Academy Development Pillars
One of the first steps in establishing the Academy was to form an Advisory Committee. I felt it was important to find individuals to serve on a Steering Committee who have a shared sense of purpose and were able to commit to the established goals of the Academy.
I was looking for:
Members who understand the importance of developing quality online learning environments.
Members with the right mixture of skills, abilities and experience teaching online (especially former Academy participants).
Commitment to the goals and objectives of the Academy.
Commitment to the continuous improvement of the Academy experience.
Members who can provide input from their respective colleges/schools/departments.
Members willing to serve as liaisons within their respective colleges/schools/departments.
Leadership and mentorship for reward, recognition and appreciation of Academy participants and online instructors throughout the university.
The Steering Committee was comprised of faculty and staff charged with:
Providing relevant and appropriate direction for the Academy.
Advising and developing directives for compliance issues (e.g. Standards, CSU Institutional, Georgia University System).
Helping to sustain and grow the Academy.
Evaluation is essential. In addition to establishing peer evaluation of the course development process, other metrics were also considered when making decisions about the direction of the Academy over the 5 year period I was directing the program.
To identify needs, habits, and personal tendencies toward technology adoption, I would frequently monitor the usage of technology by faculty.
Best Practice Standards
Using available “best practices in delivering instruction online” that were gleaned through research, the Academy best practices standards (BPS) were formed. The following key areas were established for reviewing and approving online courses developed through the Academy.
Course Overview/Introduction, Content and Design
Assessment and Measurement
Learner Support and Accessibility
Academy participants participated in an orientation to the program.
Orientation Presentation (PDF)
Academy Welcome (PDF)
Part of the Academy experience was to participate in a series of workshops designed to bring awareness of technologies that can be used to increase student engagement.
Academy Workshops (PDF)
Engagement Presentation (PDF)
Faculty participating and successfully completing the Academy program receive a monetary stipend along with continued support from the Academy as they implement their course(s) online. During the initial offering, each new course is monitored and evaluated. Findings are then used to make adjustments, if necessary, for future offerings.