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University of Houston - Victoria

Academic Affairs
Office of the Provost

Institutional Plan for Distance Education & Off-Campus Instruction  

University of Houston-Victoria

Institutional Plan for Distance Education and Off-Campus Instruction
 
 

Revised version submitted by

Director of Instructional Support Services and
Distance Education

Fall 2002








Contents

  • Preface
    University of Houston-Victoria Distance Education Plan:  Program Offerings and Modes

    I. Institutional Issues
    II. Educational Programs
    III. Faculty
    IV. Student Support Services
    V. Distance Education Facilities and Support Services
     

  • Appendices
    A. Guidelines for Institutional Plans for Distance Education and Off-Campus Instruction
    B. Principles of Good Practice
    C. Mission Statements and Functional Goals
    D. Approved Distance Education and Off-Campus Program Offerings and Modes
    E. UH-Victoria Operating Plan for Distance Education
    F. Faculty/Course Evaluation Instruments


Preface to the Institutional Plan for Distance Education and Off-Campus Instruction

Program Offerings and Modes

UH-Victoria offers off-campus instruction primarily at the UH System Centers in Sugar Land and at Cinco Ranch (near Katy).  Programs include Computer Information Systems (BS), Business Administration (MBA), Special Education/Reading/ESL (BSIS), Administration (MEd), Counseling (MEd), and Curriculum/Instructional-Reading (MEd), and Elementary Education (BSIS). The Masterís in Arts in Interdisciplinary Studies (MAIS), Bachelorís of Applied Arts and Sciences (BAAS), and Biology (BS) are more recent programs approved for these locations.  Instruction may be offered at other sites in the region on a limited basis.  Approved distance education and off-campus program offerings and modes are listed in Appendix D.

Modes of delivery include in-person (face-to-face), interactive television, online/web-based, or a combination of these modes.  The MBA coursework is available entirely online, as well as in person, but students are likely to complete the program using more than one mode.

Marketing and delivery of distance education is in the Victoria-Houston region.  The institution is committed to providing the convenience of electronic delivery, in combination with in-person attention to student needs.

The institution has maintained an operating plan for distance education since 1995 (see Appendix E).

Section I.  Institutional Issues

Compliance

1.  The university affirms compliance with The Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs found in Appendix B.

Mission

2.  The universityís distance education programs support the universityís commitment to deliver higher education to students who may otherwise lack the opportunity to pursue a bachelorís and/or masterís degree.  UH-Victoriaís mission statement and functional goals are in Appendix C.

Higher Education Market

3.   The university along with the UH System has generally adopted a regional strategy to take competitive advantage of the population density in the greater Houston area.  Considerations include the following:

a.  The proximity of regional students, who are overwhelming commuters, to the campuses.
b.  The capability of the faculty to mix technological and in-person delivery.
c. Name recognition throughout the region.

d. Alumni and constituency loyalties.

This strategy enables the institution to avoid the high investment costs and lengthy time frames that go with developing commercial-quality courses to compete in a national or global market. The strategy involves serving the regional market with convenient, affordable, and near-by course work, along with related academic and student services.

Higher Education Needs Assessment

The UH System along with UHV, has conducted two comprehensive needs assessments in Fort Bend County, one in 1995 and one in 2000. Both reports included demographic, economic, and Texas degree market share analyses.  The 2000 Fort Bend County Higher Education Needs Assessment report modeled the 1995 report and expanded it by including a survey of teacher certification/program ISDs and a survey of the degree program needs of the countyís largest business/industry employers.   The surveys confirmed that UH-Victoriaís off-campus offerings in education, computer information systems, and business administration as well as other programs offered through the UH System, are needed in Fort Bend County.  The 2000 report can be accessed at http://www.uhv.edu/pro/ftbend.pdf.  A hard copy of the 1995 report is available upon request.

Overall Effectiveness

4.  All university distance education offerings fall under the same criteria of planning and evaluation encompassing all programs, administrative procedures, and educational support services.  Additional measures (see below) have been implemented to ensure distance education quality.  Institutional effectiveness and performance indicators can be accessed on the University of Houston-Victoriaís web site at http://www.uhv.edu/pro/ under Planning and Assessment.

In addition to the student satisfaction surveys (ACTís) conducted bi-annually, a system center student development survey was conducted to monitor student needs at the UH System Center in Sugar Land and to implement adjustments where needed.  Recommendations resulting from the survey were submitted to this institution and to the other UH System institutions to address their student needs.  A follow-up student development survey was administered during the 2001 spring semester, and the results of this survey were available June 2001.  And to ensure student learning quality, Deans separately review student evaluations of instruction in off-campus and online offerings (See Section 3, Item 3).  The ACT is also reviewed separately for students at the off-campus centers.

