The Ninth Sloan-C International Conference

by kiralyse

Enhancing Access and Inclusion

Improving the cost effectiveness of ALN
Session 1, Salon 2, 8:15a.m. - 9:30a.m.
J. Olin Campbell, Brigham Young University
Abstract: Is it worthwhile for your organization to provide ALN programs and for learners to use them? This presentation explores multiple ways to measure and improve ALN cost effectiveness. It addresses return on investment, fixed vs. variable costs, labor costs, and use of tools like computer-aided design and intelligent agents to improve cost effectiveness for both learners and providers.

Fostering professional role development in on-line graduate programs
Session 1, Salon 6, 8:15a.m. - 9:30a.m.
Jacqueline Fowler Byers, PhD, RN, CNAA, University of Central Florida
Abstract: This Session discusses the challenges of providing role development mentoring of graduate students in an on-line program. Participants will be encouraged to rethink traditional mentoring approaches. Creative faculty and mentor approaches that overcome distance will be presented that ensure this important component of graduate education.

Online Mentor Performance Reporting
Session 1, Salon 6, 8:15a.m. - 9:30a.m.
Ronald C. Thomas, Jr., Florida State University
Abstract: Online mentors work with groups of up to 25 students under the professor and students rate their mentor's via webforms for rapid feedback during the semester. The feedback influences management and training of mentors, yielding high satifaction, retention, and success rates at FSU.

Western's Integrated Laboratory Network: Providing Greater Access to Instrumentation Throughout the Undergraduate Curriculum
Session 1, Salon 8, 8:15a.m. - 9:30a.m.
Devon Cancilla, Western Washington University
Abstract: WWU's Integrated Laboratory Network (ILN) combines scientific instrumentation instructional technology to provide a wide range of teaching, research, and learning opportunities over the Internet. The ILN brings together scientific instrumentation and Internet-based instructional packages, such as NetMeeting and Blackboard to allow instrumental science to be taught anytime and from anyplace.

Implications of Online learning for Traditional African-American Students
Session 1, Salon 8, 8:15a.m. - 9:30a.m.
Jonaid Sharif, Paine College
Abstract: Online and web-assisted instruction has considerable relevance to traditional students enrolled at an HBCU although few of them own their own computers. Online learning reduces the digital divide, focuses instruction on areas of need, makes instruction less punitive, and responds well to their cultural and economic circumstances.

Statewide Support Services for Online Students in Illinois
Session 2, Salon 6, 9:45a.m. - 11:00a.m.
Ivan J. Lach, Ph.D., Illinois Virtual Campus
Abstract: This presentation will describe and demonstrate the comprehensive support services provided by the Illinois Virtual Campus for all online students in Illinois. The Illinois Virtual Campus (IVC) provides both face-to-face and web-based support services for online students throughout the state. The face-to-face services provided by the IVC Student Support Centers located at all 40 community college districts in Illinois will be described and illustrated. The presentation will demonstrate Illinois Virtual Campus's web-based IVC Student Center and IVCTutor. The IVC Student Center features an orientation to online learning, self-assessment instruments, tutorials, and advising information. The IVCTutor is an online tutoring system that enables students to get help in a variety of subject areas via the Intenet. Time will be provided for questions, discussion, comments, and suggestions.

Providing an Extended Student Community Online
Session 2, Salon 6, 9:45a.m. - 11:00a.m.
Richard Fasse, Rochester Institute of Technology
Mary Beth Martin, Rochester Institute of Technology
Abstract: To get distance learning students to possibly form a sense of community and interact with each other on a social level, RIT's Online Learning staff created an online student union where distance learners can initiate general discussion threads and/or form groups centered around like-minded topics of interest.

Online Student Involvement: Achieving Greater Learner Support, Satisfaction, Access, and Inclusion
Session 2, Salon 8, 9:45a.m. - 11:00a.m.
Barry Hubbard, Saint Leo University COL
Jody Conway, Saint Leo University COL
Laurie Saylor, Saint Leo University COL
Abstract: This Session will present Saint Leo University's Center for Online Learning's homegrown student involvement platform. The positive outcomes related to implementing the platform, how it is delivered, and suggestions on how to integrate online involvement opportunities into current service structure will be presented.

Extending Access, Supporting Success: A Case Study
Session 2, Salon 8, 9:45a.m. - 11:00a.m.
Michael Offerman, Capella University
Don Smithmier, Capella University
Abstract: As a university committed to extending access to high quality higher education, Capella University was not interested in creating "elite" admission requirements. It also was not interested in "survival of the fittest, " admitting everyone - expecting only the best to survive. Its focus is on supporting learners achieve success. Therefore, the university set admission criteria at a level that extends access to those with a reasonable chance to succeed and built an infrastructure to identify and deliver specific support that individual learners need to succeed in a distance learning environment. Learn how Capella University, the leading accredited online university, has focused on supporting learner success for all its learners.

