Dallas Baptist University
Online Education Program
Best Practices for Electronically Offered Degree and Certificate Programs
July 2007

2. Curriculum and Instruction

Methods change, but standards of quality endure. The important issues are not technical but curriculum-driven and pedagogical. Decisions about such matters are made by qualified professionals and focus on learning outcomes for an increasingly diverse student population.

Degree programs offered online (see list of online degree programs) were already approved by the respective curriculum committees, program committees and faculty council before being delivered online. As described in the Compliance Standard 3.4.1, the educational programs at Dallas Baptist University are evaluated and directed through three separate organizational structures. Undergraduate educational programs originate with the faculty in the respective programs and are directed through three distinct review channels. Master's educational programs also originate with the faculty and are approved by the Master's Degree Programs Committee, and the Vice President for Graduate and Corporate Affairs. The emphasis in all undergraduate and graduate programs is Christ-centered quality higher education that enhances student learning outcomes and quality effective teaching. Doctoral programs' course content originates with program faculty and is reviewed by the Dean, the Ph.D. or Ed.D. committee.

The decision to offer the program online as an additional method for students to receive quality Christ-centered education, is made with the college dean, or the graduate programs dean, and the Distance Education Steering Committee, which is a broad-based representative committee led by the Provost. Members include the dean of online education, the dean of the college of natural math and sciences, the associate VP of Computer and Technology, the distance education librarian, and various others across student support departments.

Learning outcomes for online and hybrid courses are identical to those identified for on-campus courses. The 23 programs that are offered online are comprehensive in that students do not have to ever come to campus for classes or service needed to graduate.

Course materials for online and hybrid courses become available to the student on the first day of the semester and remain available throughout the semester. Students must use their student login to access course materials and course activities but can do so anywhere they have Internet access and a computer.

From Compliance Standard 3.7.1 - The institution employs competent faculty members qualified to accomplish the mission and goals of the institution.  When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes.

The full-time faculty, organized into eight academic divisions, have primary responsibility for the development, delivery, and assessment of all academic programs including online and hybrid courses and programs, thereby leading the way in carrying out the University’s mission to provide Christ-centered, quality higher education. DBU instructors teaching online and hybrid courses are both full time and adjunct (with usually 1/3 to 1/2 being full time), with full time faculty having input into the course design for respective courses within their discipline if the course is designed by an adjunct (see course proofing form in Appendix 54).

The online education department under the leadership umbrella of the university Provost, is led by Dean Kaye Shelton (see organizational chart in Appendix 40). Mrs. Shelton, a recognized leader in online education by both public and peer institutions, has been a part of the program since the initial course offered online in 1998. Mrs. Shelton is highly qualified to lead the program. Her masters of science degree in education was awarded by California State University – Hayward, and focused entirely upon the creation and delivery of online programs. Mrs. Shelton has co-authored a recently published book (An Administrator's Guide to Online Education) and numerous articles written about the administration of online programs and teaching online (see complete vita). Alongside Mrs. Shelton is a qualified staff of ten individuals (all have or are pursuing masters degrees) that support faculty and students in online teaching and learning (see course developer job description in Appendix 42).

All of the 23 DBU online programs are offered entirely online and do not have on-campus requirements which enlarges our reach to students. Two courses do require proctored exams and this is clearly noted in the schedule of class offerings each semester and on the DBU Online website.  Students are notified of program requirements through the respective undergraduate or graduate catalog, the DBU university website, and through communication with the respective program advisors. DBU online is the sole provider of the online materials and does not rely on an outside vendor for online courses. Because programs are offered fully online, the target population can be easily reached. The overall online program has been designed to be asynchronous; therefore, courses do not require that the entire class be logged on at the same time. Students have the flexibility of engaging with course content throughout the defined session each week with normal due dates.

2d. Although important elements of a program may be supplied by consortial partners or outsourced to other organizations, including contractors who may not be accredited, the responsibility for performance remains with the institution awarding the degree or certificate. It is the institution in which the student is enrolled, not its suppliers or partners, that has a contract with the student. Therefore, the criteria for selecting consortial partners and contractors, and the means to monitor and evaluate their work, are important aspects of the program plan. In considering consortial agreements, attention is given to issues such as assuring that enhancing service to students is a primary consideration and that incentives do not compromise the integrity of the institution or of the educational program. Consideration is also given to the effect of administrative arrangements and cost-sharing on an institution's decision-making regarding curriculum. Current examples of consortial and contractual relationships include: Faculty qualifications and support. Course material:   – Courses or course elements acquired or licensed from other institutions.   – Courses or course elements provided by partner institutions in a consortium.   – Curricular elements from recognized industry sources, e.g., Microsoft or Novell certification programs.   – Commercially produced course materials ranging from textbooks to packaged courses or course elements. Course management and delivery:   – WebCT, Blackboard, College, etc. Library-related services:   – Remote access to library services, resources, and policies.   – Provision of library resources and services, e.g., online reference services, document delivery, print resources, etc. Bookstore services. Services providing information to students concerning the institution and its programs and courses. Technical services:   – Server capacity.   – Technical support services, including help desk services for students and faculty. Administrative services:    – Registration, student records, etc. Services related to advising, counseling, or tutoring. Online payment arrangements. Student privacy considerations.

The following are the only contracted services fully related to DBU's online programs:

• Blackboard – the online courseware management system is contracted through a three-year agreement that includes support for technical issues related to the performance of their product. DBU has a strong contractual agreement and is able to work closely with Blackboard regarding upgrades and support needs. Because the software is located on DBU's servers, it is backed up regularly and automatically with tapes stored offsite if ever necessary for support. In designing its software, Blackboard closely follows FERPA guidelines in protecting student data. One full time employee is identified as the primary support position for Blackboard with two additional network engineers trained as back-up support.
• Sungard Help Desk – the technology helpdesk solution supports students and/or faculty in technical glitches within the courseware management system. The company provides comprehensive monthly reports of each support ticket recorded and solved (see reports in Appendix 32). The online program contracts with Sungard on a three-year basis with excellent results and immediate feedback and resolution if ever necessary. Performance expectations are defined within the contract. Student information is protected in the support log.

Other contracted services include services that are provided to all DBU students such as Datatel (Student Information System that provided online student registration and secure grade information), online Library databases, and the DBU Bookstore who contracts with Founders bookstore for on campus and online student support.

For fully online courses, materials are designed to be asynchronous to meet the flexibility needs of students attracted to online education programs. There are no required synchronous chats or class meetings online. However, many instructors offer online office hours where they visit the chat room on a weekly, predetermined time and offer to answer students' questions.  Small groups of students may agree to meet synchronously online for group projects, brainstorming and discussion. Web-based discussion boards are used in every course, both online and hybrid to facilitate class discussion asynchronously.

During the faculty training for teaching online, all DBU online and hybrid instructors are notified of the policy to respond to student emails within a 48 hour time period and encouraged to respond within 24 (see online pedagogy training materials in Appendix 3c). Instructors are also encouraged to provide timely feedback on assignments and if unable to for any reason, DBU asks that they notify their students of when to expect feedback. Other technologies may be used and are encouraged if the instructor wishes to use them such as telephoning students (all instructors provide a telephone number on their course syllabi), course email, and fax to communicate with students.

All hybrid and online courses are evaluated each semester and reveal high overall student satisfaction with the technology and instructional methods used (see Sample Course Evaluation form in Appendix 53c).

Programs and Academic Descriptions >

Organizational Chart >

Programs Descriptions and Annual Reports >

Organizational Chart >

Review of Distance Learning Programs >