The effects of collaboration on student learning have been studied by members of UH System Provostsí Council.   A survey on UHVís student perceptions of web-based learning environments has been conducted.  In addition, under current investigation by several faculty and staff are web-based student learning styles and academic achievement.

In addition, to normal faculty channels of communication to administrators, periodic faculty satisfaction surveys and technology utilization surveys are conducted to monitor faculty satisfaction and technical needs at the off-campus sites. 

Offices Responsible for Distance Education

5.  The university and the UH System have offices responsible for Distance Education.  UH System "CampusNet" was created to promote and support system-wide efforts in distance delivery.   It is a marketing, logistical support, training, and coordinating entity.  CampusNet is operated by UH  Distance Education and reports to the Provosts' Council.

The office of Academic Affairs oversees the universityís distance education.  At UHV, the Deans are responsible for ensuring the quality of courses and degree programs.  Each UH institution has a distance education director for university administrators and faculty to seek assistance. At UHV, this is the Director for Distance Education. The Instructional Support Services office provides web-based and face-to-face training and support for both students and faculty.  The offices of Academic Affairs and Admissions and Recruitment provide students with access to student services.  A UH System-wide committee called Academic Administrative Support (AAS), comprised of system directors, distance education directors, and, as needed, academic advisors, admissions managers, and top university administrators meets monthly to continuously improve distance education operations, services, and to facilitate collaboration.   Other system committees also meet periodically to collaborate on operations, such as marketing, programs, fee structure, and regional networks.  The UH System Provosts' Council has overall responsibility for the off-campus centers and collaborative delivery of academic programs.

Student Admissions

6.  The university student admission requirement is the same for the traditional on-campus student and the distance education student.

Transcripts and Grading

7.  The universityís policies for transcripts, grading, and transfer credentials are the same for the traditional on-campus student and the distance education student.

American With Disabilities Act

8.  Students who fall under the Americans with Disabilities Act (ADA) and who need assistance, whether on-campus or off-campus, follow the same procedures.  Faculty and staff will assist students who have asked for help and will contact the Offices of Student Relations and Instructional Support Services for additional assistance.  The Student Relations Coordinator will assess the studentís needs and the Instructional Support Services Assistant will recommend the most current technology feasible in different learning environments.

Accreditation Notifications

9.  Southern Association of Colleges and Schools (SACS), the Texas Higher Education Coordinating Board, and other professional credentialing agencies are notified of off-campus or electronic delivery of programs, in accordance with their reporting procedures.   A SACS team conducted an on-site review of the Sugar Land Center; the Center received approval, with two recommendations.  Documentation can be found in the Provost's Office.  Cinco Ranch also received SACS approval.  A visitation, should one happen, is pending.

Financial Resources

10. UH-Victoria has the financial resources to initiate and maintain distance learning programs through the regionally facilitated collaboration of the UH System. UH System institutions have pooled resources and expertise to provide the necessary infrastructure and support for developing and delivering courses in person and by means of electronic technology.

Additionally, the UH System has provided funding to support development of joint online courses and collaborative online programs between or among UH System institutions.

In addition, the Texas Infrastructure Fund Board (TIF) and other educational communication grants have been secured, and these monies are being utilized to network the UH institutions, the community colleges, and the independent school districts in the Houston-Victoria region to help meet the Texas Higher Education Plan Closing the Gaps, 2015.

Financial Plan

The Financial Plan for maintaining support systems and upgrading of systems currently used can be found in the Provost's Office.  Distance education efforts are routinely supported though the institution's annual budgeting process.  Budgets are developed and approved at the System level for the off-campus centers, CampusNet, and centralized technology support.
 

Section II.  Educational Programs

Planning

1.  Procedures for planning, development, approval and review of quality distance education programs are routinely covered in the institutional effectiveness system of the university, which includes highly structured planning, budgeting, and assessment processes.  These can be reviewed on the universityís web-site under the Provost Office.  Each academic school and administrative division submits an annual plan and an assessment report.

Web pages and course formats must follow the standards and protocols approved by the institution or, in the absence of applicable institutional standards, by the academic school.

Teaching/Learning Effectiveness

2.  Educational effectiveness and the teaching/learning process are assessed through an evaluation process in each of the universityís schools.  Each school applies specific standards that can be found in the URL cited above under Planning and Assessment.  Results of assessment are deployed to continuously improve student and faculty services.

As feasible, results from standardized tests (such as ExCET), from satisfaction surveys, and from student evaluation of instruction are received separately for distance-education and online students.

