About DevryUniversity en FA

8/3/2019 About DevryUniversity en FA

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DeVry University’siOptimize Integrated Learning System –

Supporting the Best of Both Worlds

Lin Stefurak, Ph.D.Professor of Business and

Director of Academic Quality Assurance, DeVry UniversityAbour Cherif, Ph.D.

Director of Faculty and Academic Leader Development, DeVry UniversityKaren Murkar, MBA

Coordinator of New Faculty and Academic Leader Development, DeVry University

Abstract

This article chronicles the experience of developing and implementing the iOptimizeIntegrated Learning System (ILS) across DeVry University’s graduate and undergraduate

programs. The process included re-designing more than 300 courses, training more than 1500faculty and administrators, and preparing more than 1000 students for the transition toiOptomize ILS.

As background, the Commission on Institutions of Higher Education of the North CentralAssociation of Colleges and Schools (NCA) regionally accredits DeVry University. Through asystem of 24 campuses, 43 university centers, and online delivery, the University offers career oriented undergraduate and graduate programs in technology, business, and management to

more than 52,000 students (over 8,000 graduate and 44,000 undergraduate students).

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Background to DeVry University’s iOptimize Integrated Learning System

iOptimize ILS is a model of instruction that integrates instructor guided onsite and onlinemodalities in supporting the various components of teaching and learning. The combination of onsite class once per week with the support of faculty and fellow students through online

interaction throughout the week most effectively supports the processes of teaching andlearning.

Key to the effective implementation of the iOptimize ILS was a common course managementsystem for online and onsite courses across the undergraduate and graduate schools. Faculty,students, and academic administrators all needed preparation to understand, accept, and,ideally, to embrace the iOptimize ILS.

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Conceptual Framework

DeVry University’s iOptimize ILS model is based on semester credit hours but isdelivered using 8-week sessions. The onsite and the online guided instruction is distributedas follow:

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Course Credit Hours Weekly Onsite Guided Weekly Online Guided

Instruction

Instruction

2 credit hours 4 hours 1 hour 3 credit hours 4 hours 2 hours4 credit hours 4 hours 3 hours



Essential Elements For Adapting the iOptimize Integrated Learning System

The necessary components for successfully adapting this model of delivery have beenidentified as: Curriculum Redesign, Technology Tool, Faculty Training and Mentoring,Academic Leader Training, Student Training, and Quality Assurances.

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1. Curriculum Redesign

Keller Graduate School of Management of DeVry University has used a successful model of centralized curriculum development, evaluation, assessment, and implementation for the pastthirty plus years. The same established approach was used for development of iOptimizecourses. For each graduate course, the existing curricula for the onsite and online course wasexamined. The examination was conducted by a specific curriculum development committeethat consisted of experts in the content areas, faculty with experience teaching a course in theonsite and online modalities, the director of the program in which the given course washoused, and experts in instructional design.

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2. Choice of Technology Tool

Online platforms and course management tools that could provide an efficient andmanageable way of interacting with the students as well as the variety and user-friendliness of

the platform’s course functions were considered. eCollege was chosen as our main online platform provider and the DeVry eLearning Platform (DEP) was developed.

The key DEP tools and functions include the manageability of course materials includingdocuments and links to files, images or web links in context of their course materials, as wellas threaded discussions areas, and the grade book that allows students online access to their grades.

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3. Faculty Training and Mentoring

A strategic plan was developed and implemented to train graduate and undergraduate faculty toteach courses in the iOptimize model and to provide systematic support and mentoring during both the training process and delivery of iOptimize courses. The major components of thetraining plan included

A) Training Facilitators,B) Implementing the Faculty Training Program and,C) Faculty Mentoring.

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A) Training ‘Master’ Trainers:

To certify and train a large number of faculty, academic leaders, and staff to become Master Trainers of faculty, a ‘train-the-trainer’ model was used. The train-the-trainer program initiallyconsisted of three courses: a Platform Technology Course (PT101), an iOptimize MethodologyCourse (OM101), and a third course, ‘How to Train and Mentor Faculty’ (HTM101). In turnthese Master Trainers trained and certified 35 facilitators (Trainer/Mentors) to deliver PT101and OM101 to faculty.

A similar strategy was adopted to train and certify academic leaders, including CurriculumManagers, Department Chairs, and Deans to train and mentor additional academic leaders.

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B) Training Faculty:

From April to December 2003 more than 1400 faculty members were trained and certified to

teach gradate and undergraduate iOptimize Integrated Learning System courses. The faculty’straining program included these elements:

• Specific electronic course ‘shell’ for each iOptimize course (Master Course Shell). EachMaster shell is formatted for each of eight weeks and contains items such as lecturesand/or presentations based upon terminal course objectives, course syllabus, examplesof homework, exams, case studies, web-links, topics for discussion, and lesson plans.

• Training component focused on both the web-based course management tools(eCollege) and on the methodology of the (hybrid) iOptimize delivery.• Mentoring support for the first eight hundred faculty training participants to assist incustomizing the given master course shell into their own personal course shells.

A faculty member would be certified to teach iOptimize courses only after successfullycompleting all elements of the training including quizzes, assignments, and active participationin online threaded discussions.

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C) Faculty Mentoring:

Initially, faculty mentoring was a very important component for the success of the iOptimizeinitiative. It provided one-on-one faculty support by a certified mentor. For 12 weeks eachFaculty received four weeks of mentoring support prior to his or her first iOptimizecourse delivery and additional support for 8 weeks during the first iOptimize delivery.

