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CONTENTS
I. INTRODUCTION
II. YALES HISTORY OF ONLINE EDUCATION
A. AllLearn
B. Open Yale Courses
C. Yale College Online Courses for Credit
D. Yale Center for Language Study: Consortium Initiative
E. Online Certificate by F&ES
F. Online Degree: Doctor of Nursing Practice
G. Innovations from Distance Courses or Online Platforms Applied
to On-Campus Courses H. Summarizing the Projects in the Past Five
YearsThe Pyramid
III. EXTERNAL LANDSCAPE
A. MOOCs
B. Credit and Degree Initiatives C. Licensing of Courses among
Universities
IV. SUGGESTIONS FOR YALES STRATEGIC PATHWAYS AHEAD
A. Overarching Goals
B. Pathways C. Likely Objectives for the Next Three Years
V. NEXT STEPS AND PROJECTS FOR YALE
A. MOOCs
B. Yale Courses for Credit
C. Executive Education Certificate Programs
D. Online Degree Programs
E. Network Initiatives
F. Licensing of Yale Courses
G. Learning Assessments H. Teaching Emphasis at Yale
VI. STRUCTURE AT YALE
A. Support B. Financing Online Education Projects
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I. INTRODUCTION
Last semester, the new University-wide Committee on Online
Education spent time discussing how Yales online educational
initiatives can develop in the next few years.1 As the committee
became better acquainted with the growing number of online
educational initiatives already under way at Yale, it was
increasingly apparent that Yale is pursuing an particular pathway
that emphasizes pedagogical innovation for the benefit of Yales own
students even as it builds on previous initiatives to continue to
share great teaching beyond the campus.
This memorandum outlines a pathway for the next phase of Yales
online educational efforts. It also reviews the broad array of
online education programs at Yale, since a number of faculty and
several schools have already launched online academic programs that
we believe can inform future projects here.
The committee believes that the two overarching goals for online
educational initiatives are to:
1. experiment with new pedagogy that can improve teaching and
learning for students at Yale as well as new students who will be
admitted to online educational programs; and
2. continue to amplify the impact of great Yale teaching beyond
the campus.
Online education connects with one of the Universitys primary
missions: the dissemination of knowledge. The online landscape
provides unprecedented avenues for faculty to imagine new ways to
transmit their teaching and share it with the world. The Open Yale
Courses initiative was an early example. OYC has been accessed more
than 100 million times from nearly 200 nations, including some
expected ones, such as China and Brazil, as well as some unexpected
ones, such as the Maldives and Togo. This academic year, students
from more than 15 business schools around the world have been
taught by SOM faculty who have been welcomed into a virtual
classroom with Yale students.
We do not see one model for Yale. Online initiatives in the
years ahead will vary markedly from school to school at Yale
depending on the interests of the faculty, but the general
trajectory can reflect the full range of the Universitys
educational programs (from the humanities to the sciences and from
the arts to the other professional schools), especially as some
other universities are concentrating their online efforts
particularly on quantitative and vocational topics.
We believe that the constellation of online educational
initiatives that develops should conscientiously keep teaching and
learning at Yale at the center of the discussion. As you will read
in Section II, several Yale faculty who created online courses for
dissemination have already
1 Committee membership includes faculty members from seven
professional schools, five faculty members from Yale
College, the University Librarian, two undergraduate students,
and two graduate students, with administrative support.
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incorporated elements of those courses back into their classroom
teaching at Yale. Also, as the professional schools initiatives
show, online projects are expanding the very definition of teaching
and learning at Yale, with the matriculation of Nursing students
who take their Yale courses from Israel and California, or those
earning an F&ES certificate from Panama or Brazil.
Teaching and learning is the touchstone for the development of
online initiatives. Some projects will benefit the general public
in much the same way as Open Yale Courses; this broad dissemination
extends the public service tradition of the University. In the
Internet era it has powerful potential of contributing Yales
educational treasury to the world. The distinctive contributions
from Yale will likely be projects that are not massive, but rather
smaller educational programs that grow organically from the
educational aspirations of a school or faculty member, that engage
students more intensively, and that involve credit or a
certificate; this has already been the shape of the initiatives of
Yale College and of the Schools of Nursing, Forestry &
Environmental Studies, and Management that will be discussed below.
Faculty and schools in the coming years will undoubtedly develop
projects that will add to those identified below.
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II. YALES HISTORY OF ONLINE EDUCATION
As is often cited, the Universitys three core missions are the
creation, preservation, and dissemination of knowledge. In the past
dozen years, Yale has undertaken important online education
projects that have disseminated the best of Yale teaching beyond
our classrooms in New Haven.
A. AllLearn
Yale embarked on a serious distance learning initiative with
Stanford and Oxford to create, in 2001, the Alliance for Lifelong
Learning (AllLearn). The goal was for the faculty at those three
universities to create online, noncredit courses of high quality
initially for their combined alumni. Professor Diana Kleiner, then
Deputy Provost, was the Yale faculty Director for AllLearn. Tuition
(ranging from $195 for alumni and $250 for the general public) was
charged for each course, with additional materials fees of up to
$49.95. Over time, the tuition was raised and varied by course,
with intensive creative writing courses costing above $800.
Students worldwide took the courses synchronously with the
online instructoran Online Instructor (OI) who was an expert in the
field and often selected by the faculty sponsor. This was a highly
interactive course model with frequent asynchronous threaded
discussions overseen by the TF and weekly scheduled chat room
conversations, which were often joined by the faculty member.
AllLearns financial model assumed that alumni and others would
pay fees of approximately $600 for continuing education that
offered no credit, certificate, or other badge; this proved not to
be the case. AllLearn closed in 2006, but it yielded important
lessons: Yale learned (1) the hard work required for faculty to
create high-quality online materials, (2) the technical support
needed to produce polished courses, and (3) the extent of marketing
needed to distribute the materials. The AllLearn courses had the
advantages of allowing the faculty to experiment with significant
social interaction, a short lecture format, and assessment of work.
All of these are features of the recently introduced, massive open
online courses (MOOCs).
B. Open Yale Courses
Also under the leadership of Professor Kleiner, Yale launched
Open Yale Courses (OYC) in December 2007 for the purpose of sharing
outstanding Yale College courses for free for use by the general
public or by teachers in their own classrooms. The initiative
provides free and open access to forty-two courses taught by Yale
faculty, with the courses spanning the full range of liberal arts
disciplines.
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For those unfamiliar with OYC, a quick tour of the website
(http://oyc.yale.edu) reveals the quality of the classroom lecture
videos and the unusual feature of providing both problem sets and
solutions. Unlike AllLearn and the MOOC projects in the news lately
(e.g., Coursera and edX), OYC did not provide opportunities for
students to engage with one another in chat rooms or through social
media.