Courses offered through distance learning activities meet faculty criteria.  Students have structured access to and interaction with full-time faculty members. Tailored services have been implemented to specifically meet the needs of faculty and students.  Also, students taking UH-Victoria partnered courses under degree programs offered by another UH System Institution are provided access to learning support services that pertain to the course they are taking.  Since they are enrolled in a program with one of the other UH System institutions, they also receive all entitled support services from their home institution.

Retention rates at UHV are comparatively high, averaging around 85% from year to year, with graduation rates averaging around 70%.  As an upper-level and graduate institution, UHV admits only proven students.  Also, ample financial aid is available, and very few of the students live outside the immediate region. Thus, retention has simply never been a problem with regard to either campus-based or distance-education students.

Nonetheless, the institution has examined and will continue to examine on a regular basis comparative retention rates for both types of students, as well as for online vs. face-to-face courses.  In the former case, we have seen no significant differences.  Course retention on campus averages 93-94%.  Retention for face-to-face distance delivery is slightly better at 94-95%.  Retention for online courses is 82-85%.  We observe a higher drop rate for online courses, owing mostly to students overestimating their readiness to undertake online instruction.  However, dropping an online course does not ordinarily result in the student's withdrawal from the university and has not seemed to be a significant issue.  We are further developing online orientations for students that enable them to assess and increase their level of preparedness before they sign up for an online course.

We have also observed that Black and Hispanic students, particularly in the Houston area, may experience on the average some difficulty in our MBA program.  Our Business School is currently seeking to provide a continuing-education opportunity for MBA students to improve their verbal and quantitative skills, particularly if they have been away from academic study for a number of years or simply did not achieve a strong grounding in those skills.

Instructional Materials

3.  Faculty members develop or evaluate all materials that are used in their classes.  No franchised course materials are currently utilized.
 

Section III.  Faculty

Faculty Qualifications

1.  Qualifications for faculty teaching distance-education courses are the same as for faculty teaching the same courses in a traditional on-campus format.  However, faculty teaching online or by interactive television are expected to receive appropriate training or to have prior experience.

Orientation and Training

2.  Faculty are assisted in developing web-based instruction.  Faculty offering online/web-based courses for the first time must receive prior training or have had prior experience in the delivery of online courses.  Training is available through the CampusNet Online Workshop (COW) conducted by the UH System annually.   Training is also provided by UH-Victoria through scheduled WebCT workshops, as well as in one-on-one sessions, conducted by Instructional Support Services.  Faculty and students working online are supported with full-time online support technicians who are assigned to each school.  Instructional Support Services can assist the faculty with online course development and facilitate the process from inception to finished product.

Technical assistance is provided by Information Technology.  The Faculty Manual is available online to help guide faculty and can be found at: http://www.uhv.edu/pro/fac%20manual/Toc.htm.

Faculty Evaluation

3.  Evaluation of instructional effectiveness, including learning results and student satisfaction, is conducted for off-campus and online courses.  Student evaluation of instruction is conducted for all courses each semester.  Additional forms are used for online delivery.  Deans consider performance separately for online courses, comparing it with performance of the same instructor and same course in traditional settings.  Several comprehensive assessments have been conducted among students taking courses off-campus, by interactive television, and online.  Needs and concerns identified have been addressed as soon as possible or during the regular planning/budgeting cycle of the institution.  Efforts to improve evaluation processes and instructional effectiveness are ongoing.  See Appendix E for faculty evaluation instruments.

Enrollment

4. The teaching load for electronic delivery of courses is determined in the same manner as for traditional in-person delivery.  If the enrollment exceeds the number of students who can be taught effectively, the course will be split into sections or the instructor will be credited with two courses.  The academic deans make the decision on enrollment limits and teaching loads.  Faculty can receive a course reduction or overload pay for the development of web-based courses.  In addition, they receive travel stipends for in-person course delivery of over 30 miles from campus.

Other UH System Institution Faculty

5.  Among the UH System institutions sharing partnered courses, faculty credentials are assured by each participating institution and are subject to review on request by other System institutions.  Faculty teaching for institutions outside the System would be reviewed in the same manner as adjunct faculty.  The institution does not currently use faculty outside the system.

Intellectual Property

6.  Intellectual property is governed by policies approved by the Board of Regents and included in the Faculty Manual.

Faculty members are provided compensation for the development of online courses, including release time, paid assistance, overload stipend, and/or purchase of equipment and software.  An explanation of compensation conditions and procedure, copyright guidelines, and distribution of revenue are explained in the Board policies.

In general, the institution assumes that the faculty member owns course materials, but that the institution has a continuing right to their use, though not their commercialization.
 

