Are the learning objectives Instructional methods (e.g., and competencies appropriate presentations, demonstrations, in rigor and breadth of discussion) and materials used courses? to accomplish course objectives must be documented. Programs must also demonstrate the consistency between course syllabi and the curriculum design. Evaluation and assessment Is evaluation/assessment of Standard A.3.6. student performance Evaluation content and consistent? methods must be consistent with the curriculum design, Are technologies available for objectives, and competencies instructor/student interaction (e.g., e-mail, chat rooms, fax, of the didactic, fieldwork, and threaded discussions, phone)? experiential components of the program. Does the distance education portion of the program result in outcomes of the same quality as other on-site courses? Is there timely instructor Standard A.3.7. response/feedback to student Evaluation must be conducted assignments and inquiry? on a regular basis to provide students and program officials with timely indications of the students’ progress and academic standing. Is there an appropriate means Standard A.5.3. of evaluating faculty Programs must routinely effectiveness in delivery of secure and document sufficient distance education qualitative and quantitative components? information to allow for meaningful analysis about the extent to which the program is meeting its stated goals and objectives. This must include, but need not be limited to Faculty effectiveness in their assigned teaching responsibilities. Students’ progression through the program. Fieldwork and experiential component performance evaluation. Student evaluation of fieldwork and the experiential component experience. Student satisfaction with the program. Graduates’ performance on the NBCOT certification exam. Graduates’ job placement and performance based on employer satisfaction. Graduates’ scholarly activity (e.g., presentations,
Instructional methods (e.g., presentations, demonstrations, discussion) and materials used to accomplish course objectives must be documented. Programs must also demonstrate the consistency between course syllabi and the curriculum design. Are the learning objectives and competencies appropriate in rigor and breadth of courses? Evaluation and assessment Standard A.3.6. Evaluation content and methods must be consistent with the curriculum design, objectives, and competencies of the didactic, fieldwork, and experiential components of the program. Is evaluation/assessment of student performance consistent? Are technologies available for instructor/student interaction (e.g., e-mail, chat rooms, fax, threaded discussions, phone)? Does the distance education portion of the program result in outcomes of the same quality as other on-site courses? Standard A.3.7. Evaluation must be conducted on a regular basis to provide students and program officials with timely indications of the students’ progress and academic standing. Is there timely instructor response/feedback to student assignments and inquiry? Standard A.5.3. Programs must routinely secure and document sufficient qualitative and quantitative information to allow for meaningful analysis about the extent to which the program is meeting its stated goals and objectives. This must include, but need not be limited to Faculty effectiveness in their assigned teaching responsibilities. Students’ progression through the program. Fieldwork and experiential component performance evaluation. Student evaluation of fieldwork and the experiential component experience. Student satisfaction with the program. Graduates’ performance on the NBCOT certification exam. Graduates’ job placement and performance based on employer satisfaction. Graduates’ scholarly activity (e.g., presentations, Is there an appropriate means of evaluating faculty effectiveness in delivery of distance education components?
Distance%20Education%20Checklist.docx