Having learned the hard way from AllLearn about the limitations
of exclusive distribution channels, the University worked to
achieve the widest distribution possible. For example, the OYC
lectures were made available on a special Yale website and also on
two commercial platforms: YouTube and iTunes U.
The reach of several of the courses has been amplified by
translation: for example, Professor Shelly Kagans OYC has been
subtitled in Mandarin, and the popularity of the course in China
has made him among the most recognizable American professors in
China, according to an article in the Chronicle of Higher Education
(October 5, 2012, p. B16).
OYC are posted online under a Creative Commons license, which
allows anyone to use the materials for noncommercial purposes. A
number of universities around the world have already usedwith Yales
encouragementOYC for their own curricula, further increasing the
reach of these Yale courses.
The project was supported by grants totaling $3.8 million over
six years from the Hewlett Foundation. Although those grants ended
last year, there are grant funds remaining to maintain the
forty-two existing courses.
OYC taught us to anticipate the opportunities to repurpose
high-quality online materials again and again. For example, faculty
have used parts of their OYC materials for their own regular
classes and to create subsequent Yale College online courses for
credit. Two FAS faculty are using their OYC materials for parts of
new MOOCs being launched this semester.
C. Yale College Online Courses for Credit
In 2011 Yale College introduced its first online courses for
credit as part of Yale College Summer Session. Like every course in
Yale College, each online course is approved by the faculty Course
of Study Committee. Two online courses for credit were offered in
2011, eight in 2012, and fourteen last summer.
Credit was awarded for successful completion of online Summer
Session courses in the same way as for Summer Session courses held
in New Haven. The tuition for taking the online course has been
identical to the fee for taking the course in New Haven ($3,300
last summer). All online courses run for five weeks, just like the
regular Summer Session courses. In total,144 students were enrolled
in last summers online courses, of which 95% were Yale College
students. In an effort to understand whether the online courses
might have the ability to attract a larger number of
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qualified non-Yale students, Yale Summer Session plans to
increase marketing efforts in 2014 and allow qualified high school
students to enroll in select online courses.
The goal from the outset for Yale Summer Session was to create a
program of online courses that were similar to the Yale College
seminar. Thus, a key element of Yale Colleges online courses for
credit has been that all students, wherever they are in the world,
come to class at the same hour and see and engage with one another
and the instructor in real time. The technology platform enables
twenty simultaneous live streamsthus allowing a seminar or multiple
sections, each with up to twenty students. Already last summer, two
faculty members introduced the next step of having multiple online
sections, and both were pleased with the results.
Assessments of the Yale College online courses have been
conducted from both the faculty members and the students
perspectives. All faculty members surveyed reported that their
online course was worthy of Yale credit. The 2013 survey results
added to these insights. All of the faculty responding thought
their online students had as much as much (or more) contact time
with the course as a student taking a course in residence, and all
thought their students acquired at least an equivalent amount of
course content. The students survey showed that 98% thought that
the online environment allowed them to analyze and think as
critically about course content as a traditional Yale course.
Yale Summer Session has provided an excellent laboratory for
online development, in part because the program could closely
monitor the academic structure and quality of each course. We
believe that Yale Summer Session will continue to be an exceptional
laboratory for pedagogical innovation and that experimentation
through the summer will provide new insights not only for the
College but for the Professional Schools as well.
D. Yale Center for Language Study: Consortium Initiative
Yale has a long tradition of extensive language instruction and
has recently been offering its students more than fifty languages
to study. However, enrollments are so small in some languages that
it is difficult to support a teaching program (e.g., Dutch, Zulu,
Romanian). To address this, Yales Center for Language Study (CLS)
entered into a partnership with Cornell and Columbia in which
students at the three universities constitute one virtual
synchronous class and are taught by an instructor at one of the
institutions. The program is now in its third year, and eight
languages are taught in this collective way, with Yale supplying
two of the instructors, Cornell two, and Columbia four.
Like Yale Summer Session Online, the language consortium model
exemplifies a mode of digital education called a SPOC (small
private online course). The language courses are taught live by an
instructor at the sending institution. Students at the receiving
institution are expected to attend a regular class in a designated
classroom that is outfitted with the videoconferencing technology
necessary to see and interact with the teacher and other students
in the class. Students receive credit from their own
institution.
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The format is instructive, for it encourages us to contemplate
consortia for other courses with very small enrollments. Online
class discussion for Yale students in such classes might be
improved if students from peer institutions were included in online
seminars. (Last year, there were 546 courses in Yale College and
the Graduate School that had enrollments of between one and five
students.) Also there may be courses not taught at Yale (either
regularly, or when faculty go on sabbatical) that could be offered
in a consortial model.
Other consortia for online teaching involving Yale faculty and
students are in the process of being developed and are outlined in
Section V below. They range from Laura Wexlers Distributed Open
Collaborative Course (DOCC), titled Gender and Sexuality in Media
and Popular Culture, to the School of Managements (SOMs) online
courses with its global network of business schools.
E. Online Certificate by F&ES
For many years, the School of Forestry & Environmental
Studies (F&ES) has offered short certificate programs for
executives; for example, Chinese mayors and city administrators
have come to campus for two-week summer sessions.
For the past three years, one of the F&ES executive
certificate programs focused on mid-level environmental managers to
help them address the importance of tropical forest conservation;
these courses were offered in Central America and in Asia. Last
spring, F&ES conducted the program entirely online and offered
it in Spanish. More than 400 people applied for the twenty-five
places in the pilot course. Senior managers in Argentina, Bolivia,
Brazil, Colombia, Costa Rica, Mexico, Panama, and Peru participated
in the online course.
The online certificate course was divided into six week-long
thematic modules. The learning experience was largely asynchronous,
allowing participants to complete the assignments at their own pace
as they continued their professional responsibilities. The teaching
tools consisted of interactive presentations, prerecorded guest
lectures (produced by Yale), reading assignments, case studies,
short answer assignments, discussion forums, and a final project.
There were also two optional synchronous sessions that gave the
students the opportunity to interact directly with one of the
F&ES course instructors.
F. Online Degree: Doctor of Nursing Practice
In 2011 the Yale School of Nursing created a Doctor of Nursing
Practice (D.N.P.) degree. This is the Universitys first hybrid
degree program: the curriculum features a blend of on-campus and
online education. It serves those nursing professionals who want to
be leaders in clinical settings. The program is designed for
part-time study; course work is completed over a two-year period,
with a Capstone project year to follow.