Section IV.  Student Support Services

Student Development

1.  Student development services are essential to the achievement of the educational goals of the institution.  Web-based new student orientation can be found at the web-address:   http://www.uhv.edu/orientation/index.htm and is provided for newly admitted students, although all students can access the orientation.  The orientation informs students on what they need to know to be a successful college student after admission to the university.

Students, for example, can access information about programs, admission requirements, tuition and fees, books, research resources, parking, email accounts, computer services, technical help, and proctoring requirements. Student development services are an essential component of the universityís commitment to enhance studentsí educational experience.

A campus virtual tour as well as virtual tours of the system centers is accessible through the universityís website.  Distance students not able to visit the main campus are able to be part of the electronic campus environment.

Degree plan counseling and career development are provided to all distance learners.  Web-based distance learners can access this service through the universityís website.  The new student web-based orientation informs students of the many career opportunities through access to databases specifically designed for investigating career opportunities.  Also, students can call and/or electronically contact a degree plan counselor and/or a student relations and career coordinator.

Access to financial aid information is through the universityís website and in-person.  The new student orientation links to the information request form and directly to the financial aid web page.

Instructional support needs are provided to support the universityís curriculum.  Orientations are provided in-person, through interactive television, and through web-based tailored course software that is administered by the Instructional Support Services office.  Faculty may provide additional course orientations.  Web CT the web-based frame courseware/software utilized by the institution provides 24/7 assistance.

To provide better and more efficient means of tracking students, the University of Houston-Victoria is continuously upgrading online and telecommunication student management systems to facilitate the managing of degrees/programs/certifications, fees, tuition, and other important information students and administrators alike need.

Library/Learning Resources

2.  Students and faculty have ready access to library/learning resources and services to support the courses, programs, and degrees offered.  The university provides electronic information available through current technologies.  All distance education students and faculty have access to their home campus library electronically.  Resources can be checked out electronically, and technical assistance is provided through web-based orientation and electronic mail and/or telephone communications.  Students attending one of the university of Houston System Centers have access to all campus libraries, as well as the electronic library information database services at the System Centers.  Also, formal agreements between the UH System Center at Sugar Land and Wharton County Jr. College have been established in order for students and faculty to obtain library/learning resources at the UH System at Sugar Land. Library information can be located at the following URL: http://lois.vic.uh.edu/, and for distance learners an additional information site:  http://lois.vic.uh.edu/getit/distance.htm.  University and college libraries are staffed with professional librarians who have formed a committee know as the Distance Educators and Librarians Systemwide (DEALS) to continuously improve distance library service.
 

Section V.  Distance Education Facilities and Support Services

Facilities and Equipment

1. Infrastructure development to deliver the institutionís distance education includes requisite equipment and transmission media. The computer infrastructure is in place. ITV equipment was first deployed System-wide in 1995-96 with upgrades and improvements to the equipment and environment as needed to ensure quality.

Off-Campus Distance Education Delivery Arrangements

2. Technical support has been added both at UH and UH-Victoria to enable the infrastructure to work more dependably.  ITV support staff at the UH System and institutional levels ensure effective communications delivery.  Also, the ITV support staff are continuously training to keep up with technology. Efforts continue to improve transmission and ITV reliability, particularly to multiple sites. Workshops and training sessions have been held for ITV delivery.

A vendor/provider WebCT  template was selected System-wide for developing and delivering instruction. Online Support Technicians help faculty and students with technical and programming situations that arise in day-to-day online course activities.  Instructional Support Services provides training for students and faculty using WebCT.

"CampusNet" is the System-wide umbrella for coordinating distance-education efforts of all four institutions.  Each institution has a director for distance education.  The distance education directors and the director of the off-campus centers meet monthly to address issues and facilitate delivery of instruction and services.
 

Appendices

Appendix A

Guidelines for Institutional Plans for Distance Education and Off-Campus Instruction

The Texas Higher Education Coordinating Board (THECB) Guidelines to Institutional Plans for Distance Education and Off-Campus Instruction can be accessed at http://www.thecb.state.tx.us/reports/pdf/0340.pdf
 

Appendix B

Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs

The principles of Good Practice for Academic Degree and Certificate Programs and Credit Courses Offered Electronically were adopted in July 1997.

Basic Assumptions

Several assumptions are central to these principles:

1. The program or course offered electronically is provided by or through an institution that is accredited by an accrediting agency recognized by the Texas Higher Education Coordinating Board and authorized to operate in the state where the program or course originates.

2. The institution's programs and courses holding specialized accreditation meet the same requirements when offered electronically.

