Franklin University Dr. Lewis Chongwony, Instructional Designer Dr. Alexander Heckman, MPA Lead Faculty Dr. Redd Branner, PSMT/SEMT Program Chair Dr. Leslie King, HCM Lead Faculty

Franklin University Nonprofit institution founded in 1902 More than 11,000 students Primarily working adults (Finish. Advance. Succeed.) Online and face-to-face offerings 4 central Ohio locations (more Ohio locations coming) 1 location in Indianapolis, IN Partnerships in 10 countries (primarily with MBA) Average age about 32 and 36 for graduate Main campus in Columbus Ohio, other locations include Dublin, Delaware, and Westerville (Ohio) 10 Countries: China, India, Oman, Macedonia, Poland, Serbia, Slovakia, Turkey, Ukraine, and Vietnam We are partnered with 270 community colleges

Our Philosophy As a learner-centered institution, the four cornerstones that guide our work are: Ensuring academic quality Providing access to educational opportunities Adapting to the needs of students Responding to changes in society, professions, and the business community

Curriculum Centralized/standardized curriculum model Articulate Balanced Learning Format (BFL) Outcome-based learning Use of multiple inputs in course development Quality assurance through peer reviews Continuous review and assessment process Incorporation of higher order thinking as well as lifelong learning skills   Assures consistent measurable learning outcomes in all courses Continuous review and assessment process to ensure relevance and currency of courses

Course Development Each course is designed and developed by a team consisting of: Course development faculty Instructional design faculty Instructional faculty External content contributors, including advisory board Support Staff In addition, each program has an external program advisory board comprised of industry professionals who provide the program chair with feedback on current program design features and input for curriculum planning and improvements.

Course Development Process Analyze Develop Implement Evaluate Design

Course Development Process Analyze Develop Implement Workload Resources Course Audience Team Formative Evaluation Evaluate Design

Course Development Process Analyze Develop Implement Workload Resources Course Audience Team Formative Evaluation COs Chunking MOs Learning Activities Assessment Formative Evaluation Evaluate Design

Course Development Process Analyze Develop Implement Workload Resources Course Audience Team Formative Evaluation COs Chunking MOs Learning Activities Assessment Formative Evaluation Course Content Develop Faculty Evaluate Design

Course Development Process Analyze Develop Implement Workload Resources Course Audience Team Formative Evaluation COs Chunking MOs Learning Activities Assessment Formative Evaluation Course Content Develop Faculty Manuals Production Deployment Teaching Evaluate Design

Course Development Process Analyze Develop Implement Workload Resources Course Audience Team Formative Evaluation COs Chunking MOs Learning Activities Assessment Formative Evaluation Course Content Develop Faculty Production Deployment Teaching Summative Evaluations Analysis Conclusions Evaluate Design

Developer Designer Content Contributor Roles in the Development Process

Developer Designer Content Contributor Choosing textbook. Needs analysis for the course. Oversight on how the course fits into the program curriculum. Determines topics, concepts, and skills needed for someone completing the course. Reviews course Provides current insight into the field Content contribution (some cases) Provide additional resources (some cases) Roles in the Development Process Learning theory that supports instructional, teaching, and assessment strategies. Content management system (most cases) Learning styles. Project management (most cases)

Developer Designer Content Contributor Choosing textbook. Needs analysis for the course. Oversight on how the course fits into the program curriculum. Determines topics, concepts, and skills needed for someone completing the course. Reviews course Provides current insight into the field Content contribution (some cases) Provide additional resources (some cases) Roles in the Development Process Multimedia Team Librarians Learning theory that supports instructional, teaching, and assessment strategies. Content management system (most cases) Learning styles. Project management (most cases) Adjunct Faculty

Use project management techniques (e.g., tasks and deadlines) Developer Content Contributor Designer Choosing textbook. Needs analysis for the course. Oversight on how the course fits into the program curriculum. Determines topics, concepts, and skills needed for someone completing the course. Reviews course Provides current insight into the field Content contribution (some cases) Provide additional resources (some cases) Roles in the Development Process Multimedia Team Librarians Bringing together all knowledge pieces to make a course (e.g., outcomes, assignments, activities, and assessments). Balance the course. Align the course. Use project management techniques (e.g., tasks and deadlines) Learning theory that supports instructional, teaching, and assessment strategies. Content management system (most cases) Learning styles. Project management (most cases) Adjunct Faculty

Testimonies from Selected Programs Dr. Alexander Heckman, MPA Lead faculty Dr. Redd Branner, PSMT/SEMT Program Chair Dr. Leslie King, HCM Lead Faculty Comprehensiveness and relevance of curriculum and program

Franklin University MPA Program Schedule to begin in April 2012

Franklin MPA Vision Develop leaders who can think critically, strategically, and ethically to develop and implement solutions for efficiently, effectively, and equitably implementing programs that serve the public interest Build the capacity of public and nonprofit organizations to effectively implement public policy and programs that serve the public interest in the communities were serve Comprehensiveness and relevance of curriculum and program

Franklin MPA Mission Provide relevant, high quality, lifelong education that will enable our students to: Enhance the quality of public and nonprofit programs Advance in public and nonprofit careers Succeed in providing leadership that advances the public interest in their communities Comprehensiveness and relevance of curriculum and program

Benefits of Starting a Professional Advisory Group Curriculum Development and Delivery Feedback on content Curriculum materials Content contributors Adjunct instructors Program Promotion Professional networking Promotional materials Comprehensiveness and relevance of curriculum and program

Challenges of Starting a Professional Advisory Group Identifying and Recruiting Professionals Personal network Key organizations Diversity of perspectives Engaging and Interacting with Professionals Develop rapport and trust Regular and diverse communication Being responsive and respectful

Public Safety Programs Currently two degree programs Public Safety Management Safety, Security and Emergency Management Developing Bachelors of Criminal Justice (2012) Proposal, Bachelor of Fire Service Administration Online and face-to-face offerings Professional Development Fire Officer I Fire Officer II Future Programs Masters of Fire Service Administration

Program Focus Franklin University: The University of Opportunity Survey the needs of the Public Safety Community Research trends in Public Safety Educational requirements Develop alliances with Community Colleges Select recognized professionals from Public Safety Community Fire, Law Enforcement, Federal Agencies, FEMA, U.S. Armed Forces Professionals with experience and education Assist with the development of degree proposals and defense Subject Matter Experts/Content contributors Provide video testimony to promote programs Well developed, robust programs for students

Healthcare Management Advisory Board Accrediting Agencies Legislative and Regulatory Agencies Professional Associations Feedback from Executive level professionals Professional Student Association connection and feedback Bench Marking Reflective Learner Quiz Advisory Board 2. Accrediting Agencies 3. Legislative and Regulatory Agencies 4. Professional Associations      a. Feedback from Executive level professionals      b. Professional Student Association connection and feedback 3. Bench marking against other institutions and educators 4. Reflective Learner Quiz

The End Any Questions? Advisory Board 2. Accrediting Agencies 3. Legislative and Regulatory Agencies 4. Professional Associations      a. Feedback from Executive level professionals      b. Professional Student Association connection and feedback 3. Bench marking against other institutions and educators 4. Reflective Learner Quiz