Online Distance Delivery
of Programs
Request
Proposal
Office of the Provost
Overview of Proposal Submission Process
The submission process has two stages: Pre-Proposal and Proposal. This document is the Proposal and presumes the Pre-Proposal has already been completed and received support from the Provost. Once the Pre-Proposal receives the Provost’s support to move forward, the department may work with the Advisory Committee on development of the Proposal. Below is a detailed outline of the submission process:
1. The Department(s) discusses plans for the distance program with the College Dean and completes the Pre-Proposal.
2. The College Dean discusses the Pre-Proposal with the Provost to obtain support and approval for the Department(s) to proceed with development of a Proposal.
3. The Department Chair contacts Barbra Kerns to schedule a consultation/presentation.
4. The Department(s) develops the Proposal, Budget, and Course Development Schedule (Sections V–IX below) and, with the Dean’s approval, submits it to the Advisory Committee.
5. The Advisory Committee reads the documents and provides feedback to the Department(s), College Dean and Provost on feasibility and viability of planned distance program.
6. The Department(s) may revise the documents and submit them to the Provost.
7. The Provost approves, returns for revisions or denies the Proposal and meets with the College Dean.
8. The Provost identifies and charges an implementation team.
This proposal asks for information to support the viability of the business plan for your proposed distance program. An Advisory Committee will support you in the completion of this proposal, as well as will read and provide feedback on the clarity and viability of your proposal.
Committee Members
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Heather Berkley
Sandy Bury
Dean Cantu
Kayla Carroll
Molly Cluskey
Ahmad Fakheri
Barbra Kerns
Andy Kindler
BJ Lawrence
Clara Miles
Jennifer Robin
Erich Stabenau
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You may choose to revise your proposal based on the Advisory Committee’s feedback before submitting it to the Provost. Strong proposals will include supporting evidence indicating the proposed program’s alignment with the University mission, market demand, student success and outcomes, distinctiveness of the program, readiness for online and strong returns. Curriculum modifications are to be addressed by traditional University Curriculum and Regulations (C&R) procedures. (Note: Graduate distance programs will receive priority at this time.)
Proposal
V. Curriculum
Undergraduate Programs
How will Core Curriculum course requirements be met?
Is this a degree completion program?
Note: Transfer credits must follow the University’s/College’s transfer rules.
All Programs
Complete the summary table below with each course to be included in the degree or certificate program. (Also complete the Course Development Template in the Appendix, also available on the Office of the Provost website, after meeting with your course development team.)
Course Name and Number / Development Date Range (allow 5 months) / Offering Date / New Course (Y/N)Total number of hours required for degree or certificate.
Number of hours in degree or certificate program core.
Number of hours in guided electives.
Number of hours in general electives.
Number of hours in Core Curriculum (if undergraduate).
VI. Delivery Method
The determination of a course being “online” or “hybrid” will be based on the definitions used by the Bradley Registrar’s Office:
● An “online” course is one that requires no face-to-face meetings on campus.
● A “hybrid” course (also referred to as “blended”) require at least one face-to-face meeting on campus.
Are there any on-campus or residency requirements?
Will there be any synchronous online sessions?
The University offers the following online terms: 3 week, 5 week, 7.5 week or 15 week. (See the Online Term Options chart in the Appendix for details.) Please indicate the course term length needed by completing the Course Development Schedule Template in the Appendix.
VII. Demand for the Program
Determining the demand for a potential program will require research both internal and external to the University. The Office of Marketing and Publications and the Smith Career Center may be able to provide insights in some of the following queries. An external market study may also be needed.
Student Demand
Clearly describe all evidence of student demand, using the prompts below as guidance for topics to consider/address. Market research analysis should be conducted at the cohort level and could be in the form of surveys of potential students and/or enrollments in related programs.
Describe the audience profile.
Describe the enrollment potential.
Describe degree/certificate production, including trends and the number and types of students who have graduated from this type of program nationally in each of the past five years.
Briefly describe the competitive landscape, taking the following into consideration:
1. Approximately how many institutions have similar programs? The College Board website provides a helpful search tool for this step at bigfuture.collegeboard.org/college-search. Once on the page, click “Majors & Learning Environment” for the search option.
2. What is the delivery modality for each program (i.e., online, hybrid, require some residency)?
3. Are the competitive programs accredited?
4. Are the competitive programs nationally ranked?
5. What are differentiators of the competitive programs?
6. On average, how many students are enrolled in the competitive programs?
7. What is the tuition for the competitive programs?
Describe the potential for this distance program to be offered through Bradley:
1. What are potential barriers?
2. What are potential challenges in offering a rigorous program through online or hybrid delivery?
What are potential differentiators that would cause prospective students to choose this degree/certificate from Bradley over the competition?
Postgraduate Demand
Clearly describe evidence of postgraduate demand for the degree/certificate. These opportunities may include postgraduate employment or entrance into other educational/professional programs (e.g., doctorate-granting institutions; medical, dental, veterinarian or other professional programs).