3. The "institution" may be a single institution or a consortium of such institutions.

4. These principles are generally applicable to degree or certificate programs and to courses offered for academic credit.

5. It is the institution's responsibility to review educational programs and courses it provides electronically and to certify continued compliance with these principles.

6. Institutions offering programs or for-credit courses are responsible for satisfying all in-state approval and accreditation requirements before students are
enrolled.

Curriculum and Instruction

Each program or course results in learning outcomes appropriate to the rigor and breadth of the degree or certificate awarded.

A degree or certificate program or course offered electronically is coherent and complete.  The program or course provides for appropriate interaction between faculty and students and among students.

Qualified faculty provide appropriate oversight of the program or course that is offered electronically.

Programs or courses offered electronically are offered on the campus of the institution where the programs or courses originate.

Academic standards for all programs or courses offered electronically will be the same as those for programs or courses delivered by other means at the institution where the program or course originates.

Student learning in programs or courses delivered electronically should be comparable to student learning in programs offered at the campus where the programs or courses originate.

Institutional Context and Commitment

Role and Mission

The program or course is consistent with the institution's role and mission.

Review and approval processes ensure the appropriateness of the technology being used to meet the objectives of the program or course.

Students and Student Services

Program or course announcements and electronic catalog entries provide appropriate information.

The program or course provides students with clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, assumptions about technological competence and skills, technical equipment requirements, availability of academic support services and financial aid resources, and costs and payment policies.

Enrolled students have reasonable and adequate access to the range of student services and student rights appropriate to support their learning.

The institution has admission/acceptance criteria in place to assess the extent to which a student has the background, knowledge and technical skills required to undertake the program or course.

Advertising, recruiting, and admissions materials clearly and accurately represent the program or course and the services available.

Faculty Support

The program or course provides faculty support services specifically related to teaching via an electronic system.

The institution assures appropriate training for faculty who teach via the use of technology.

The institution provides adequate equipment, software, and communications access to faculty to support interaction with students, institutions, and other faculty.

Resources for Learning

The institution ensures that appropriate learning resources are available to students.

The institution evaluates the adequacy of, and the cost to students for, access to learning resources and documents the use of electronic resources.

Commitment to Support

Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically.

The institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program or course for a period of time reasonable and sufficient for students to complete the course or program.

Evaluate and Assessment

The institution evaluates the educational effectiveness of the program or course, including assessments of student learning outcomes, student retention, and student and faculty satisfaction.

At the completion of the program or course, the institution provides for assessment and documentation of student achievement in each course.
 

Appendix C

UHV Mission Statement and Functional Goals

The current institutional mission statement and functional goals, as well as other planning documents,  may be accessed on the web at http://www.uhv.edu/pro/planning%2002-03/index_02-03.htm.
 

Appendix D

Approved Distance Education and Off-Campus Program Offerings and Modes
 
 

Program Name & Degree Designation
Program CIP 
Code
Credit [C]
NonCredit [NC}
Current [C] or Next Year [NY] Program
Percent Delivered by Distance or Off-Campus Education*
Type of Delivery Mode
Delivered Where &
to Individuals [I]
or Groups [G]
Master of Business Administration (MBA)
52.0201.00
C
C
100% Off-Campus
Face-to-Face
ITV
Online
Sugar Land
Cinco Ranch
G & I
Master of Education-Reading Specialist Certificate (MEd)
 13.1315.00
C
C
100% Off-Campus
 Face-to-Face
ITV
Online
Sugar Land
G & I
Master of Education in Educational Administration/
Principal Certification (MEd)
 13.0401.00
C
C
100% Off-Campus
 Face-to-Face
ITV
Online
 Sugar Land
G & I
Master of Education in Counseling (MEd)
 13.1101.00
C
C
100% Off-Campus
 Face-to-Face
ITV
 Sugar Land
G
Master of Education in Curriculum & Instruction--Reading/Reading Special Certification/Master Reading Teacher (MEd)
13.1315.00
C
C
100% Off-Campus
 Face-to-Face
ITV
Online
 Sugar Land
Cinco Ranch
G & I
Master of Arts Interdisciplinary Studies (MAIS)
 30.9999.01
C
C
100% Off-Campus
 Face-to-Face
ITV
Online
 Sugar Land
Cinco Ranch
G
Bachelor of Science or Arts in Math w/Secondary Teacher Certification (BA/BS)
 27.0101.00
C
C
 100% Off-Campus
 Face-to-Face
ITV
Sugar Land
G
Bachelor of Science Interdisciplinary Studies--Elementary Education Certification in Reading w/Special Education and/or ESL (BS)
 30.9999.01
C
C
 100% Off-Campus
 Face-to-Face
ITV
Online
 Sugar Land
Cinco Ranch
G & I
Bachelor of Science--Early Childhood Education:  Childhood Grade 4 Interdisciplinary Studies (BS)
 30.9999.01
C
C
 100% Off-Campus
 Face-to-Face
ITV
 Cinco Ranch
G
Bachelor of Science Middle School Education:  Grade 4-8 Interdisciplinary Studies (BS)
 30.9999.01
C
C
 100% Off-Campus
 Face-to-Face
ITV
 Cinco Ranch
G
Bachelor of Science in Computer Science/Information Systems (BS) 
 11.0101.00
C
C
 100% Off-Campus
 Face-to-Face
ITV
Online
 Sugar Land
Cinco Ranch
G & I
Bachelor of Business Administration in Marketing (BBA)
 52.1401.00
C
C
100% Distance
 Online
 I