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There are fourteen and fifteen students, respectively, in the
first two cohorts, and the program allows the School to extend its
reach: one student is enrolled from Israel, with the other students
drawn primarily from around the United States. All are pursuing
their studies without having to interrupt their careers. The School
plans to admit eighteen students next year, bringing the 201415
enrollment across the years to forty-seven. Tuition is $22,216 per
year. The School does not offer financial aid to these midcareer
executives.
G. Innovations from Distance Courses or Online Platforms Applied
to On-Campus Courses
The distance education programs and platforms (such as that
offered by Palo Alto-based Coursera) have already engendered
innovations for teaching at Yale, as illustrated in the following
examples.
To help one section of his Yale students absorb the calculus
concepts in Math 115, Jim Rolf used the Coursera platform last fall
to deliver online video tutorials that the students were required
to watch before attending classes. He also used the platform to
have his students complete quizzes on the material before they came
to class so that he could assess what topics had proven difficult
for them to grasp; he then organized his classroom time to focus on
those problems.
June Gruber, in her Human Emotion course last fall, required
students to watch before class the lecture videos she created at
the Yale Broadcast Studio for her Yale Summer Session online
course. This allowed more class time for discussion about the
lecture material.
Yale School of Medicine is introducing a new curriculum next
summer. Similar to the calculus example, Associate Dean Michael
Schwartz is creating a set of online modules for the medical
students to watch, and be assessed, in advance of class so that
class time can be used most effectively for the students. Some of
the modules may be posted online as a public service.
Economics professor Don Brown offers an example of importing an
experimental teaching technique from his Yale Summer Session online
course. During that course, each student had access to the
interactive whiteboard in the synchronous learning platform to work
through problem sets in real time, in full view of his or her
classmates, with Professor Brown offering immediate feedback. In
addition, each session was recorded and posted online so that
students could review problems that may have stumped them. In his
regular residential course last fall, Professor Brown introduced
the same design: his students used iPads to draw graphs and write
equations that were displayed in the front of the classroom. The
written content as well as the audio discussion from class was made
available immediately to the students, who could discuss the
archived materials in chat rooms with other students or simply
review the materials when preparing problem sets or studying for
the exams.
H. Summarizing the Projects in the Past Five YearsThe
Pyramid
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The simple diagram below offers a framework for viewing the
online projects that were developed in the past five years. The
illustration was suggested in 2008 by a group of Yale alumni/ae
leaders in technology who were serving on a University Council
Committee on Digital Education. The apex of the educational pyramid
was reserved for on-campus traditional education. The base of the
pyramid was to represent instructional materials provided free of
charge, on a noncredit basis, to those around the world (for
example, Open Yale Courses), with the educational experiences being
more intensive at the upper tiers of the pyramid. The projects to
the right of the arrows show how each tier of the pyramid has been
filled in during the past five years.
What has also become clear is that the tiers of the pyramid are
porous and the apex of teaching at Yale can be informed and
advanced by various online initiatives. Projects originally
conceived for one part of the pyramid can be used and reused for
other teaching objectives. The new scheme of a solar system with
teaching and learning at the center (as depicted in the
Introduction) seems preferable for the years ahead.
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III. EXTERNAL LANDSCAPE
Online educational initiatives have been increasing at every
level of education, in every sector, and in countries around the
world.
Florida, Virginia, Alabama, Michigan, and Idaho now require
students to take at least one online course in order to earn a high
school diploma. Many city school boardsfor example, Memphishave
done the same.
Public universities are increasingly turning to online
education. The 2012 annual survey supported by the Sloan Consortium
revealed that 71% of public institutions now offer complete online
degrees.2 For example, Penn State offers ninety online
undergraduate and graduate degrees and mounts 1,730 courses online.
Undergraduates taking twelve or more credits online per semester
pay a flat tuition rate of less than $7,000.
The reputations of some of the fully online universities have
appropriately suffered with disclosures that they may have
exploited federal dollars. However, not all online universities
should be written off. Forty thousand students are enrolled in
Western Governors University, a nonprofit, fully online university.
WGUs low tuition (around $6,000 per year for most programs) and
impressive retention rates (79% of students return to school after
their first year, which is higher than the average U.S. public
colleges and universities) make it appealing to many working
adults, especially for vocational education.
Overseas universities are accelerating their online efforts,
too. Shanghai Jiao Tong has a school of online education, and
Tecnolgico de Monterrey (Mexico) taught 213,000 students in its
Virtual University in 2011, including training more than 18,000
public school teachers throughout Mexico.
The online environment at U.S. research universities has been as
dynamic as in the other education sectors.3 Several online projects
involving U.S. research universities and/or their faculties are
described below.
2 I. Elaine Allen and Jeff Seaman, Changing Course: Ten Years of
Tracking Online Education in the United States
(Babson Survey Research Group and Quahog Research Group, LLC,
January 2013); online at
http://sloanconsortium.org/publications/survey/changing_course_2012.
3 Articles from the Harvard and Stanford alumni magazines offer
good sketches of the changing digital landscape in higher
education:
http://harvardmagazine.com/2013/09/harvardx-edx-and-moocs-prove-effective
and
http://alumni.stanford.edu/get/page/magazine/article/?article_id=55991.
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A. MOOCs
Massive Open Online Courses, or MOOCs, have been prominent in
the public conversation for the past two years. A MOOC is a model
of educational delivery that is, to varying degrees, massive, with
theoretically no limit to enrollment; open, allowing anyone to
participate, usually at no cost; online, with learning activities
typically taking place over the web; and a course, structured
around a set of learning goals in a defined area of study.4
Open Yale Courses were MOOCs 1.0 in that they were massive,
open, online courses. However, the new MOOCs differ from Open Yale
Courses in significant respects: (1) MOOCs require all learners to
register for the site and enroll in courses; (2) MOOCs are
interactive, and assessment is at the heart of the MOOC experience;
(3) MOOCs provide student assessment through machine-graded quizzes
and peer-reviewed writing assignments; (4) although some longer
lectures are posted (as in OYC), the typical MOOC takes the subject
matter covered in a fifty-minute lecture and breaks it into shorter
units, and the platforms allow the instructor to insert quiz
questions at any point in the video segment; and (5) all students
start the course online at the same time and have weekly homework
and assignments that must be posted by certain deadlines.
