1. Hot Topics and Accreditation Issues in Distance Education Authentication, Substantive Change, Effective Contact … And Lions and Tigers and Bears, Oh My! Dolores Davison, Foothill College Ginni May, Sacramento City College Catherine Webb, Monterey Peninsula College

2. Topics and Questions that will be addressed in this Breakout Session: What is Distance Education? What do the Accreditation Standards say about Distance Education? What is substantive change? Are there requirements from the US Department of Education?

3. In CCCs, distance learning continues to grow: 2005-06: 12.48% of total headcount (unduplicated) 2009-10: 23.54% of total headcount (unduplicated) In US, over 6 million students took at least one online class last year.

4. Institutions indicating ‘‘Online education is critical to the long-term strategy of my institution’’ reached its highest level in 2011 (65.5%).

5.  Federal and National Concerns Expressed by ACCJC ◦ A few cases of significant institutional growth and transformation triggered Congressional concerns with exploitation of institutions, students ◦ Growing amount of federal student aid funds, proportion going to private institutions and for profit institutions offering DE ◦ Financial aid fraud for which Distance Education may be particularly suited ◦ Growing number of degree mills that operate as “distance only” institutions leading to problems for transfer institutions, employers ACCJC Web Seminar Spring 2012

6. Some of the Hot Topics: I.Recently accelerated external regulatory demands A. Student authentication B. Last date of attendance / Title IV II. Lack of clarity and consensus A. Categorizing distance education B. DE or CE? C. Whose responsibility is it?

7. How does the ACCJC Evaluate Institutions regarding Distance and Correspondence Education? The “Guide to Evaluating Distance Education and Correspondence Education” published by the ACCJC explains this: http://www.accjc.org/wp- content/uploads/2012/08/Guide-to- Evaluating-DE-and-CE_2012.pdf

8. Some of the Hot Topics (continued): III. Substantive Change Reports IV. Some Consequences and Questions

9. Student Authentication

10. Academic Integrity and Authentication HEOA requires accreditors to require institutions “to have processes through which the institution establishes that the student who registers in a distance education course or program is the same student who participates in and completes the program and receives the academic credit.” (emphasis added)

11. Examples of Processes and Practices 1) College LMS 2) Proctored assessment 3) LMS log-in statement Through the entry of my username and password I affirm that I am the student who enrolled in this course. Furthermore, I affirm that I understand and agree to follow the regulations regarding academic integrity and the use of student data as described in the Student Conduct Code that governs student rights and responsibilities. Failure to abide by the regulations may result in disciplinary action up to expulsion from the college. 4) Academic integrity in DE training 5) Plagiarism detection software Why is it important to us???

12. What those looking in are looking for: Institutions must use: a) secure log-in and password, OR proctored examinations, b) and/or new or other technologies c) and/or practices that are developed and effective in verifying each student’s identification

13. By Knterox Last date of attendance (LDA) & Title IV Must document LDA and verify “regular and substantive interaction” between faculty and student

14. Who is attending class?

15.  Make it clear to online teaching faculty that LMS statistics are not enough.  Regular Effective Contact is defined and enforced  LDA policy is created and enforced that includes academic engagement (activity).  Instructors save work of the student dropped and document when the activity stopped.  Institutional definition of Excessive Absences

16. DE or CE?

17. State Definition “Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology.” Same course-quality standards Regular, effective contact Separate curricular review Federal definition not much different

18. ACCJC Definition “...a formal interaction which uses one or more technologies to deliver instruction to student who are separated from the instructor and which supports regular and substantive interaction between the students and instructor, either synchronously or asynchronously. Technologies include internet, interactive TV, TV, audio conferencing, video conferencing, DVDs, CD-ROMs, etc.

19. Correspondence Education Instructional material provided by mail or electronic transmission (including examinations) to students who are separated from the instructor Limited interaction between student and instructor and primarily initiated by students A course that is typically self-paced 34 C.F.R. § 602.3 (Definitions)

20. Substantive Change The ACCJC’s “Substantive Change Manual” can found at: http://www.accjc.org/wp- content/uploads/2012/09/Substantive-Change- Manual_August-2012.pdf

21. “Substantive” in the DE context Change in the Intended Student Population (3.2.1) E.g., Institution offers courses/programs via online delivery intended to reach students not included in the student population described in the current mission statement Addition of a Program or Courses that Represent a Significant Departure from an Institution’s Current Programs or Curriculum (3.7.1) E.g., program offered in face-to-face format is now offered 100% online Addition of Courses that Constitute 50% or More of the Units Offered through a Mode of Distance or Electronic Delivery, or Correspondence Education (3.7.3) E.g., Institution offers courses that make up 50% or more of the credits required for a program through an instructional delivery that is new for the college/program See http://www.accjc.org/substantive-changehttp://www.accjc.org/substantive-change

22. Process and Structure Substantive Change Manual, Section 4 4.1: Eligibility 4.2: List of Sequential Steps NB: Step 4 outlines sections & content to include 4.3: Committee Review Process & Potential Outcomes

23. Structuring the Proposal A. Concise description of the proposed change B. Description of the program (or change in delivery mode) to be offered C. Description of the planning process leading to the change D. Evidence of analysis and planning of adequate resources E. Evidence that required approvals have been met F. Evidence that Eligibility Requirements will be fulfilled G. Evidence that Accreditation Standards will be fulfilled

24. Types of data to consider Growth Projections Recent (2-5 yr.) history of distance learning Increase in the number of courses offered online Increase in the number of faculty teaching online Increase in number of students taking online courses

25. Types of data to consider Institutional processes Admissions Orientation Financial aid Tutoring Registrar Services (grades, transcript requests, etc.) Student communication (email, portal, etc.)

26. Types of data to consider Student Success/Achievement Data Class size Retention and withdrawal rates Course completion rates Student learning outcomes data/assessment Online success & retention data compared to face-to- face

27. Types of data to consider Quality Assurances Capability of faculty to teach online Faculty & student support services Integration within institutional mission Student authentication Faculty resources Technical support

28. Questions and Concerns

29. http://tinyurl.com/accjcDE For more information--- ACCJC Web Seminar: DE on the Front Burner: New Regulations, New Challenges and Accreditation Spring 2012 http://www.onefortraining.org/coordinato rs DE Coordinators’ Web Seminar Meetings