Bachelor of Applied Arts & Sciences

30.9999.40 C C 100% Distance 

Face to Face
ITV
Online

Sugar Land  Cinco Ranch 
G & I  

Bachelor of Science - Biology

26.0101.00 C C 100% Distance 

Face to Face
ITV
Online

Sugar Land  Cinco Ranch 
G & I  

Appendix E

UH-Victoria Operating Plan for Distance Education

Goals

UHV is committed to making higher education conveniently accessible to all qualified students throughout its service region.  It seeks to increase the number and diversity of students reached through distance delivery.

Assumptions

1. There will be an expanding educational need and increasing expectation with regard to taking instruction (credit and non-credit) to wherever students are located.

2. Maintaining an off-campus presence throughout the region will be increasingly important to institutional visibility, support, and recruitment of students to the campus.

3. There will be increasing use of distance-learning technology for delivering instruction and providing learning support and student services (the institution should develop a plan for the use of information/instructional technology to serve both campus and off-campus needs).

4. Competition for off-campus markets will increase--among public, private, in-state, and out-of-state institutions, as well as between them and entrepreneurial entities.

5. Collaboration among partner institutions will be increasingly vital to successful competition.

Principles

1. Sufficient student need, both for the courses and for more convenient access, should be evident if offerings are to be extended off-campus.

2. Course work should be deliverable off-campus without compromising content and quality.  

3. Course work offered should not simply draw enrollment from existing courses on campus, meaning that students should be expected to commute within a reasonable radius of campus.

4. Course work offered at a given site should be sustainable, in terms of enrollments and resources, and should ordinarily be initiated with a sustained commitment in view (this principle is not intended to preclude offering courses on request at various locations, so long as enrollments and resources are sufficient).

5. Once a commitment is made, off-campus courses at a given location must have the same claim on institutional resources as on-campus ones until that commitment has been met.

 6. The institution must stay within UHVís service area or get permission to go outside of it, complying in a timely way with Coordinating Board policy and procedures for off-campus course work.  Coordinating Board permission is not needed for courses delivered entirely by electronic media.

7. The institution must notify SACS when planning to offer more than 50% of a program off campus or by electronic media.

8. Academic divisions conducting off-campus courses should maintain communications with partner institutions (community colleges and UH System), consulting early on projected or anticipated offerings and involving them in any decision making that could affect their interests and planning.

9. Off-campus course work must be cost-effective over time, though courses may have to be carried in given locations to sustain commitments made or to maintain an institutional presence.

Priorities and Commitments

1. Maintaining strong campus-based programs and services is essential to the institutional mission and identity, as well as to meeting off-campus needs effectively, and therefore must be the institutionís highest priority.

2. Maintaining UHVís part in the UH Systemís off-campus centers in Fort Bend County places heavy demands on institutional resources and should be the highest off-campus priority.

3. To reduce transportation costs and improve service to students, the institution may use full-time faculty and part-time faculty stationed on site in Fort Bend when program enrollment warrants.  However, appropriate supervision from and connection to campus must be maintained, including participation in institutional governance.

4. Other off-campus sites:  Though Fort Bend is the off-campus priority, it does not preclude additional off-campus commitments.  Other sites may warrant commitment of courses or complete programs on a sustain or cohort basis, insofar as resources permit.

5. Distance education may include international commitments.  Offering educational opportunities for international students to study at UHV and for Texas students to study abroad represents an important contribution to the quality of education and to cultural enrichment.  International programs should normally not be delivered entirely off-campus, since the primary purpose in seeking international involvement is to improve the overall education of students residing within the institutionís service region.  Web-based delivery and partnerships with foreign institutions offer opportunities for making programs more available and more affordable for foreign students, but a residential experience on campus or at a System center, where they can interact with American students, is considered a primary part of their program.