As the numbers of certified faculty throughout the system increased and exceeded onethousand certified faculty members, the formal mentoring program was discontinued. Thedecision to discontinue formal mentoring was based upon the fact that faculty new toiOptimize could now access support and assistance via any number of certified colleagues andacademic staff at their own campus or center.

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D) Ongoing Faculty Support:

It became evident that once faculty had become familiar with and confident using the standardeCollege tools and functions to deliver their iOptimize courses, the need for further trainingdeveloped. To meet this need and best support faculty in taking iOptimize teaching andlearning to the next level, self-study tutorials were developed focusing on the more advancedfunctions of the platform. To date eight tutorials have been developed.

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4. Student Training

In addition to training and supporting faculty, training and preparing students to participatein the iOptimize ILS courses was equally important. A number of strategies were developedand implemented to prepare students. These strategies included the following:

• Development and distribution of a comprehensive training course for studentsfocused on the course management tool (eCollege platform)

• Open discussion forums with students, faculty, and support staff • Establishment of the 24/7 Help Desk • Development and distribution of answers to frequently asked questions (FAQs)

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The Challenges of the iOptimize Initiative

Like any new initiative, and in the case of iOptimize ILS, an initiative impacting morethan eleven thousand students, a variety of challenges were encountered.

• Lack of technology skills on the part of faculty and/or fear of learning newinstructional tools and technologies.

• Geographical challenges-miles and time zones separating the iOptimize teamand facilitators, administrators, and faculty.

• Initial platform issues-volume of work relative to eCollege server capacity.

• Incessant pace for iOptimize faculty training facilitators- timelines necessitated thattraining of faculty be a continuous process with new sections rolling out just as prior

Sessions ended. Consequently, the teams of facilitators had to be scheduledcontinuously.

• Time constraints of faculty participants-faculty were required to participate in thecourses at least every other day over 24 consecutive days, placing a strain on manyfaculty participants who also have full-time careers in industry.

• State requirements regarding the actual student class meeting hours. Such requirementsdiffer from state to state.

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Conclusion

Through the iOptimize Integrated Learning System, DeVry University provides students with both face-to-face in class interaction and online asynchronous teaching and learning. Studentsare thus able to access knowledge and become efficient and effective in processing information.

The iOptimize Integrated Learning System also provides opportunities for faculty and staff todevelop and grow professionally, intellectually, and personally. Faculty and staff are gainingthe necessary knowledge, skills, and education to best perform in an extraordinarilycompetitive business environment.

Today, the iOptimize ILS initiative continues to be a journey to enhance student performance,increase student satisfaction, improve student retention, and continue high quality placement of DeVry University graduates. We are confident that moving forward this paradigm will onlycontinue to improve teaching and learning as well as student success.

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DeVry - Key Dates in History

1931 Original school opened in Chicago when Dr. Herman DeVry established DeForest Training School to prepare students for technical work in electronics, motion pictures, radioand later, television.1940's During WWII, DeVry was selected by United States to educate Army Air Corpsinstructors on electronic devices1940's Following WWII, DeVry was one of first schools to be approved under the original G.I. Bill1953 DeForest Training School became DeVry Technical Institute1955 DeVry Chicago's associate degree program in electronics engineering technology

earned accreditation by the Technology Accreditation Commission of the AccreditationBoard for Engineering and Technology1957 First associate degree program in electronics engineering technology offered1966 DeVry Technical Institute was acquired by Bell and Howell Education Group1968 DeVry Technical Institute became DeVry Institute of Technology1969 First baccalaureate degree program in electronics engineering technology offered1970 First earned accreditation by the Technology Accreditation Commission of theAccreditation Board for Engineering and Technology for bachelor's degree program inelectronics engineering technology1973 Keller Graduate School of Management founded in Chicago, IL as the CBA Institute

1974 CBA Institute became Keller Graduate School of Management1979 Second baccalaureate degree program, Computer Science for Business (now calledComputer Information Systems) first offered1980's Baccalaureate degree programs first offered in accounting, business operations(now called business administration) and telecommunications management (now callednetwork and communications management)1981 DeVry earned initial regional accreditation from North Central Association1987 DeVry Inc. created through the merger of DeVry Institutes and Keller Graduate Schoolof Management1991 Initial public offering of DeVry Inc. stock on the NASDAQ exchange

1994 First offered Baccalaureate degree completion program in technical management, forthose holding associate degrees1995 DeVry Inc. stock began trading on the New York Stock Exchange1996 DeVry Inc. stock listed on the Chicago Stock Exchange1996 DeVry Inc. acquired Becker CPA Review, now Becker ProfessionalReview, a global leader in professional education serving the accountingand finance professions.



1998 Keller Graduate School of Management received approval from the North CentralAssociation to offer its master's degree programs online1999 First baccalaureate degree programs in computer engineering technology andinformation technology offered

2000 DeVry Institute of Technology received approval from the North Central Associationto offer its business administration bachelor's degree program online.2002 DeVry Institute of Technology and Keller Graduate School of Management becomeDeVry University following the approval of The Higher Learning Commission of the NorthCentral Association

2003 DeVry Inc. acquired Ross University, one of the largest medicaland veterinary schools in the world.

2003 DeVry University first offered undergraduate degree programs in thefields of biomedical engineering technology and health informationtechnology in response to the increasing demand for technologyprofessionals with an understanding of health-related fields.2005 DeVry University added its newest bachelor's degree program, game and simulationprogramming, in response to demands in this emerging academic field. Within the yearDeVry received approval from the North Central Association to offer its game andsimulation programming online.

2005 DeVry Inc acquired Deaconess College of Nursing, a school with a richtradition of excellence and innovation in nursing education.

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About DevryUniversity en FA