The galvanizing event for MOOCs occurred in the fall of 2011
when Stanford launched three courses, each of which had an
enrollment of about 100,000. Almost immediately, two of the
Stanford professors created for-profit companies: Coursera (which
Yale has joined) and Udacity. Subsequently, Harvard and MIT joined
forces to create the nonprofit entity edX. These three entities
have dominated the development of MOOCs. Coursera has signed
agreements with approximately 100 universities (including five of
the Ivy League institutions). Until last spring, edX was a small,
elite consortium of half a dozen universities, but it has altered
its mission to create a larger consortium of thirty universities,
including Cornell, Georgetown, Davidson, and the University of
Texas System. Recently edX reversed an earlier requirement that
partners disseminate the courses they create exclusively on the edX
platform; it now allows institutions that are associated with
Coursera or Udacity to join its consortium. CalTech, Rice, and
Peking University are three institutions that publish courses on
both platforms.
Although the initial MOOCs were heavily devoted to quantitative
courses, there has been serious interest in the humanities. For
example, Harvard professor Gregory Nagy had 27,000 students
registered for his edX Greek Poetry course.
Both Coursera and edX have made significant announcements in the
past year. Coursera added translation partners to deliver content
in other languages (e.g., Russian, Portuguese, Turkish, Japanese,
Chinese, and Arabic) and partnered with eight organizations,
including the U.S. Department of State, to establish physical
spacescalled Coursera Learning Hubsthat will offer people around
the world free access to the Internet to take a Coursera course
while learning
4 7 things you should know about MOOCs II, EDUCAUSE Learning
Initiative (June 2013).
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alongside peers in an interactive, facilitated setting. edX has
been busy developing an open source platform in concert with
Stanfords Office of the Vice Provost for Online Learning.
Coursera and edX have given universities the option to allow
students to pursue a course in different ways. All courses are
accessible in a free format. A second option allows the student to
have his or her identify verified and the course work confirmed
(for example, to a prospective employer). The typical fee for a
verified certificate on the Coursera platform falls between $39 and
$69. edX takes a different approach. Each course sets a minimum
price the user can pay, but asks users to contribute more if they
would like. The minimum price usually starts at $50 (e.g., Rice:
Electricity and Magnetism) or $100 (MIT: Flight Vehicle
Aerodynamics), and suggested donations go as high as $400.
In the case of Yale courses on Coursera, both the University and
the individual faculty member must be willing to provide verified
certificates for the course, and the faculty member decides the
requirements for completing a course. Roughly half of the
institutions publishing courses on Coursera offer the verified
certificate, referred to as the Signature Track on Coursera, since
the data to date shows stronger persistence by those enrolled in
this track to complete the course. The average completion rate for
a basic Coursera course is ~4.5% (in other words, 4.5% of all
students enrolled in the average course will go on to complete that
course). However, the completion rate for those enrolled in
Signature Track is, on average, around twenty times that number
(~85%).
Other universities are starting to use their MOOC platform to
create courses for credit, for their own students or others. As
mentioned above, the Coursera platform was used last semester for
Yales Math 115, and Georgia Tech announced its intention to use the
Udacity MOOC platform for a new online masters degree in computer
science, for which tuition will be $7,000 a year versus the $45,000
tuition charged for the same residential masters program.
B. Credit and Degree Initiatives
A growing number of universities are using digital initiatives
to increase, sometimes dramatically, the impact of their
educational programs. For example, USC decided to use digital
dissemination to expand the reach of its Rossier School of
Education. It has now enrolled more than 2,000 students in its
online masters program. The schools ranking has risen from 38 to 14
since launching the online program, and the school attributes this
increase in part to the online degree program.
Stanford has had masters programs delivered entirely online for
more than a decade in its engineering school. UNCs business school,
Dukes environment school, and Washington Universitys law school
have initiated online masters degree programs in the past several
years.
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C. Licensing of Courses among Universities
There are already examples of the new generation of MOOCs being
formally shared from one university to another. Vanderbilt has used
Stanfords Machine Learning course as the basis for its own campus
course. (The course was led by a regular member of the Vanderbilt
faculty, but he relied on the Stanford MOOC for lecture content.)
Also, an online statistics course from Carnegie Mellon was
subsequently used by six public universities, which reported that
their students did better and learned more in the CMU online course
than in those universities traditional courses.
The ongoing discussion relates to how one university would
license its courses to other institutions and what the licensing
arrangements and fees might be. The discussion also has raised
concerns and controversyconcerns voiced by some faculty at Yale as
wellthat focus primarily on the question of whether course
licensing will lead to the elimination of faculty positions
elsewhere. The issue came to a head in early 2013 after the
administration at San Jos State University asked the Philosophy
department to pilot a course using content from Harvard professor
Michael Sandels well-known JusticeX course. The department
declined, citing concerns about the possibility of the elimination
of faculty positions, a diminution of the role of the faculty
member within his/her classroom, and the approach to the subject
matter. Consideration of whether this experience might lead to
better or worse learning outcomes for the students seemed not to be
a primary concern.
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IV. SUGGESTIONS FOR YALES STRATEGIC PATHWAYS AHEAD
A. Overarching Goals
The two overarching goals for Yale in the coming years should be
to use online initiatives to :
improve the teaching and learning experiences for Yale faculty
and students in ways that reimagine the contours of innovative
teaching ; and
amplify the impact of the great teaching at Yale beyond the
campus.
Yale should give priority to those digital dissemination
projects that:
propose pedagogical innovation and experimentation that can
benefit teaching and learning at Yale;
advance a schools, centers, or departments educational
objectives; and/or
extend the reach of Yales great teachers around the world.
The matter of setting priorities will be increasingly critical
as the interest in online education projects grows. Until now, Yale
could effectively support any faculty member who was interested in
the digital dissemination of his or her teaching. We want to
continue to encourage experimentation, but currently we do not have
the resources to let a thousand flowers bloom.
B. Pathways
The Committee believes that there is a particular pathway ahead
for Yale to pursue: We can simultaneously accentuate a renewed
emphasis on improving teaching at Yale and also advance Yales
mission of disseminating outstanding education further around the
world.
1. The University should continue to pursue the very broadest
dissemination of great teaching through MOOCs or whatever
successors to Open Yale Courses emerge. In addition, distinctive
work by Yale will likely be with SPOCs Small Private Online
Courses/Communities. Strategically targeted SPOCs can have large
positive impacts on Yales educational programs, reputation, and
revenue, and they resonate with the tradition of Yale with intimate
and intense learning experiences.
As described below, Yale will continue to provide some of its
outstanding educational materials for free through MOOCs. However,
there will likely be emphasis on SPOCs, which capture the essence
of each of the recent online initiatives already reviewed (Yale
Colleges online courses; F&ES certificate; and the School of
Nursing D.N.P. program). Each is private insofar as the instruction
is limited to fee-paying students, and all have had very small
enrollments. SPOCs may result in richer programs at lower cost,
allowing limited University resources to be allocated to other
educational needs.