Criteria for Initiating Off-Campus Course Work or Programs

1. Offerings must be in keeping with the institutional mission and fully comply with policies and standards of the Coordinating Board and SACS/COC, especially with regard to quality of instruction, advising, learning support, student services, and assessment procedures.

2. Careful consideration must be given to resource demands, costs/benefits, and impact on the quality of other program offerings.

3. Programs must not rely exclusively on faculty overloads, on part-time faculty, on site-based faculty, or on electronic technology for delivery.  They must be in large part sustained by full-time, campus-based faculty.

4. Programs must not be delivered entirely in intensive or shortened formats, and individual courses should use such formats only in case of demonstrable need and instructional effectiveness.

5. Foreign students or resident students taking UHV course work abroad must complete a primary portion of their course work on-campus or at a UH System center (Approved exceptions could apply, as in the case of executive MBA programs.)

Strategies

1. Continue to identify emerging educational needs in the service region.

2. Focus on strategic locations in the region.

3. Continue faculty development in the use of electronic technology.

4. Maintain appropriate policies on faculty work load and compensation with regard to off-campus and electronic delivery of courses.

5. Maintain up-to-date articulation agreements with the relevant community colleges.

6. Collaborate effectively with other UH System institutions through CampusNet.

7. Deliver courses via electronic and conventional delivery systems or a combination of these as best meet student needs and preserve the quality of instruction.

*The criteria & strategies for initiating off-campus course work or programs was developed by the Task Force on International and Distance Education (Marie Plemons, Chair), 1995-96, and reviewed by the President's Cabinet and Faculty Council.  Revised:  fall 99; spring 01.
 

Appendix F

Faculty/Course Evaluation Instruments

Face-to-Face Evaluation Instrument

TO:   Full-Time/Adjunct Faculty

SUBJECT:  Student Evaluations

Enclosed are your student evaluation forms. Student evaluations should be completed before a final exam is given. Please inform the students that they should read each item carefully, and select the appropriate responses. They may use either a pen or pencil to record their responses.

The student evaluations should be completed without the presence of the instructor. The instructor should designate a student to proctor the evaluation process. After the evaluations have been completed, they should be placed back in the envelope for the designated student's signature.  The designated student should return the envelope to the school secretary. For courses after 6 pm, the student should drop the envelope in the door slot of the appropriate school.

NOTE:  For off-campus courses, instructors should return sealed envelopes, with the signature of the designated student, to a school secretary or send by interoffice mail.

UNIVERSITY OF HOUSTON-VICTORIA STUDENT EVALUATION

Instructor's Name: Course: Semester:
Student Status: So         Jr         Sr         PB         Gr
Course was: Required Elective
Course was taught: On-Campus Off-Campus

Read each statement carefully and circle one of the alternatives.
 

1. The instructor was knowledgeable in this field.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
2. The instructor effectively presented the content of the course.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
3. The instructor was well prepared for each class.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
4. The instructor was available to provide assistance outside of class during office hours.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
5. The instructor evaluated my work in this course fairly.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
6. The instructor's overall performance as a teacher was excellent.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
7. The class time was valuable in helping my understanding.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
8. If a textbook was required in the course, it was valuable.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree
9. The other instructional aids were beneficial.
1             2                 3               4                  5               No opinion
Strongly Disagree                                                                           Strongly Agree

Please answer the questions below.
 
10.  What do you consider to be the strengths of this course?

11.  What constructive suggestions do you have for improving this course?


 School of Arts and Sciences Web-Based/Online Course Evaluation

Instructor's Name: Course: Semester:
Student Status: So         Jr         Sr         PB         Gr
Course was: Required Elective

Read each statement carefully and circle one of the alternatives.

1.  The instructor was knowledgeable in this field.
              1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
2.  The instructor effectively presented the content of the course.
              1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
3.  The instructor was well prepared for the online course.
             1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
4.  The instructor responded reasonably promptly to my requests for assistance.
             1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
5.  The instructor evaluated my work in this course fairly.
             1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
6.  The instructor's overall performance as a teacher was excellent.
             1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
7.  The time spent online in this course was valuable in helping my understanding.
             1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
8.  If a textbook was required for the course, it was valuable.
             1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   
9.  The other internet sources used were beneficial.
             1                   2                    3                     4                          5                       No
          Strongly                                                                                   Strongly              Opinion
          Disagree                                                                                  Agree                   

Please answer the questions below:

10.  What are the strengths of this course?

11.  What constructive suggestions do you have for improving this course?

School of Education Web-Based/Online Course Evaluation

Instructor's Name: Course: Semester:
Student Status: So         Jr         Sr         PB         Gr
Course was: Required Elective

