Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Challenge Continues
March 30-April 1, 2003
Developing a Cooperative Online Degree Programs-The Practical Mechanics
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By: Darla Runyon, Roger Von Holzen |
Abstract
Three Missouri state institutions-Lincoln University, Northwest Missouri State University, and Southeast Missouri State University-have joined forces to develop a cooperative online Masters in Education in Teaching and Learning: Elementary degree.
This presentation will focus on the mechanics behind the development and delivery of this unique program. Additional topics that will be covered are shared courses, program marketing, financial considerations, common tuition policies, drop/add procedures, and the cooperative training of online faculty.
Description
Three Missouri state institutions-Lincoln University, Northwest Missouri State University, and Southeast Missouri State University-have joined forces to develop a cooperative online Masters in Education in Teaching and Learning: Elementary degree. This thirty-three hour program is designed to meet the special needs of elementary teachers who are in their early career years. Two major goals of the program are to assist these teachers to improve their practice and to fully equip them to persist in the profession, which is critical during this time of significant teacher shortages. A third goal of the program is to enable the participating institutions to offer a new online degree program while minimizing staffing issues. This is achieved through the cooperative sharing of program courses (each campus will teach at least four of the program's courses) and through the centralization of specific student support services (such as registration, drop/add, technical support and course delivery).
The curriculum for the Masters in Education in Teaching and Learning: Elementary was developed by university faculty from across the state of Missouri who met over a two year period, with assistance of and based around the work of the National Board for Professional Teaching standards. The portfolio component of the program, which will be completed for assessment purposes, closely mirrors the expectations of the National Board's portfolio process.
The program includes a twelve-hour core of education coursework. In addition, the candidate selects one of three emphasis area options: reading, math or science, and must also complete the introductory course in both of the options not selected. The student also selects an elective course(s) for three hours to round out the program. Finally, the program draws on what we have learned in recent years on the various campuses and through the literature about web-based delivery. The design of this proposed 33-hour program targets those who wish to pursue graduate programming but are limited due to their geographic location, work requirements and the like.
This statewide cooperative program features a comprehensive web site providing information regarding the program. Beyond providing linked web pages to the graduate school application forms for each institution (based on common application requirements), the web site provides information regarding financial aid, registration processes and procedures, and access to the online courses.
To ensure a high level of accountability, the program is supervised by an Oversight Team composed of an equal number of representatives from each of the participating institutions. This Oversight Team oversees the program director and all policies associated with the online degree program.
This presentation will focus on the mechanics behind the development and delivery of this unique online cooperative masters degree program. Additional topics that will be covered in detail are program marketing, financial considerations (with respect to both program course development and allocation of tuition income), development of common tuition policies, drop/add procedures, and course schedules, and the cooperative training of online faculty.
Proceeding