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To elaborate, Yale is known for its small educational
communities. Virtually all of Yales schools are among the smallest
of their peer group, and each prizes the intimacy of its community
with the accent on student engagement. It seems obvious that
serious online education programs that have huge enrollments for
credit are unlikely to be part of the Yale equation going forward.
For example, the University-wide Online Education Committee thinks
there will not be an interest in pursuing an initiative like
Georgia Techs goal of registering 10,000 students in an online
masters degree program.
However, the committee believes there is much headroom at Yale
to grow online credit-bearing courses, as well as certificate and
degree programs in ways consistent with Yales tradition of intense
engagement with students and the Universitys emphasis on high
standards of instruction.
2. New networks and consortia can provide powerful pathways for
advancing a schools mission and/or enhancing learning at Yale
and/or cutting costs. The recent SOM initiative offers a great
example of the potential for online networks. Last fall, SOM
inaugurated two online courses in which its students join with
students from the business schools in SOMs twenty-five-member
Global Network for Advanced Management. Both courses (Analysis of
Competition Law and Enforcement across Countries, and Mobile
Banking Opportunities across Countries) have regional nuances, so
the perspectives of the students participating from Asia, Europe,
and South America contribute to SOM students understanding. Also,
the courses are organized with project teams, each with students
from the various schools. For the pilot courses, SOM is shouldering
the teaching responsibilities. But SOM is offering this semester a
Network course taught by a Technion faculty member from Israel.
There may be many other opportunities for Yale Schools and
Centers to use their existing networks to sponsor online
educational courses.
3. Public dissemination of free, online materials will remain a
pathway for Yale.
The newest initiative for MOOCs on the Coursera platform is
described in Section V below, but the University will also remain
alert to other emerging technology platforms that serve specific
faculty interests. For example, we have had discussions with
Stanford about OpenEdX, the open source platform they are helping
to develop. Although initially conceived as a MOOC platform, there
may be some specific advantages OpenEdX offers over Coursera, such
as increased flexibility of course structure. We are prepared to
experiment with OpenEdX should it serve as the best solution to
support a particular faculty members vision of online
dissemination. We will also continue to leverage the existing
platforms that have served us well for many years, including Apples
iTunes U. For faculty members who are excited about massive content
dissemination without assessment or interaction, iTunes remains a
viable solution.
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C. Likely Objectives for the Next Three Years
Yales objectives and the means for implementing them will most
likely include the following:
1. For Yale College. A Yale College faculty committee in the
fall of 2012 emphasized that there was no interest in pursing
online degrees for the College at this time. Their excitement was
about:
increasing Yale College online courses for credit, both in terms
of the numbers of courses and the numbers of students taking each
through multiple sections;
pursuing ways to use the online efforts to improve teaching at
Yale and to foster pedagogical innovation; and
continuing Yales recent efforts in Open Yale Courses to
disseminate some of our great teaching to the world for free.
2. For the Graduate School. The same objectives are pertinent
for the Graduate School, given the shared FAS faculty. However, the
Graduate School has not had a committee studying online education
in the same way Yale College did last year. We hope that the new
dean of the Graduate School will give serious consideration to
creating a group to advise him or her about how the Graduate School
can take advantage of online education and particularly how
graduate students can learn more about online pedagogical
innovation that can help them in their future careers.
Graduate students on the Online Education Committee have been
articulate advocates for Yale devoting more time and attention to
helping Ph.D. candidates learn how to teach effectively in the
online environment. A scan of the advertisements in the Chronicle
of Higher Education, Inside Higher Ed, and Academic Jobs Wiki
revealed that 47% of the faculty positions advertised over the past
three years anticipated some online teaching experience. The figure
rises to 60% when the focus is put on junior faculty positions. The
student committee members pointed out that the adoption of more
sections of online courses could provide teaching experience for
them. In any case, some combination of the Yale Teaching Center and
the Office of Digital Dissemination should expand the workshops and
opportunities for graduate students to learn more about online
pedagogy. Also, based upon the initial workshops conducted by the
Committee, we believe there is a growing number of faculty who
would be interested in more formal orientation about how to
incorporate technology enhancement for their own teaching and who
are curious about online educational opportunities more
generally.
3. For the Professional Schools and Centers. Each of the
professional schools can reflect on how or whether online
educational initiatives would advance its school. Some may wish to
pursue the example of F&ES and offer some of their certificate
programs online. One or more may conclude, as did Nursing, that
offering a new online or hybrid degree is a way to advance the
schools mission. Such certificate or degree programs could
contribute to the schools/centers mission by:
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increasing the numbers of professionals benefiting from Yale
faculty members knowledge;
extending the schools impact around the globe by increasing the
number of those benefiting from its educational programs;
generating income that can fund other programs of the school,
including financial aid;
allowing residential students more flexibility in course
completion by offering courses not synchronous with the usual
start-stop dates of the fall and spring terms.
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V. NEXT STEPS AND PROJECTS FOR YALE
Online education will not revolutionize education at Yale, but
it will change it in significant ways. Online outreach programs
such as OYC and the newer Coursera courses will be an important
part of the online initiative. But to resident Yale students, the
greater issue will be how we harness technological innovation in
the service of improved teaching and learning on campus and for
those registered in Yale courses around the world. The online
engagement can, and should, add value to what has been historically
the essence of the Yale educational experience intense personal
engagement and deep critical thinking.
Yales online educational projects have benefited from individual
faculty members creativity and innovation. Many of the newest
online projects within the Summer Session program, Coursera
courses, and digital humanities, for example have been envisaged
from the bottom up, rather than from the top down, as has often
been the case at other institutions. Faculty members with ideas for
teaching at Yale are given an opportunity to realize them according
to their visions. This somewhat distinctive
faculty-initiative-percolating-up approach has yielded great
variety in the online projects being pursued. Sections II C-G
above, have listed some of the accomplishments at Yale thus far,
and Sections V A-E below suggest further direction where things
might be headed with faculty leadership and innovation will remain
at the forefront.
As the future unfolds, it will be even more important to
establish ways in which the many units of the
universitiesdepartments, programs, and schoolswork with one another
so as to learn what is possible and what constitutes best
practices. The work of the new University-wide Committee is an
example as are the open workshops it is conducting. But more needs
to be done. For example, the Yale School of Medicine has instituted
several programs to support faculty in the use of technologies to
develop online web and video resources with the goal of
facilitating in-class learning activities. An overarching principle
of these initiatives is to enable faculty to develop curricular
resources independently and to receive support in instituting
classroom pedagogies that take advantage of online resources. To
foster faculty engagement in these initiatives, it has been
important that there be central support and training in the use of
easily accessible studio resources, support in the effective design
of online materials and guidance for faculty in establishing
appropriate classroom pedagogies to ensure connectivity between
online curricular materials and the learners classroom engagement
and experiences.