Read each statement carefully and circle one of the alternatives

1.  The online sources I was asked to read helped me learn the course content.
             1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
2.  The instructor provided an adequate amount of online material to help me learn course content.
             1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
3.  The course materials were well presented.
             1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
4.  The instructor responded promptly to my requests for assistance.
             1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
5.  The instructor evaluated my course work fairly.
             1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
6.  If a textbook was required in the course, it was valuable.
             1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
7.  The website was effectively designed so that I was able to easily navigate through the course material.
             1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
8.  The instructor provided an opportunity for communication in the course (i.e., use of chat room, bulletin board, e-mail, etc.)
            1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
9.  The orientation session for the course was useful.
            1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          
10.  The instructor was available on site, if needed, to provide assistance.
            1                   2                    3                     4                          5                       
          Strongly                                                                                   Strongly              
          Disagree                                                                                  Agree          

Please answer the questions below

11.  What do you consider to be the strengths of this course?

12.  What constructive suggestions do you have for improving this course?

School of Business Web-Based/Online Course Evaluation

Circle the letter that is closest to your opinion.
 

The following questions relate to the online course you were asked to evaluate:

1. This was an excellent online course.

a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
2. The COURSE TEXT helped me to develop the knowledge and skills stated in the objectives.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
3. The COURSE MATERIALS helped me to develop the knowledge and skills stated in the objectives.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
4. The COURSE ASSIGNMENTS were clearly defined.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
5. The COURSE ASSIGNMENTS helped me to develop the knowledge and skills stated in the objectives.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
6. The COURSE ASSIGNMENTS were highly challenging and thought provoking.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
7. The COURSE was well designed in terms of structure and expectations.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
8. This COURSE required much more effort compared to other courses of the same level.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
9. The time allowed for assignments was sufficient.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
10.   Group activities, if required, permitted, or encouraged, in this class helped me develop the knowledge and skills stated in the objectives.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree

The following questions relate to the instructor of this course:
 

11.    The instructor's overall performance in this online course was excellent.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
12.   The instructor projected excellent knowledge of the course subject.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
13.   The instructor respected and encouraged open, honest sharing of thoughts and ideas.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
14.  The instructor encouraged relating the subject matter to student's real life experiences and interests.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
15.  The instructor interacted with students and provided helpful feedback.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
16.   The instructor responded in a timely manner to my requests for assistance.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree

The following questions are about your preference as they relate to any online courses in general:
 

17.   I like a lot of graphics to help me process text-based information.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
18.   I like diverse types of multi-media experiences in an online course.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
19.   I would like audio file lectures (such as mp3 files) in addition to text lectures.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
20.   I like to participate in the brainstorming that goes on in bulletin boards or chartrooms.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
21.   I prefer working in groups or collaborating on team-based projects rather than working alone.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
22.   I value a high level of interaction (online or otherwise, such as by phone) with OTHER STUDENTS.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
23.   I value a high level of interaction (online or otherwise, such as by phone) with the INSTRUCTOR.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree

The following questions relate to your experience of the online course technical functions and related services:
 

24.   It was easy to access the course site.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
25.   It was easy to navigate the course site once it was accessed.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
26.   The different areas of the site were easily accessible.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
27.   I had access to sufficient library resources for this course.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
28.   My computer and Internet Service Provider (ISP) were excellent.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
29.   I was able to receive excellent technical support from the program assistant when needed.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
30.   I am comfortable with computer technology, both hardware and software.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree

 
31.   I would prefer online orientation instead of on-campus orientation.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree
32.   I am pleased with my online learning experience.
a. Strongly agree
b. Agree
c. Neither agree nor disagree
d. Disagree
e. Strongly disagree

Please respond to the following open questions and express your opinions and feelings to provide the instructors with an insight that can help him/her in responding to students' needs:
 
 

33.  What constructive suggestions do you have for improving this course?
 
 
 
 
 
 
 

34.  What do you consider to be the strengths of this course?
 
 
 
 
 
 

Please fill the following background information that may assist us in the statistical data analysis. The instructor will not have access to this information.
 

35.   Your gender is:
a. Male
b. Female
36.   Your age is:
a.   Under 25
b.   25-34
c.   35-44
d.   45-54
e.   55 and above
37.   This was:
a. An undergraduate course
b. A graduate course
38.   This was:
a. A required course
b. An elective course
39.   You expect a course grade of:
a. A (90 or above)
b. B (80-89)
c. C (70-79)
d. D (60-69)
e. F  (59 or below)

THANK YOU FOR YOU THOUGHTFUL REMARKS AND TIME.