Faculty Perceptions of Teaching Presence in the SUNY Learning Network
Session 3, Salon 3, 1:15p.m. - 2:30p.m.
Peter Shea, State University of New York
Alexandra Pickett, SUNY Learning Networ
William Pelz, Herkimer County Community College
Abstract: Establishment of teaching presence (Anderson, 2001) is essential to success in any learning environment, but additional challenges emerge in ALNs. This presentation will review this concept and results of a pilot study that measured faculty perception of teaching presence in the SUNY Learning Network. This is a follow-up to a previous study of student perceptions of teaching presence in SLN.

Connecting across campuses: Key issues in establishing collaborative inter-institutional agreements for online education
Session 3, Salon 6, 1:15p.m. - 2:30p.m.
Rae-Anne Montague, University of Illinois at Urbana-Champaign
Linda C. Smith, University of Illinois at Urbana-Champaign
Bruce R. Kingma, Syracuse University
Kathryn A. Allen , Syracuse University
Allyson Carlyle, University of Washington
Grace Beauchane Whiteaker, University of Washington
Abstract: Drawing on their own experiences, representatives from Syracuse University, The University of Illinois at Urbana-Champaign and The University of Washington will explore opportunities and challenges that arise in seeking to establish inter-institutional collaborative agreements for providing online education.

Developing a Cooperative Online Degree Program - The Practical Mechanics
Session 3, Salon 8, 1:15p.m. - 2:30p.m.
Roger Von Holzen, Northwest Missouri State University
Darla Runyon, Northwest Missouri State University
Abstract: Three Missouri state universities have joined forces to develop a cooperative online masters degree in education. The key topics of this presentation are program marketing, shared online courses, financial considerations, development of common tuition policies, drop/add procedures, course schedules, course and program evaluation, and the cooperative training of online faculty.

E-Learning and Access: Some European/Irish Issues and Implications
Session 3, Salon 8, 1:15p.m. - 2:30p.m.
Mairtin O Fathaigh, University/AAACE/ASTD
Abstract: This presentation will seek to examine some salient access issues association with e-learning in the European context. A broad concept of 'access' will focus on a range of socio-personal and equity issues, societal implications and attitudes to the e-learning society, research disparities/imbalances in relation to technology use, ICT training, attitudes/satisfaction levels etc. Distinctions between 'early adopters' and 'laggards', barriers in relation to the demand side of educational provision and other issues will be examined. A broad perspective of research findings and on-going projects from the European/Irish context will serve as a backdrop for this presentation. In particular the presentation will focus on Irish public attitudes, perceptions, and uses of technology in relation to e-learning.

Electronic Curb Cuts: Legal Requirements for Accessible Distance Education
Session 4, Salon 6, 2:45p.m. - 4:00p.m.
Curtis D. Edmonds, Georgia Institute of Technology
Abstract: This presentation will cover the legal requirements for accessibility in distance education. It will detail the requirements of the Americans with Disabilities Act and Section 508 of the Rehabilitation Act, as well as the various state laws. It will also cover the laws of other nations, including Canada and Great Britain.

Making Online Distance Learning Courses Accessible to Students with Disabilities
Session 4, Salon 6, 2:45p.m. - 4:00p.m.
Sheryl Burgstahler, DO-IT
Bill Corrigan, Distance Learning Design
Joan McCarter, Distance Learning Design
Abstract: The presenters will describe the ongoing efforts of the distance learning and campus computing units at the University of Washington to makes its online distance learning courses more accessible to potential faculty and students with disabilities.

Learning with Collaboration in Asynchrounous Communication
Session 4, Salon 8, 2:45p.m. - 4:00p.m.
Yaela Dahan, University of Central Florida Institute for Simulation and Training
Scott Tanner, University of Central Florida Institute for Simulation and Training
Talleah Allen, University of Central Florida Institute for Simulation and Training
Ronald Tarr, University of Central Florida Institute for Simulation and Training
Abstract: Various applications of asynchronous learning are the focus of this paper. Assorted instructional strategies were required for the different learners in each program. In each program, teaching methods range from web-based format to the use of a facilitator's guide.