Learning from the example of the School of Medicine, the faculty
of FAS and the other schools should be given the same opportunities
to embrace digital teaching and learning as their medical
colleagues enjoy. Needed is (1) equipment, such as a video capture
and broadcast center, on the central campus, and (2) training in
its use, so as to boost the faculty comfort level with technology
and promote pedagogical innovation. In a like manner, graduate
students should be given training in online teaching as well as
increased opportunities for applying these methods of instruction,
specifically, through more teaching assistantships in online
courses. This is just one example of how synergies can be created
on campus, east to west.
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In sum, as the name universitas suggests, teachers and students
throughout Yale should be empowered and equipped to use digital
technology, all learning from one another. The challenge to Yales
administrators is to empower the faculty with resources that
require a low threshold for use and to provide mechanisms for
engagement and assessment that are informed by the facultys
continuing creativity and innovation. The faculty's role is to
identify and refine how these pedagogies can be used to enhance
their teaching so as to allow the learner to have greater
engagement with the faculty in the classroom and online, and
thereby enhance the learners ability to master ideas and content.
Listed below are a few of the initiatives that will play a role in
this cooperative exchange of innovative ideas.
A. MOOCs
We launched the first MOOCs for the general public in January
2014 and will work to have a growing library of free courses. The
University should encourage those faculty who are already mounting
an online credit or certificate course to offer some part of it as
a free MOOC, thereby expanding the reach of Yales online
educationand reducing the production costs for a MOOC. We will also
encourage faculty members to follow their own vision for what an
online course might be so that Yale can learn from their
creativity.
The Fall 2012 Yale College Committee on Online Education,
co-chaired by Professors Craig Wright and Paul Bloom, recommended
that Yale adopt one of the MOOC platforms. Members of the Yale
College faculty committee who tested both the edX and Coursera
platforms believed that the student experience through Coursera was
superior at the time. They were also impressed by Courseras efforts
to share effective teaching practices, foster faculty conversation
across institutions, and encourage collaboration among the partner
institutions. After conversations with both edX and Coursera, Yale
announced an agreement with Coursera in May 2013. Yale does not pay
a fee to Coursera to have its courses published or supported by
Coursera.
Note that Yale remains committed to non-exclusivity with
platform providers; as with Open Yale Courses, we think it
preferable to maximize the number of distribution channels for
educational materials.
The first four Yale MOOCs on Coursera include the Law Schools
first online course as well as courses from three FAS veterans of
Yales earlier online efforts:
Akhil Amar, Sterling Professor of Law: Constitutional Law
Paul Bloom, Brooks and Suzanne Ragen Professor of Psychology:
Moralities of Everyday Life
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Diana E. E. Kleiner, Dunham Professor of the History of Art and
Classics: Roman Architecture
Robert Shiller, Sterling Professor of Economics: Financial
Markets
In the tradition of Open Yale Courses, these MOOCs are free to
the public and have the high production value associated with Yales
prior online courses. Most importantly, the new generation of MOOCs
invites the professor to reimagine how the course materials can be
brought to life for the students in new ways and in new forms of
community. In other words, faculty have more flexibility than with
the OYC platforms to structure their online courses and
assessments.
The University-wide Online Education Committee recommended that
it should be left to an individual faculty member who was teaching
an online course to decide if he or she wants to offer students the
opportunity to earn a Signature Track Certificate (with a fee). The
committee also believed that every MOOC should be offered on the
free track. The Provost endorsed these recommendations, and the
four participating faculty each decided to offer the option of the
Signature Track Certificate (with a $49 fee). Coursera and the
University will split the revenue. Although there are different
splits depending on the degree of production values contributed by
Yale, basically Yale will receive for each of the MOOCs this
semester about 20% of the revenue.
The Provost will be studying how any resulting revenue from
Coursera should be applied at Yale, but the committee believes that
a sizable portion of the revenue should be recycled to support
future online and teaching initiatives. It should be noted that
initially, however, the revenue coming to Yale from Coursera will
be small; currently only 0.5% to 3% (depending on the course) of
students who enroll in a Coursera course do so through the
fee-paying, revenue-generating Signature Track level of
engagement.
The first Yale MOOCs are experimenting with different
pedagogical techniques. All are employing short videos that are
punctuated with questions and assessments and requiring longer
assessments after completing several modules. Bob Shiller is
recording new introductions to his Open Yale Courses video segments
to position them in a contemporary context and is filming them in
various locations around campus to give his Coursera students the
opporunty to see Yale. Akhil Amar plans to recreate the Socratic
method by offering some teaching sessions toward the end of his
course in which he is in deep dialogue with one or two students,
and his teaching team will answer questions from the MOOC students
in real-time. Paul Bloom engages in dialogue through his course
message forum frequently and records a weekly video where he
addresses a number of thoughts raised by his students during the
week. Diana Kleiner has approximately twenty community moderators
(including some Yale alumni/ae) volunteering in her course as
informal teaching assistants to guide the online discussion forums;
she created a companion eBook with Yale Press; and is using social
networks, like Facebook and Instagram, as a method including visual
elements into the course.
With credit-bearing online courses and certificate programs at
Yale likely to grow, one way to finance the MOOC initiative is to
develop the expectation that schools developing online
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initiatives with tuition income will use a fraction of that
income to create a MOOC derivative to be offered for free. (Note,
the MOOC derivative would be less expensive since part of the
materials would be repurposed from the existing credit/certificate
course.) For example, those FAS faculty creating online courses for
Yale Summer Session might be willing to have some of their teaching
materials also be made available for free through a MOOC.
B. Yale Courses for Credit
We will grow the number of online courses offering credit (and
charging tuition) not simply by adding to the number of online
courses but by offering multiple online sections for more
courses.
The absolute number of online courses will undoubtedly increase,
but the greater potential is from increasing the numbers of
students participating in some of these courses.
Great teachers at Yale from Vincent Scully to Jonathan Spence
have had hundreds of students in a class with teaching assistants
responsible for individual sections. In the first three summers of
Yale Colleges online courses, only two online courses had multiple
sections. As faculty become more comfortable with the pedagogy
available on the online platforms and graduate students become more
eager to have an online teaching experience (since that mode of
instruction is likely to affect, if not characterize, their
careers), it seems fair to assume that we may be able to expand the
enrollments of those who take Yale College online courses for
credit through the vehicle of multiple sections.
