1. 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

2. 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

3. 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

4. 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

5. 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.

6. Course Development Process
Analyze
Develop
Implement
Evaluate
Design

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

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

9. 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

10. 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

11. 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

12. Developer Designer Content Contributor
Roles in the Development Process

13. 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)

14. 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

15. 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

16. 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

17. Franklin University MPA Program
Schedule to begin in April 2012

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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