Effective Design Delivery of Graduate Courses via

Effective Design & Delivery of Graduate Courses via Web-Based Distance Learning Robert D. Soule Indiana Univ of PA

Some Background l l ~1997, SSHE began to encourage development of distance education anything you wanted to do as long as it didn’t require any “new” money ~1999, IUP committed to fund limited number of “pilot” programs criteria were developed for projects

Safety Sciences l l l BS & MS programs multi-faceted ABET-accredited practical orientation of curriculum responsive to the “marketplace”

The Problem l l l increasing demand for academically prepared professionals scarcity of programs busy professionals mobile workforce regular attendance at classes is difficult

IUP’s Offering l l M. S. , safety sciences 36 -credit requirement 18 cr. Core courses; 18 cr. Electives; thesis option concentrations: safety; industrial hygiene; fire protection; management

Course Development l l l team approach survey of students interviews with subject matter experts review of existing course materials activity theory analysis

Course Design l l l cognitive flexibility theory case studies embedded activities information searches asynchronous vs synchronous activities pilot test

Course Delivery l l l student orientation CD for the course modular availability and use of windows of access e-mail & chat rooms bulletin boards for meaningful feedback

Student Learning l l solicited feedback at each chat room formal evaluation required – – l student satisfaction valuable learning satisfactory technology convenience 75% 88% 90% 100% comparable to conventional delivery

Instructor Learning l l l underestimation of time required time commitment required from students directed/focused chat rooms critical to evaluating student learning correspondence via e-mail can get out-ofhand Distance education not for everyone!

Meanwhile…. . l Historically, many applicants for the M. S. program did not meet admission criteria. – – l l long list of deficiency-clearing courses look for something else Many were interested because of collateral responsibilities, e. g. Human Resource Mgr. Do we develop a different program (B. A. )?

Enter Duquesne University l l They have a prominent M. S. program in environmental science management Their Advisory Committee said they had to incorporate safety/health. IUP had strong safety/health program but minimal environmental safety. Each had what the other needed!

…a reciprocal trade agreement! l l concept of a 12 -15 cr. “certificate” core & electives student receives a B. S. from the “home” institution and a “certificate” from the other ~25 students to date

IUP’s Certificate of Recognition l l l 12 graduate credits – 6 core; 6 electives – increasing choices admission requirements same as for degree program satisfies needs of M. S. program “rejects” and Duquesne students

Summary l l The need for academically-prepared S/H/E professionals will continue to increase. Difficulties faced by working professionals in pursuing graduate education will not improve. Distance education is a viable option for delivering the product to the custom. The quality of the experience CAN match that of more conventional learning modes.