Identifying faculty members is not likely to be the main
challenge. Instructors such as Marvin Chun, Paul Bloom, and Laurie
Santos have taught large classes with great success. Of greater
difficulty will be finding the necessary number of qualified
teaching assistants for these courses. We know that Yale College
will continue to insist on the same rigor for online courses with
multiple sections, large courses could require 15 teaching
assistants for one summer course.
C. Executive Education Certificate Programs
F&ESs recent certificate program will be joined by others
offered not only by other Yale professional schools but also likely
by some Yale centers.
SOM, Public Health, Nursing, and F&ES have offered for many
years special leadership programs taught either at Yale or abroad.
Participants ordinarily receive a certificate at the end of these
programs. As outlined above, F&ES introduced the Universitys
first online certificate program last spring. Immediate expansion
plans by F&ES include repeating the course and offering one
Portuguese version and two English-language versions of the
certificate (one focused on the United States, one focused on
Asia). The costs for offering the subsequent online sessions are
very low. The Dean of F&ES is now working with colleagues to
develop topics for different certificate programs.
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The other professional schools can consider if their educational
mission would be advanced through either conversion of some of
their existing leadership programs to a fully or partially (hybrid)
online format or the creation of new certificate programs.
Moreover, online certificate programs may be of interest to some
of the academic centers at Yale. SOMs Center for Customer Insights,
the Child Study Center, and the Global Health Leadership Institute
are examples of Yale academic enterprises that already offer
in-person professional training programs. Online certificate
programs may both increase the impact of these centers and add
revenue.
D. Online Degree Programs
Other professional schools may follow the lead of the School of
Nursing in offering a hybrid or fully online degree program. Due to
the success of its recent certificate program, F&ES may
consider how a set of certificate programs could become the basis
for a new online masters degree in sustainability. The Dean of SOM
also imagines that his faculty sometime in the future might
consider a new and different Master of Management (M.M.) degree
delivered in a hybrid format.
The primary goal of any new online degree would be to extend the
impact of a professional school. However, based on the example of
sister institutions, online degree programs could also add net
revenue to support other parts of a schools budget.
E. Network Initiatives
Schools will tap their existing networks of institutions to
create online experiences for their collective student bodies in
ways that can advance their educational missions and potentially
save money. FAS may find ways to build on the new network for less
frequently taught languages, as well as other low-enrollment
courses.
SOMs new online courses with its global consortium suggest the
potential for mobilizing other academic networks. Schools,
programs, and centers may develop existing networks into online
consortia. For example, School of Music Dean Robert Blocker has
developed a network of seven key conservatories around the world
(e.g., Vienna, Beijing, and Paris). He may be interested in
pursuing some online collaborations with them. Associate Dean of
Medicine Michael Schwartz indicated that a group of the leading
medical schools have begun to discuss the possibility of sharing
online educational materials.
Other online consortia involving FAS faculty are under way or in
design. Last semester, Professor Laura Wexler participated in an
online experiment known as a distributed open collaborative course,
or DOCC. The goal of the DOCC is to recognize the collaborative
nature of learning in a digital age. As such, Professor Wexler made
available components from her Yale College course,
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Gender and Sexuality in Media and Popular Culture, to faculty
members at fourteen other institutions. In turn, she was able to
use components from courses offered at those institutions. In its
pilot year, the DOCC participants also created a series of video
dialogues expressly for the course with scholars and practitioners
from around the country and included shared pedagogical activities
among students at participating schools. Jim Levinsohn, the
Director of the Jackson Institute, is considering having a course
in international relations involve students from the International
Alliance of Research Universities (which includes Peking, Oxford,
Tokyo, and NUS among others).
As outlined in Section II, the success of the language
consortium comprised of Yale, Cornell, and Columbia suggests that
there may also be opportunities for the network concept to be
applied to other courses that attract very small enrollments, or in
which a collaborative model might add to the learning experience
for Yale students.
F. Licensing of Yale Courses
One major goal of the Open Yale Courses project was to make Yale
teaching materials accessible to other institutions for use in
their own classrooms. The University of Bahrain, Wingate University
(North Carolina), and the University of Buenos Aires were among the
institutions that used video lectures from OYC. These arrangements
involved no revenue to Yale.
Formal licensing by Yale of its courses to other institutions
for revenue , however, is unlikely to be a step in the immediate
future. As suggested by the controversy at San Jos State, there is
much Yale would have to consider before embarking in that
direction. We believe our Committee should monitor closely the
developments in this area and be available to consider, if there
proves any interest, in studying how and under what circumstances
it would be appropriate to license formally courses for use by
other colleges and universities.
G. Learning Assessments
Yale will need to determine how more rigorous assessment of
online learning can be accomplished. Without a school of education,
Yale will likely do best to collaborate with those who are in the
forefront of online assessment. The discussion of online
initiatives may prompt more ongoing attention to teaching
innovation generally.
Yale has asked faculty and students to evaluate their
experiences in the recent Yale Summer Session online courses, and
the ratings have been favorable. The evaluation form is the same as
that used for traditional Yale courses for credit, but in addition,
students are asked to complete a form that engages issues specific
to teaching and learning online.
However, more sophisticated analyses of the impact of online
instruction are crucial as this instruction expands. A number of
institutions and foundation, including the Bill and Melinda
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Gates Foundation, have launched projects to identify effective
assessment techniques for all forms of online education, including
free MOOCs. Yale will need to track developments about assessment
of online courses and import the best lessons learned.
The forays into online education, here and elsewhere, seem to be
resulting in more attention to the efficacy of teaching and
learning generally. Last year at Yale, the Teaching Center at the
Graduate School was expanded into a University-wide Yale Teaching
Center to serve faculty as well as students and to advance teaching
excellence. We should seize the opportunity to give more
conscientious attention to digitally disseminated pedagogy and
teaching innovation generally.
H. Teaching Emphasis
We were pleased that President Salovey in his inaugural address
reinforced the importance of pedagogical innovation for Yale.
Online innovation needs to be just one part of a larger
conversation about ways to improve teaching and learning. (See V,
p. 19.)
We will focus on how teaching and learning can be advanced at
Yale and how we can foster pedagogical innovation. The examples of
Lecturer Jim Rolf reimaging his calculus course and Professor Laura
Wexler instituting a digital humanities course are two models that
could be implemented elsewhere in the curriculum. Faculty in all of
the schools should be given easy ways to become familiar with the
successful, forward-looking online activities so they can determine
if there are adaptations of interest to them. By providing Yale
faculty with the facilities and resources for online innovation,
the University can build on its strong culture and heritage of
emphasizing teaching and learning at the heart of the
enterprise.
