Introduction

Describe the current context within your college/disciplinary group to explain the impetus for this project, what problem or issue you are trying to address and why the project is important. If applicable, describe previous efforts/approaches used to address the problem or issue. What are the goals and objectives of this project, particularly in terms of student learning, faculty development, and institutional or college priorities?

According to the Indiana Higher Education Telecommunications System, nearly 90,000 postsecondary students were enrolled in online courses in Indiana in the academic year 2003-2004. That figure represented a 57 percent increase from the previous year.

Currently Teachers College at Ball State University offers an M.A. in Career and Technical Education via the Internet; an Ed.D. in Educational Administration via Internet, television, and on-site courses; an M.A.E. in Educational Administration and Supervision and a Principal's License taught live on our main campus in Muncie and simultaneously video streamed through the Internet; an Ed.S. in School Superintendency via Internet, television, and on-site courses; an M.A.E. in Elementary Education with focus areas in elementary education and reading available via the Internet; a Gifted and Talented Education License available via the Internet; an M.A. in Special Education via the Internet, Web conferencing, and on-site instruction; and an M.A. in Curriculum and Educational Technology via the Internet.

The impetus for the Teachers College ESLI proposal comes from a preliminary copy of the Teachers College Strategic Planning Task Force's Action Plan, Goal 3: Engagement. Objective 1: Launch a Virtual Professional Development operation by 2008-2009, serves to further define our proposal's intent.

Teachers College already offers many online courses and degree programs and more will be added. Are all instructors fully and successfully utilizing available technologies? Are instructors aware of and using effective practice, implementing project-based learning, and creating an interactive experience for their students? As new online courses are developed, will they provide such experiences? Are instructors aware of possible related health issues? Are instructors assisting students to get the most of online learning? These are the questions that need answers and contribute direction for the ESLI proposal goals.

Goal 1: Create a template for initial course development

Objective 1: The "how to," pitfalls, and what works
Objective 2: Create a rubric that can be used in peer teaching evaluations of online teaching

Goal 2: Create modules, available online, that provide further guidance in more sophisticated development that address issues such as:

Objective 1: How faculty can structure Internet courses that are project-based and provide immersive experiences
Objective 2: How faculty can structure Internet courses that are interactive
Objective 3: How faculty can help students be successful in online courses
Objective 4: Faculty health issues associated with online delivery

Goal 3: Assuring Student success

Objective 1: Create a module for students that helps them "get the most" from online learning
Objective 2: Collect data using rGrade (part of TC's UAS system) of student work
Objective 3: Collect and analyze student evaluations

Goal 4: Create an avenue for exchange of ideas

Objective 1: Create a forum for discussions and idea sharing

By having a multi-tiered module format, both novice and experienced online instructors can grow professionally in providing online learning.          

Approach

Describe the project in detail. What are the steps you will take, the tasks that will be completed, who will be involved in taking these steps and completing each task, what resources will be needed, when will each step be performed, and when will the project be implemented? What steps will you take to involve and communicate with your faculty peers within your college?

Departments within Teachers College have representatives that now serve on the ESLI committee. These members helped in the identification of the goals and objectives of this proposal.

Each member will serve as a facilitator in identifying faculty who are interested in and capable of working on the creation of various modules. In some instances, it may be the committee members, all of whom teach online or other distance education courses. In addition, these members can help generate faculty interest in the modules.

The modules will be developed in collaboration with Information Technology (IT), Tech Training staff, and the John and Janice Fisher Institute for Wellness and Gerontology. Information Technology will be able to help with the technology related issues of developing and monitoring the modules. Divisions within IT, such as the University Computing Services and University Libraries, will also help with the development of content. The Fisher Institute will help in the development of the module about related health issues.       

Some type of recognition of participation should be included. This might take the form of a stipend; perhaps $50 per module completed with a cap of $200 per faculty member. Completion of modules should also count toward merit pay at both the departmental and college levels. To lend prestige to participation, participants should be recognized in the campus and local papers as well as perhaps the President's Perspective. A certificate of recognition, from the Office of the President, could be included in P & T documents.

Assessment

Develop an assessment plan that will allow your college to evaluate the success of this project. How will you know if you achieved the goals of the project? How will you document the outcomes of the project?

During the first implementation of the module system of faculty development in developing and implementing online instruction, participation rate will provide an indication of faculty involvement. Percentage of faculty, both college wide and by department, who complete one or more than one module will be collected.

Each department should develop some way to evaluate faculty growth or change due to completion of one or more modules. These might include increased interest in developing or teaching online courses, increased research of online teaching/learning generated, increased number of faculty who wish to mentor faculty on Internet course related issues.

Evaluate student feedback of online courses.
Evaluate student course projects.
Survey faculty about the usefulness of the module format and content.

Formative Feedback

The ESLI is a pilot initiative, one where there is much to learn. In the spirit of reflective practice and continuous improvement, faculty fellows will be asked to record and share their reflections over the course of the academic year. (Maybe we should keep a blog?)

I like the blog idea.

Scope

How does this project relate to potential: future projects within your college or possibly within the institution at large?

Online enrollment is growing. Teachers College already has graduate programs available across the United States. More programs will most certainly follow. In addition, through Ball State University's membership in the European Teacher Education Network, the potential exists to expand these online course offerings through those member institutions. Ball State also works with the Department of Defense Dependants' Schools abroad. Those teachers and administrators want and need faculty development courses and graduate degrees. This too could provide more students for our online offerings.

Feasibility

What resources (in addition to the support provided by this funding) will be needed to implement your project (e.g., instructional design, technical support, facilities, and equipment)?

This project will use existing technologies and expertise. I will also enlist the help of a content production team (instructional designer in Web design).

Sustainability

If applicable, what resources will be needed to continue this project beyond this academic year? If new resources are needed, what plans does your college have for assuring that necessary resources will be available? How might success with this project lead to future successes?

Once the modules are developed and "housed" online, they will need to be regularly reviewed for possible updating on a semester or yearly basis if they will continue to be used. This could be done by graduate student assistants with guidance from the module creators.

Faculty Fellow Expertise

Briefly describe your qualifications for leading this project. Are there areas of personal professional development you feel would be helpful in order to manage this project?

I worked on the development and implementation of one of Elementary Education's   first three online courses. I have been refining the course for 4 years and have done extensive reading on online environments. I also teach our department's pedagogy courses, so I have done extensive reading on effective instruction and project based learning. As a Virginia Ball Center Fellow, I developed and implemented a semester's immersive experience. As a member of the LAMP development team, I have worked with IT personnel in the online version of LAMP that facilitates its use with BSU student teachers and supervisors across Indiana and abroad. LAMP will soon be available commercially online.

Communication and Dean's and Chair's Endorsement

Does this project have the support of the Office of the Dean and department chairs? What steps were taken within your college or disciplinary group to identify faculty development needs and to establish this project a priority? What steps will you take to keep the Office of the Dean, department chairs, and faculty informed on this project's progress?

I met with Dean Weaver and Associate Dean Mullen prior to the development of this proposal. They provided me with a copy of the Strategic Planning Committee's Action Plan and we identified some of the college's priorities. Associate Dean Mullen contacted department chairs to ask for a representative from each to discuss this proposal with me. Those departmental representatives and I met to discuss the project's possible goals and format. This proposal is a direct result of the meetings with the Office of the Dean and departmental representatives. The departmental representatives expressed an interest in continuing to meet to keep informed and to inform their department's chair and faculty. In addition, e-mail communication will be used. Face-to-face meetings and e-mail communication will also serve to keep the Office of the Dean informed of the project's progress.