Evidence could include (but is not limited to) market studies, survey data, entrance rates and promotion rates associated with the degree/certificate. If applicable, describe employer demand for the requested delivery of the program, particularly if target students already are employed and lack the adequate flexibility to enroll in an on-campus program. Include average salaries of graduates, when possible (include local, state and national demand).
Estimated Student Demand for the Program
Project estimates for the first five years:
Academic Year / Estimated Degrees/ Certificates Conferred / Estimated Headcount/ Enrollment – Fall Semester / Estimated Credit Hour GenerationDoes the department have the resources to offer the distance program while maintaining its on-campus version?
If not, please detail the additional resources that will be required.
Availability
Will the courses be offered regularly in an appropriate sequence, time frame and format that will allow students to complete degree or certificate requirements within the specified period (e.g., two years for graduate programs)?
Describe the frequency, availability and section enrollment caps of courses that will meet the needs of the target student population.
Provide a chronological curriculum map of the program.
Uniqueness
How does the proposed program compare with competitors’ programs?
What distinguishes the proposed program over the competitors’ existing programs?
Is the proposed program considered state of the art in the discipline?
Provide evidence that the proposed program is not unnecessarily duplicative of similar offerings in the state or region.
VIII. Costs and Funding of Proposed Program
The resource requirements of and planned funding sources for the proposed program must be detailed in order to assess the adequacy of the resources needed to support a quality program. This review is to assess overall need for funds and ensure the program will be efficient in its utilization of resources.
Provide costs of and funding sources for the proposed program and productivity goals by completing the Budget Template in the Appendix (also available on the Office of the Provost website).
Sustainability
Describe how the academic unit is committed to offering the courses on an ongoing basis.
Describe the economics of the course delivery, including revisions to maintain currency of design and content, as well as to allow it to be self-sustaining after initial development.
IV. Course Development
Quality Course Design
Courses shall be comparable (quality instruction; measurable learning outcomes; active learning; engagement between and among students, faculty and content; and robust assessments) to courses taught on campus and shall meet the standards set forth in the Quality Matters (QM) Rubric.
Describe faculty preparation for developing and delivering online courses (e.g., all faculty have completed Quality Matters “Applying the QM Rubric” faculty development course and courses are designed to QM standards).
Meet with the instructional design and course development team (either through an external partnership or Bradley’s Center for Teaching Excellence and Learning Instructional Design & Learning Technologies division) to devise a plan for how courses will be designed to high quality and produced on the expected time frame. Include a course production schedule. (See the Course Development Schedule Template in the Appendix for details.)
Faculty/Student Interaction
Describe the methods and frequency of real-time and asynchronous interaction between faculty and students and among students enrolled in the course.
Academic Integrity
The University subscribes to Turnitin plagiarism checking software. Virtual proctoring of exams and other systems or practices may need to be considered to validate students are doing their own work.
Describe methods that will ensure academic integrity, including validation of student identity and measures for monitoring for plagiarism and cheating.
Student Confidentiality
Describe methods that will ensure the confidentiality and privacy of student personal data in order to comply with the Family Educational Rights and Privacy Act (FERPA).
Academic Calendar Requirements
Standards relating to the number of course meetings and total time spent in the course or satisfying course requirements shall be comparable to on-campus requirements.
Admissions, Retention, Assessment
Admissions standards shall be the same as those for the University’s residential programs. If proposing something different, please describe.
What is the average time to completion for this program? What is the maximum allowed?
Describe how the program’s success will be evaluated (e.g., increased graduate enrollment, higher student success rates, increased retention, cost savings, enhanced learning outcomes).
How will student success be measured?
How will student satisfaction be measured?
Academic Advisement
Who will be responsible for academic advising (e.g., program coordinator, divided among faculty)?
Will this program follow a specific carousel for classes? If so, please describe if electives will be included and how they will fit into the carousel.
How will off-carousel advising be tracked (e.g., program of study, DARS, u.achieve)?
How will the students in this program be registered for classes and by whom?
Program Information for Prospective Students
The University must provide adequate and accurate information to prospective students including (but not limited to) admission requirements, technology requirements, estimated time students will likely spend on course work per week, estimated or average program costs and other services available. Describe methods that will ensure adequate and accurate information is presented.
Student Services
Distance students shall have access to program guidance and academic support services, including admissions, enrollment, academic advisement, financial aid and related services on the same basis as residential students. Distance programs must make these services available in electronic format. Describe methods that will ensure this access is available.
Learning Resources
Distance students shall have access to facilities, library resources, learning resources and materials on the same basis as residential students. Describe the methods that will ensure these learning resources are available.
Technical Support
Students and faculty in distance programs shall have access to appropriate technical support services. Describe the technical support system available for hardware, software and delivery systems specific to the courses in the program.
