Document Type

Presentation

Session Description

In 2015, the presenters engaged University of Minnesota academic units and campuses offering online and blended programs and central support units to benchmark the University of Minnesota’s approach to the administration of online and blended academic programs using the Online Learning Consortium Quality Scorecard. The presenters will report on the methodology, findings, and recommendations developed from the benchmarking process along with lessons learned. The session will conclude by outlining the process used to charter two work groups (institutional and faculty support) to develop work plans and to build faculty, staff, and administrative support to implement the recommendations.

Session attendees will:

  • Understand how the OLC Quality Scorecard can be used to gather data to assist strategic planning for online and blended higher education programs
  • Learn about how the results from the Scorecard can be used to engage faculty, staff, and academic leadership in identifying the highest priorities for action and developing work plans to address these
  • Understand how the Quality Scorecard benchmarking process may be adapted to their own higher education institutions.

Audience Focus

Higher Education

Start Date

7-27-2016 1:45 PM

End Date

7-27-2016 2:15 PM

Brief Biography of Primary Presenter

Bob Rubinyi serves as the Senior Analyst for Online Learning in the Center for Educational Innovation. He provides planning, analysis, and strategy for fully and primarily online curricular initiatives with an emphasis on academic programs at the graduate / professional level. Bob received his M.A. and Ph.D. from the University of Wisconsin - Madison.

Previous Versions

Jul 26 2016

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Jul 27th, 1:45 PM Jul 27th, 2:15 PM

A Strategic Approach to University Online Programs: Engaging Faculty and Staff with the OLC Quality Scorecard

In 2015, the presenters engaged University of Minnesota academic units and campuses offering online and blended programs and central support units to benchmark the University of Minnesota’s approach to the administration of online and blended academic programs using the Online Learning Consortium Quality Scorecard. The presenters will report on the methodology, findings, and recommendations developed from the benchmarking process along with lessons learned. The session will conclude by outlining the process used to charter two work groups (institutional and faculty support) to develop work plans and to build faculty, staff, and administrative support to implement the recommendations.

Session attendees will:

  • Understand how the OLC Quality Scorecard can be used to gather data to assist strategic planning for online and blended higher education programs
  • Learn about how the results from the Scorecard can be used to engage faculty, staff, and academic leadership in identifying the highest priorities for action and developing work plans to address these
  • Understand how the Quality Scorecard benchmarking process may be adapted to their own higher education institutions.