organizing their content. The examples in each template show faculty what level of detail is needed and how the standards can be phrased. By using these templates faculty are able to focus on content development rather than ‘building’ the course in Blackboard. However, this is not to say that technical skills are not important to offer, successfully, an online course.

Personal technology learning plan:

The checklist asks faculty to identify areas (Blackboard based) in which they need further training or would like to learn more about to manage their course. The checklist also serves are a direct marketing tool for workshops and Teaching and Technology Center events. The instructional design team works with the computer-training center to ensure faculty have the necessary skills to facilitate an online course with confidence.

Course development checklist:

This simple checklist provides faculty and instructional designer with a simple list of items that need to be in the course to meet Quality Matters™ expectations.

Online faculty experience course: level 1 and level 2:

These 12-day online courses allow faculty to experience online learning from the student perspective. Each course is divided into 5 modules; each module includes course development tutorials, developed in Articulate, content templates, Blackboard tutorials, resources, guidelines, and assignments to reinforce key areas of online course development and teaching. The courses are facilitated by an experienced online faculty member and members of the instructional design team.

Online Teaching and Learning Organization:
The Online Teaching and Learning Organization aims to build a community for online educators by providing focused webinars, research, master template updates, best practices, and resources. External and SHU faculty are featured in the hour long webinars, held on the last Tuesday of each month. The webinars highlight faculty best practices, tips, and tools used in their online course. Following the webinar, the discussion continues in the discussion forum located within the organization allowing additional time for questions and collaboration with the presenters and other online faculty.

To develop an on-line course using these materials, please contact Renee M. Cicchino, Senior Instructional Designer, at Renee.Cicchino@shu.edu.

Contact Us

Department of Information Technology
(973) 275-2222
Corrigan Hall

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