Collaborative Strategies and Tools for Using Technology to Enhance Online Communication and Teamwork
Session 4, Salon 8, 2:45p.m. - 4:00p.m.
Joanne Keith, Michigan State University
Francisco Villarruel, Michigan State University
Robert V. Goodman, American Friends Service Committee
H. Andrew Hahn, Michigan State University
Abstract: An interactive workshop by a team of individuals from diverse backgrounds in business, higher education and non-formal communities. Drawing from and integrating their experiences and research, the lessons learned, evolving practices, strategies and tools in creating online learning communities will be presented involving the participation of the audience.

Expanding Access to Underserved Populations With a Web-Based Doctor of Pharmacy Pathway
Session 5, Salon 5, 8:30a.m. - 9:45a.m.
Phillip Vuchetich, Pharm.D., Creighton University
Patrick Malone, Pharm.D., Creighton University
Gary Elsasser, Pharm.D, Creighton University
Marie Bensman, M.S., Creighton University
Abstract: Creighton University initiated the first entry-level web-based Doctor of Pharmacy pathway in 2001 to expand access to train clinical pharmacists and help address the acute pharmacist shortage. This pathway has been well accepted by rural and non-traditional learners who would not otherwise be able to pursue a clinical pharmacist degree.

Sloan Greater NYC Online Learning Ctr: Sloan's Efforts to Assist Regional Smaller/Mid-Sized Colleges
Session 5, Salon 5, 8:30a.m. - 9:45a.m.
Elaine Cacciarelli, Stevens Institute of Technology
Abstract: In the US, small and mid-sized colleges and universities occupy a sizeable proportion of student enrollments. Recognizing the combined strength in numbers of small and mid-sized colleges and universities, the Sloan Foundation believes that in order to increase enrollments in online courses nationally, it is critical to focus attention on them. Sloan also believes that it is prudent to concentrate attention on a single area of the country at first, not only to be as efficient as possible, but also to offer a challenge to the rest of the nation to achieve similar results. This presentation will describe Sloan efforts/outcomes to assist NYC regional smaller to mid-sized colleges through its NYC Online Learning Center.

Online Undergraduate Education in Rural South Carolina
Session 5, Salon 6, 8:30a.m. - 9:45a.m.
Margaret Stephens Martin, Medical University of SC
Frances Wickham Lee, Medical University of SC
Abstract: ALLIANCEnet, a project funded by The Duke Endowment, is designed to build a community of on-line academic and continuing education healthcare learners in rural South Carolina.

Decreasing the Digital Divide through a Collaborative Partnership
Session 5, Salon 6, 8:30a.m. - 9:45a.m.
Mary O'Shaughnessey, Greater Detroit Area Partnership For Training
Abstract: Improving access to online education for minority students living or working in medically underserved areas was accomplished through a collaborative partnership among nine organizations.

An Innovative International Approach to Teaching Transcultural Nursing Online
Session 5, Salon 8, 8:30a.m. - 9:45a.m.
Karrie S. Ingalsbe, Mennonite College of Nursing @ ISU
Lynn C. Kennell, Mennonite College of Nursing @ ISU
Abstract: Mennonite College of Nursing at ISU has increased student access by creating an all online curriculum for RN-BSN students. This presentation describes the process of creating an innovative international partnership to enhance students learning. This process has been successful due to the use of asynchronous learning environments.

Delivering Hybrid Master's Degrees in China
Session 5, Salon 8, 8:30a.m. - 9:45a.m.
Robert Zotti, Stevens Institute of Technology
Abstract: Stevens Institute of Technology has been in negotatiations with Beijing Institute of Technology for more than a year to introduce a number of Stevens' Master's degrees to graduate students at Beijing Institute of Technology this fall. A final agreement has been concluded that provides for a third of the courses to be delivered online by Stevens faculty, a third to be taught by Beijing Institute faculty, and a third by Stevens faculty in an abreviated semester in the summer. Approximately 120 Chinese students are enrolled and are scheduled to receive Stevens Master's degrees in Telecommunications Management and Photonics and Microelectronics in a year and a half.

A Unique Labor-Management-Education Partnership to Address an Industry Workforce Crisis
Session 6, Salon 5, 10:00a.m. - 10:45a.m.
Suzanne Miller, H-CAP, Inc.
Abstract: H-CAP, the Healthcare Career Advancement Program, is a unique labor-management-education partnership formed by the Service Employees International Union (SEIU) and its hospital employers to address the current nursing shortage crisis. H-CAP has developed a national education program which addresses the issue of internal career mobility and prior learning and which takes advantage of the possibilities afforded by asynchronous on-line learning.

[Access] [Faculty] [Learner Satisfaction] [Mainstreaming] [Learning Effectiveness] [Keynote] [Plenary]