Equipment and Software/Tools
Students must be informed in clear, understandable terms of the electronic and network resources necessary for successful completion of the program, including software, hardware and network requirements.
What, if any, additional technology or software will be needed for the program?
What will be the server needs for course materials?
Describe plans for video or multimedia usage.
Accessibility
Courses shall be designed, produced and tested to ensure accessibility to students with disabilities.
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Appendix
Sample Launch Timeline
Course Development Schedule Template
Course Code / CourseTitle / Credits / Faculty / Term Length / Course Development Begins / Course Completion Date / Instructor Sign-Off Date / Course
Start
Fall 2015
New Student Orientation / 0 / 2/1/2015 / 7/1/2015 / 7/21/2015 / 8/1/2015
3 / 2/1/2015 / 7/1/2015 / 7/21/2015 / 8/1/2015
3 / 2/1/2015 / 7/1/2015 / 7/21/2015 / 8/1/2015
3 / 2/1/2015 / 7/1/2015 / 7/21/2015 / 8/1/2015
Spring 2016
3 / 6/1/2015 / 11/1/2015 / 12/1/2015 / 1/1/2016
3 / 6/1/2015 / 11/1/2015 / 12/1/2015 / 1/1/2016
3 / 6/1/2015 / 11/1/2015 / 12/1/2015 / 1/1/2016
3 / 6/1/2015 / 11/1/2015 / 12/1/2015 / 1/1/2016
Summer 2016
3 / 11/1/2015 / 3/1/2016 / 3/21/2016 / 5/1/2016
3 / 11/1/2015 / 3/1/2016 / 3/21/2016 / 5/1/2016
3 / 11/1/2015 / 3/1/2016 / 3/21/2016 / 5/1/2016
3 / 11/1/2015 / 3/1/2016 / 3/21/2016 / 5/1/2016
Fall 2016
3 / 2/1/2016 / 7/1/2016 / 7/21/2016 / 8/1/2016
3 / 21/2016 / 7/1/2016 / 7/21/2016 / 8/1/2016
3 / 2/1/2016 / 7/1/2016 / 7/21/2016 / 8/1/2016
3 / 2/1/2016 / 7/1/2016 / 7/21/2016 / 8/1/2016
Online Term Options
Fall – 11 terms, choose one or more, multiple courses and/or course sections per term allowed
15 weeks full7.5 weeks - A / 7.5 weeks - B
5 weeks - A / 5 weeks - B / 5 weeks - C
3 weeks - A / 3 weeks - B / 3 weeks - C / 3 weeks - D / 3 weeks - E
Spring – 11 terms, choose one or more, multiple courses and/or course sections per term allowed
15 weeks full7.5 weeks - A / 7.5 weeks - B
5 weeks - A / 5 weeks - B / 5 weeks - C
3 weeks - A / 3 weeks - B / 3 weeks - C / 3 weeks - D / 3 weeks - E
Summer – 11 terms, choose one or more, multiple courses and/or course sections per term allowed
15 weeks full7.5 weeks - A / 7.5 weeks - B
5 weeks - A / 5 weeks - B / 5 weeks - C
3 weeks - A / 3 weeks - B / 3 weeks - C / 3 weeks - D / 3 weeks - E
Budget Template
DRAFT BUDGET FOR ONLINE PROGRAMSNumber of Courses / 0
Number of Hours / 0
Length of Program / 0
INCOME
Tuition / $-
Fees / $-
Grants (indicate if this amount covers the expenses detailed below) / $-
Net Income / $-
EXPENSES
Faculty Expenses (Note: Do not include faculty salary information when submitting Request to the Advisory Committee; however, be sure to include it for the Provost.) / $-
Program director salary/course release / $-
Course development stipend for faculty (estimate 12 days per course) / $-
Faculty salary for teaching course (in-load, overload, part-time) / $-
Faculty stipend for course update/redesign / $-
New faculty needs (salary + 25% fringe) / $-
Faculty development / $-
Administrative Support Salary / $-
Marketing
Print – development, production, mailing / $-
Web –development, search engine optimization / $-
Advertising –print and online (online directories/portals, search engine marketing/pay-per-click, email, social media) / $-
Photography/videography / $-
Instructional Design Staff / $-
Course development (estimate 12 days per course) / $-
Course redesign/review (annually, estimate 12 hours per course) / $-
Production staff / $-
Technology Needs / $-
Software licensing / $-
Lecture capture / $-
Conferencing software / $-
Multimedia production / $-
IT support staff salary / $-
Equipment –computers, Webcams, applications / $-
Office Supplies / $-
Authorizations / $-
Many states charge per additional program / $-
State maintenance fees / $-
Accreditation fees / $-
Professional licensing fees / $-
Library / $-
Student Fees / $-
Laboratory / $-
Malpractice insurance / $-
Software/equipment / $-
Residential requirements –housing, food, transportation / $-
University Overhead (50%) / $-
Net Expenses / $-
Net Income/Expenses / $-
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