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VI. STRUCTURE AT YALE
A. Support
Faculty and schools interested in pursuing online educational
projects are supported by a team of units and individuals at Yale.
Last May, the Provost appointed Professor Craig Wright as the
Universitys Academic Director of Online Education. Stanford, MIT,
and Harvard have similarly appointed a senior faculty member to
lead efforts for online education. At each of those institutions
the faculty leader is working closely with a small administrative
unit (separate from their ITS) devoted to supporting online
education initiatives. In Yales case, Linda Lorimer and Lucas
Swineford are the administrative leaders supporting Craig Wright
and online educational initiatives. The team at the Yale Broadcast
Center undertakes the full production of courses, including filming
and editing.
The complexity of mounting online courses requires close
collaboration among a large number of units across Yale. ITS is
critical to selection and maintenance of the technology platforms.
The General Counsels Office offers advice about intellectual
property, contract negotiations, and a growing number of regulatory
issues. The Office of International Affairs intercedes regularly
with foreign universities; and the Marketing and Licensing Office
assists with the use of the Yale name.
The increasing complexity in the online landscape requires
nimble administrative response: as soon as the answer to one online
question becomes clear, other important policy questions
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emerge. Two years ago, the state departments of education were
largely uninterested in regulating online courses; now we have to
scan all fifty states regularly to understand their emerging
regulatory regimes. Issues of liability (e.g., defamation laws
being different in countries where the course may be taken) and
increasingly complex intellectual property issues require
attention. The Office of Digital Dissemination must constantly
monitor emerging initiatives by sister institutions and, with the
General Counsels Office, work attentively to negotiate the most
beneficial terms with third-party suppliers. Also, questions about
how to compensate faculty for extra online teaching, how to ensure
academic integrity, what constitutes conflict of commitment or
conflict of interest and how to protect the privacy of our students
are a sampling of the issues the Provost with the help of our
Committee needs to address in the next year.
B. Financing Online Education Projects
No clear financial model has emerged. It is likely that the
financing for each project will require its own budget plan and
will be developed by individual schools and centers.
There are two general observations about financing online
initiatives. (1) Recent experience at Yale shows that some
high-quality online materials can be repurposed for multiple uses.
For example, several faculty who created Open Yale Courses have
reused online modules for subsequent Summer Session Online courses
or new MOOC courses. Such reuse reduces the cost, of course, of
creating the subsequent online experience. (2) Some part of the
revenue generated from online projects that charge tuition might be
applied/recycled to fund other projects that will be offered free
of charge.
1. Tuition revenue from online courses for credit and from
certificate and online degrees. A number of online initiatives
already generate revenue through tuition. For example, the Yale
College online courses offered in the Summer Session charge the
same tuition as courses taken in class in New Haven; and the new
Nursing online degree charges full tuition with no financial aid.
Also, many if not most executive online certificate programs in the
professional schools will charge tuition (although some, like the
in-person certificate programs, will likely be funded through
grants.)
2. Faculty compensation. Schools at Yale have varying practices
concerning how faculty are compensated for online teaching, most of
which are derived from the traditional arrangements in that School.
For example, Yale College offers the same stipend whether a faculty
member teaches a Summer Session course online or on campus. The
School of Nursing considers teaching in the new online degree
program as a regular part of a faculty members teaching load. One
of the issues for serious study by Yale in the year ahead will be
for the other schools and the Provost to determine whether or how
faculty should be compensated for online projects.
3. Other revenue. The faculty offering the first four MOOCs on
the Coursera platform have decided to offer students the choice of
taking the free course or enrolling in the Signature Track
Certificate (which has a $49 fee). Yale receives about $10 per
registrant and at this point the total
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revenue from these Signature Track courses is going to be less
than $35,000. The Provost is taking under advisement how that and
subsequent income should be applied at Yale. The University-wide
Online Education Committee is hopeful that some or most of it will
be available for a revolving fund to finance future online
education projects. The committee will be discussing further its
views on faculty compensation for those who create a MOOC. For the
Open Yale Courses, faculty received a $5,500 supplement into a
research account.
* * * * * * * * * *
Yale is poised to pursue the next stages both for digital
dissemination of its great teaching and for digital innovation to
benefit teaching and learning throughout the University. We look
forward to working with our colleagues to accomplish these goals
and to gaining your counsel.
Craig Wright Henry L. and Lucy G. Moses Professor of Music;
Academic Director of Online Education
On behalf of the Yale Committee on Online Education
Paul Anastas: Forestry & Environmental Studies Teresa and H.
John Heinz III Professor in the Practice of Chemistry for the
Environment; Director, Center for Green Chemistry and Green
Engineering David Bach: School of Management Senior Associate Dean
for Executive MBA & Global Programs Senior Lecturer in Global
Business and Politics Jack Balkin: Law School Knight Professor of
Constitutional Law and the First Amendment Paul Bloom: Yale College
Brooks and Suzanne Ragen Professor of Psychology Sheree
Carter-Galvan: Yale University Associate General Counsel Jessica
Coviello: School of Nursing Doctor of Nursing Practice Program
Director; Associate Professor of Nursing Tom Duffy: School of Music
Professor (Adjunct) of Music; Deputy Dean, School of Music (1999
2005) Eric Dufresne: School of Engineering & Applied Science
Associate Professor of Mechanical Engineering & Materials
Science, Chem. & Environmental Eng., Physics & Cell
Biology; Director, Center for Engineering Innovation & Design
Susan Gibbons: Yale University University Librarian
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Rafi Khan: Yale College Student, Pierson College 15 Gary Kidney:
Yale University Deputy CIO, Academic Technology Solutions Diana E.
E. Kleiner: Yale College Dunham Professor of History of Art and
Classics; Founding Project Director of Open Yale Courses Linda
Lorimer: Yale University Vice President for Global & Strategic
Initiatives; Supervisor of the Office of Digital Dissemination
& Online Education Sara Ronis: Graduate School of Arts &
Sciences PhD Candidate, Religious Studies Mike Schwartz : School of
Medicine Associate Professor of Neurobiology; Associate Dean for
Curriculum; Director, Medical Studies in Neurobiology Laurie
Santos: Yale College Associate Professor of Psychology Risa Sodi:
Yale University Interim Director, Yale Teaching Center Lucas
Swineford: Yale University Executive Director, Office of Digital
Dissemination & Online Education Kaylee Weil: Forestry &
Environmental Studies MEM Candidate, Class of 2014 Bill Whobrey:
Yale College Associate Dean, Yale College; Dean of Summer Session
& Special Programs
Paper_03_GateWhite_01PathwaysforYale
