The Western Association of Schools and Colleges



Proposal to the

Western Association of Schools and Colleges

Accrediting Commission for Senior Colleges and Universities

Off-Campus and Substantive Change Committee

for the

Distance Learning Adult Development, Learning and Instruction Program

Master of Arts in Education, Educational Psychology and Counseling, Specialization in Adult Development, Learning and Instruction

Prepared by

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The Department of Adult Development, Learning and Instruction,

in the Michael D. Eisner College of Education and

the Roland Tseng College of Extended Learning

February 2006

Table of Contents

1. Overview/Abstract ……………………………………………………………………………1

Off-campus programs offered by CSUN ……………………………………………………2

2. Institutional Summary Data Form ……………………………………………………………3

3. Descriptive Background, History, and Context ……………………………………………4

4. Institutional Accrediting History Relevant to Substantive Change ………………………5

5. Program Need ………………………………………………………………………………6

6. Planning/Approval Process .……………………………………………………………….. 7

7. Program Description ………………………………………………………………………….7

8. Faculty……………………………………………………………………………………….. 12

9. Student Support Services…………………………………………………………………... 13

10. Library and Information Resources ………………………………………………………. 15

11. Technology and Computer Support ……………………………………………………….16

12. Physical Resources…………………………………………………………………………. 17

13. Financial Resources………………………………………………………………………… 17

14. Plan for Evaluating Educational Effectiveness…………………………………………… 19

15. Plan for Teach-Out Provisions……………………………………………………………. 23

16. Appendices:

APPENDIX A – WASC Substantive Change Proposal Preliminary and Final Internal Approval Forms

APPENDIX B – Memorandum of Understanding between CSUN, the Michael D. Eisner

College of Education, and the Roland Tseng College of Extended Learning

APPENDIX C – DL ADLI Course Development and Program Sequence

APPENDIX D – Sample Syllabi for 5 DL ADLI Courses

APPENDIX E – Distance Learning Online Curriculum Development Procedures

APPENDIX F – Curricula Vitae of Key Faculty for the DL ADLI Program

APPENDIX G – Annualized Budget Narrative, Spreadsheet, and Schedule of Student Fee Payments for the DL ADLI Program

APPENDIX H – Technology Requirements for DL ADLI Students and Faculty

APPENDIX I – DL ADLI Program Evaluation – Methods, Timelines and Assessment Forms

1. Overview/Abstract

A. Degree Program Proposed: Master of Arts Degree in Education, Educational Psychology and Counseling, Adult Development, Learning and Instruction

B. Location: Delivered through multiple distance learning technologies entirely online

C. Initial Date of Offering: Spring 2007 (ca. January 30, 2007)

D. Projected Number of Students: Cohorts of 20 minimum, 35 maximum

Type of Student: Master’s Degree candidates pursuing careers and certification in adult learning and development.

E. Anticipated Life of Program: Ongoing

Timeframe of Courses: Traditional – Year Round

Two courses per term, (i.e., 2 courses each in spring and fall, 1 in summer)

F. Other Off-Campus Programs A list of off-campus and distance

Offered at the Institution: learning programs offered by

California State University, Northridge follows on the next page

G. Prior Distance Learning Experience 1998 – Master of Science in Communication Disorders and Sciences—Speech-Language Pathology

2002 - Master of Science in Engineering Management

2006- Master of Arts in Education, Educational Administration with Tier I Preliminary credential

LIST OF OFF-CAMPUS PROGRAMS OFFERED BY

CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

OFFERED AT THE CHANNEL ISLANDS SITE:[1]

Undergraduate Degree Programs—Offered in Their Entirety:

Bachelor of Arts, Sociology (General Sociology option)

Bachelor of Arts, Sociology (Criminology & Corrections option)

OFFERED ELSEWHERE:

Undergraduate Degree-Completion Program:

Bachelor of Arts in Public Sector Management (a self-supporting, Special Session degree-completion program currently offered in the Santa Clarita and Antelope Valleys, California)

Teaching Credential Programs:

Education Specialist Credential—Mild/Moderate Disabilities and Moderate/Severe Disabilities

(Offered at the Ventura County Superintendent of Schools Office)

Graduate Degree Program—Offered in Its Entirety:

Master of Arts, Public Administration (a self-supporting, Special Session degree program

offered at the Santa Barbara County site)

Distance Learning Graduate Degree Programs:

Master of Science in Communication Disorders and Sciences—Speech-Language Pathology

(A self-supporting, Special Session program)

Master of Science in Engineering Management (a self-supporting, Special Session program)

Master of Arts in Education, Educational Administration with Tier I Preliminary credential

(A self-supporting, Special Session program)

2. INSTITUTIONAL SUMMARY DATA FORM

Institution: California State University, Northridge

President/CEO: Dr. Jolene Koester Date: February 1, 2006

• Year Founded: 1956

• Calendar Plan: Term Semester Campus

• Degree Levels Offered: Bachelors (60), Masters (41), Professional (51)

• Sponsorship and Control: Public

• Current Enrollment (annualized 2003/04): Headcount % Minority[2] FTES

2 Undergraduate 24,819 69.6%

a. Graduate 7,621 56.0%

b. Non-degree --- --- ---

TOTALS 32,440 66.4% 23,655

• Current Faculty (annualized 2000/01): Full-time: 872 % Minority: 24.7%

Part-Time[3]: 1,013 % Minority: 23.5% (fall 2003)

