Assessment Summit 2016 (Revised Final Submission - Francine Edwards)

8/16/2019 Assessment Summit 2016 (Revised Final Submission - Francine Edwards)

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Introduction:A Feasibility Study of the Need for a

Winter Session

A feasibility study is an analysis of the viability of an idea. Thus, the feasibility study helps to direction in terms of proceeding with the implementation of a new program or process (CampCooper, Lancaster, 2010).

Determining early on if a program will be successful can save time and resources and aid in thdevelopment of a successful initiative.

In 2014 the Mass Communications Department was asked by the Office of Adult and Continui

Education to engage in a study to investigate the feasibility of the launch of a winter session. Fand students were asked to participate in two-phase quantitative study in which data was collecyield support for a winter session which was launched in December of 2015.


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Strategic ObjectivesThe Feasibility of Feasibility

Delaware State University's winter session allows theuniversity to meet many of the goals set forth in theuniversity strategic plan which are directly related tostudent success. Additionally winter course offeringswould provide students with greater access to coursesthat are not always available, fill up once registrationbegins, offered during alternating semesters. One ofthe most significant considerations for implementing awinterim is the fact that it is in line with several of the

KPIs: KPI #3 four-year graduation rate

KPI #4 first-year retention rate

KPI #8 number of on-line courses and programs

Situationally resources (time, money, staalways allow for feasibility studies. The implement new practices or procedures mthe need for a study.

A working group from the Office of AduEducation was composed to explore the and demand for a winter session; starting

poll (n = 397) and then a second partythat engaged the faculty (n =18).

An inclusive schedule that took into concourse offerings, access, and financial rekey elements that were included in the inproposal within the study.


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Previouson the B

AcceOnline

Time and Motivation

Smith (1988) notes that students were more motivated by theconvenience of scheduling than by the academic value of the coursesand that non-traditional students overwhelmingly favored

compressed courses.Readiness and Expectations

Howard and Culver (2009) studied perception, both institutional andfrom the context of students and faculty about whether standards,efficacy and rigor were equal between compressed and semester-length courses. Overall attitudes about intensive teaching weremixed, that students endorsed the intensive course offerings.

Instructor and Course Quality

Scott (2003) cites instructor experience and communication,experiential learning as directly correlated with focused learning.

Faculty often adjust aspects of courses to accommodate the differingtime frame, including (Kretovics, Crowe & Hyun, 2005).


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Survey Instrument

Two different surveys were designed and deployed using the survey data collection site,SURVEYMONKEY.COM. The paid account allowed for ample questions as well as the colldemographic data (in the case, information relating to the five (5) colleges at DSU, academic rclassification of student body).

The student survey consisted of nine multiple choice questions (2 of which were demograclassification and college).

The faculty survey contained 12 questions, two of which were open response, eight multipand 2 demographic (rank and college).

The survey links were posted in the DSU eNews for a period of one month starting on Novem2014. Additionally, links were emailed to the Deans of the five colleges and they were asked tthe survey links with chairs and students.


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Survey Participants by College

Facult

Participa

StudenParticipa


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The Student PerspectivWhy Consider a Winter

a) The university recognizes that there are anumber of outliers that impact graduatio

financial resources availability of courses scheduling conflict

b) The data revealed that most students were

motivated to enroll in the winter session wexpectation of meeting graduation require(n=245)

c) The second source of motivation for takincourses: reducing course-load for futuresemesters (n=94)


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Foundations forOnline Success

The data revealed that while students hadonline course experience, there was a starkdifference in terms of the number ofstudents who had experience in anaccelerated online course. This could pose apotential problem with regard to studentsuccess in a four-week winter course.

However, an additional factor contributingto a possible measure for success is that88% of the participants reported passingonline courses with a B or better.

INSIGHT: What data says about Digital Natives and onlinStudents do not naturally make extensive use of many of thdiscussed new technologies such as Blogs, Wikis and 3D VThe learning preferences of Digital Native students, are sueducators will have to adapt their teaching approaches in

meet the needs of this new generation of learners (Prensky


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Payment and Course Offerings

NOTE: Students did not know that financial aid would not be available as a resource for winter session prior to taking


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The Faculty PerspectiveWhile faculty participation was low (study limitation) participants did provide somedata by which to access possible faculty engagement and preparedness for a possiblewinter session.


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Faculty Understanding and Support of Online Learni


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Lessons LearnedThe 2015 Winter Session was launched with eight (8) online courses

The courses had been taught previously online in 15-week sessionsand the instructors were consulted with regard to the feasibility of aredesigned to fi t a four-week session.

Enrollment does not necessarily make the case for a 2 nd wintersession however, success measures should not be based solely onenrollment numbers. Data reports on academic success should be

COURSE CAPACITY ACTUAL

Principles of Accounting I 20 7

Intermediate Accounting I 30 6

Intro to Art 30 20

Microeconomics 20 7

World Literature II 30 5

American History from 1865 20 5

American History to 1865 20 14

Public Relations Principles and Practices 20 9

gathered from the faculty members who taughcourses, as this was not a part of the prelimindesign of the winter session.

Obvious limitations or lessons learned: a

student and faculty participants in the feasibilb) lack of a required winter session exit surve

Action ItemsImplement plan to collect demographic, sonline contact hour data for winter sessiothe following year’s marketing campaign aand assess learning in accelerated session

Financial Aid provisions (similar to what utilize for summer session)and will be suggested as a part of the instruthe winter 2016 session.In Keeping with KPI #8 continued improvfaculty interested in online instruction


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ConclusionThe need for a Winterim AND this feasibility study were significant. In an effort tomeet the needs of the DSU student population and those specific KPIs related tostudent success, DSU must utilize what is core to learning and that is innovation.

While online learning and accelerated winter sessions are not new; they are new to thestudent population at DSU…a population with unique learning styles and needs. In

order to ensure that future winter session students are successful and can accomplishthe goal of completing a winter session, data collection and assessment must be woveninto the course (pre and post) to measure the needs, course selection, preparednessand cost associated with student outcomes in future accelerated sessions.


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Campbell, M. J., Cooper, C.L., andLancaster, C.A. (2010). What is a pilot or feasibilityA review of current practice and editorial policy. BMMedical Research Methodology. 10, 67.

Howard, M. and Culver, K.B. (2009). To concentrateintensify, or to shorten? The issue of the short intenscourse in summer sessions. Retrieved from:http://www.thefreelibrary.com/_/print/PrintArticle.as

Kretovics, M., Crowe, A., & Hyun, E. (2005). A studperceptions of summer compressed course teaching. Higher Education, 30, 37-51.

Prensky, M. (2001a). Digital Natives, Digital ImmigHorizon, 9(5), 1-6.

Scott, P.A. (2003). Attributes of High-Quality IntensDirections for Adult and Continuing Education .

Smith, J. (1988). Effects of intensive college coursescognitive achievement, academic standards, student afaculty attitudes. Doctoral dissertation, University ofCalifornia.

Conclusion ReferencesThe need for a Winterim AND this feasibilitystudy were significant. In an effort to meetthe needs of the DSU student population andthose specific KPIs related to studentsuccess, DSU must utilize what is core to

learning and that is innovation.

While online learning and accelerated wintersessions are not new; they are new to thestudent population at DSU…a populationwith unique learning styles and needs. Inorder to ensure that future winter sessionstudents are successful and can accomplishthe goal of completing a winter session, datacollection and assessment must be woveninto the course (pre and post) to measurethe needs, course selection, preparednessand cost associated with student outcomesin future accelerated sessions.

Documents

Assessment Summit 2016 (Revised Final Submission - Francine Edwards)