Online Offerings of Mathematics Courses: Trends, Pressures, Policies, Practices from the Perspectives of Department Leaders Alex Smith AMS Workshop for Department Chairs and Leaders January 14, 2014 University of Wisconsin-Eau Claire

Online Enrollment Trends Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Online Enrollment Trends I From page 16 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Online Enrollment Trends II From page 18 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Online Enrollment Trends III From page 19 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Online Enrollment Trends IV From page 21 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Gallup Poll October 2013 Lydia Saad, Brandon Busteed, and Mitchell Ogisi PRINCETON, NJ -- Still something of a novelty, online education is seen relatively positively by Americans for giving students a wide range of curricula options and for providing good value for the money. However, Americans tend to think it provides less rigorous testing and grading, less qualified instructors, and has less credence with employers compared with traditional, classroom-based education.

Gallup Poll October 2013 Americans’ Views of Online Education vs. Traditional Classroom-Based Education Online betterThe same Online worseNet better %% Providing a wide range of options for curriculum Providing good value for the money Providing a format most student can succeed in Providing instruction tailored to each individual Providing high-quality instruction from well-qualified instructors Providing rigorous testing and grading that can be trusted Providing a degree that will be viewed positively by employers

Gallup Poll October 2013 From what you know, how would you rate the quality of education offered by each of the following? ExcellentGood Only fairPoor No opinion %%% Four-year colleges and universities Community colleges Internet-based college programs, in which the courses are conducted entirely online

Gallup Poll October 2013 PRINCETON, NJ -- Still something of a novelty, online education is seen relatively positively by Americans for giving students a wide range of curricula options and for providing good value for the money. However, Americans tend to think it provides less rigorous testing and grading, less qualified instructors, and has less credence with employers compared with traditional, classroom-based education.

Gallup Poll October 2013 PRINCETON, NJ -- Still something of a novelty, online education is seen relatively positively by Americans for giving students a wide range of curricula options and for providing good value for the money. However, Americans tend to think it provides less rigorous testing and grading, less qualified instructors, and has less credence with employers compared with traditional, classroom-based education. In line with these views, Americans' overall assessment of Internet-based college programs is tepid at best.

Gallup Poll October 2013 Lydia Saad, Brandon Busteed, and Mitchell Ogisi “Although online education is in relatively nascent stages of development and acceptance, many Americans already see benefits in the lower cost and diverse coursework it offers. That is powerful. But if leaders in the field want online learning to have equal status with campus-based programs, they need to do more to demonstrate high standards for instruction, testing, and grading. With this, greater public appreciation for the benefits of online learning, and greater employer acceptance of online educational qualifications, will likely follow.”

Association of Public Land-Grant Universities Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning Results of a National Faculty Survey Part of the Online Education Benchmarking Survey APLU Sloan National Commission on Online Learning August 2009

How did faculty compare the effectiveness of online teaching to “face-to-face?” Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 29) © August 2009 Association of Public and Land-grant Universities

How did faculty compare the effort required for online teaching to “face-to-face?” Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 26) © August 2009 Association of Public and Land-grant Universities

What motivates faculty to teach online? Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 32) © August 2009 Association of Public and Land-grant Universities

What barriers do faculty cite to teaching more online course? Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 33) © August 2009 Association of Public and Land-grant Universities

Do faculty recommend online courses to their advisees? Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 30) © August 2009 Association of Public and Land-grant Universities

The first paragraph from the Conclusions of the APLU study Online Learning as a Strategic Asset Volume II: The Paradox of Faculty Voices: Views and Experiences with Online Learning (page 37) © August 2009 Association of Public and Land-grant Universities

Practices in Online Mathematics Courses

Conference Board of Mathematical Sciences (CBMS) Survey Reports 2010 excerpt from page 47

Conference Board of Mathematical Sciences (CBMS) Survey Reports 2010 excerpt from page 54

Online Mathematics Courses: How many and what format? From Table SP.10 on page 55 of 2010 CBMS Survey of Undergraduate Programs

Who Creates Instructional Materials for Online Mathematics Courses? From Table SP.10 on page 55 of 2010 CBMS Survey of Undergraduate Programs

What about Exam Proctoring for Online Mathematics Courses? From Table SP.10 on page 55 of 2010 CBMS Survey of Undergraduate Programs

Do Departments Allow Online Mathematics Courses to Transfer? From Table SP.10 on page 55 of 2010 CBMS Survey of Undergraduate Programs

Comparison of Practices: Content and Goals From Table SP.12 on page 57 of 2010 CBMS Survey of Undergraduate Programs

Comparison of Practices: Office Hours From Table SP.12 on page 57 of 2010 CBMS Survey of Undergraduate Programs

Comparison of Practices: Evaluation of Instructors From Table SP.12 on page 57 of 2010 CBMS Survey of Undergraduate Programs

Comparison of Practices: Use of Common Exams From Table SP.12 on page 57 of 2010 CBMS Survey of Undergraduate Programs

Comparison of Practices: Course Outlines From Table SP.12 on page 57 of 2010 CBMS Survey of Undergraduate Programs

Comparison of Practices: Course Projects From Table SP.12 on page 57 of 2010 CBMS Survey of Undergraduate Programs

Table SP12 at a Glance: From Table SP12 of 2010 CBMS Survey of Undergraduate Programs

Survey of Chief Academic Officers: January 2013 Publication

Chief Academic Officers: Are Online Courses of Strategic Importance? From page 16 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Chief Academic Officers: Do Online Courses Require More Faculty Effort? From page 23 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Chief Academic Officers: Is Online Education Inferior to Face-to-face? From page 24 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Chief Academic Officers: My Faculty Accept the Value of Online Education From page 27 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Chief Academic Officers: Lower Retention Rates in Online Courses are a Barrier to Growth From page 30 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Chief Academic Officers: Lack of Acceptance by Employers of Online Courses is a Barrier to Growth From page 31 of Changing Course: Ten Years of Tracking Online Education in the United States Copyright ©2013 by Babson Survey Research Group and Quahog Research Group, LLC

Enter MOOCs New York Times calls 2012 “The Year of the MOOC” (November 11, 2012)

Enter MOOCs Notices of the AMS: November 2013

The Coursera webpage for Calculus: Single Variable Robert Ghrist

Robert Ghrist: Notices of the AMS November 2013

Musings on MOOCS: Notices of the AMS January 2014 Petra Bonfert-Taylor (Wesleyan) David Bressoud (Macalaster) Harvey Diamond (West Virginia)

Exit MOOCs?

One year ago, many were pointing to the growth of massive open online courses, or MOOCs, as the most important trend in higher education. Many saw the rapid expansion of MOOCs as a higher education revolution that would help address two long-vexing problems: access for underserved students and cost. In theory, students saddled by rising debt and unable to tap into the best schools would be able to take free classes from rock star professors at elite schools via Udacity, edX, Coursera and other MOOC platforms. But if 2012 was the "Year of the MOOC," as The New York Times, 2013 might be dubbed the year that online education fell back to earth. Faculty at several institutions rebelled against the rapid expansion of online learning — and the nation's largest MOOC providers are responding. Eric Westervelt, NPR (Dec )