• Finances

4 Annual Tuition Rate:[4] Undergraduate: $2,778 Graduate: $3,264

5 Total Annual Operating Budget (2003-2004 General Fund): $233.1 million

a. % from Tuition and Fees: 31.2%

b. Operating Deficits for Past 3 Years (General Fund): -0-

c. Current Accumulated Deficit: -0-

• Governing Board

6 Size: 25

7 Meetings a year: 6

• Off-Campus Locations

8 Number: 1

b. Total Enrollment (2001-2002 academic year): 1,868

• Distance Learning Degree Programs

a. Number: 2

b. Total Enrollment: 161 (2004-2005 academic year)

• Library (2002-2003 physical collection only)

a. Number of Volumes (bound): over 1.2 million

b. Number of Periodical Subscriptions: 8,000 (over 2,500 current)

3. Descriptive Background, History, and Context

California State University, Northridge (CSUN), a member of the 23-campus California State University (CSU) system, is one of the largest institutions of higher learning in California and the only public university in Los Angeles’ San Fernando Valley. CSUN is the third largest college or university (2004 enrollment) in Los Angeles County, after University of California at Los Angeles and California State University, Long Beach.

The San Fernando Valley campus of the Los Angeles State College of Applied Arts and Sciences was established on the present Northridge site in 1956. Soon after, the campus separated from its parent college and on July 1, 1958, the institution became San Fernando Valley State College. On June 1, 1972, by action of the state Legislature and the Board of Trustees of California State University, the college was renamed California State University, Northridge.

CSUN’s 25-year track record in offering a variety of off-campus baccalaureate, graduate, certificate and credential programs, demonstrates the University’s capacity to implement and sustain successful academic programs and services for students at remote sites. For example: the Roland Tseng College of Extended Learning (ExL) operated the Ventura Learning Center, which was the largest CSUN off-campus site in the CSU; it has now evolved into the system’s newest campus, California State University, Channel Islands.

CSUN presently offers three master’s degree programs entirely online: the Master of Science in Communication Disorders and Sciences, emphasis Speech Language Pathology, the Master of Science in Engineering Management and the Master of Arts in Education, Educational Administration with Tier I Preliminary credential. This substantive change proposal is being submitted for WASC approval to deliver the existing, residential Development, Learning and Instruction (DLI) program for the Master of Arts in Education, Educational Psychology and Counseling, Development Learning and Instruction option using multiple distance learning technologies. Its working title is the Distance Learning Adult Development, Learning and Instruction (DL ADLI) program.

Offering the DL ADLI program is in keeping with CSUN’s commitment to assist students in realizing their educational goals by accommodating students who would not otherwise have access to the residential master’s degree and coursework necessary for career advancement in the field of adult learning.

The DL ADLI program also addresses the University’s goals of increasing graduation rates and reducing degree completion time while maintaining academic quality. Building on this goal for the undergraduate programs, this DL ADLI program expands this goal to increase student retention rates and on-time graduation rates for graduate programs as well. The DL ADLI Program utilizes the cohort model whereby graduate students complete their degrees within a two-year time-frame.

The DL ADLI program reflects the broader context of the CSU strategic planning framework outlined in its Cornerstones Report: Access to Higher Education. This program satisfies the report’s recommendations that the CSU, in response to emerging and changing needs, utilize extended learning units to implement innovative programs that will: increase the number of graduate and post-baccalaureate programs in financially viable ways, expand education opportunities through both state- and fee-supported programs, and build partnerships with communities, businesses, and government to make education available. This report can be found at: July 25, 2002.

4. Institutional Accrediting History Relevant to Substantive Change

California State University, Northridge (CSUN) received its first accreditation by the Western Association of Schools and Colleges (WASC) during its inaugural year, 1958, and has successfully maintained uninterrupted accreditation. CSUN underwent its last review in 2000 and due to an extremely positive evaluation, the next WASC institutional review is not required until 2010, the maximum 10-year interval allowed. CSUN receives accreditation by the California State Board of Education and its professional degree programs are accredited by a variety of national societies and associations.

In 1998, the WASC Substantive Change Committee approved CSUN and ExL’s first entirely online graduate degree program, the Master of Science in Communication Disorders and Sciences. The fourth, fifth and sixth student cohorts are now in progress with a seventh beginning May 2006. In October 2002, WASC approved a second online program, the Master of Science in Engineering Management; its first cohort of students inaugurated the program in fall 2003, two additional cohorts began fall 2004 and a fourth began fall 2005.

CSUN and the Roland Tseng College of Extended Learning (ExL) have received approval from the WASC Substantive Change Committee to offer three CSUN degree programs held at off-campus sites. CSUN’s Bachelor of Arts in Public Sector Management degree-completion program was approved for offering at the Sheriff’s Office and the North County Fire Training Facility in Lancaster, California, at the Employees’ University of Santa Barbara County in July 2003 and for Santa Maria in July of 2004. The Master of Public Administration was approved for the Santa Barbara County site in August 2004. The Bachelor of Science in Construction Management Technology was approved for Naval Base Ventura County in June 2004.

Because additional degree, university certificate, and/or credential programs are planned for regional sites in the future, ExL will soon undertake a WASC substantive change system review. However, relative to substantive change, there are no known issues previously raised by WASC regarding any of ExL’s distance learning degree programs or those offered at regional sites.

In accord with concepts raised by WASC, President Koester has called for a renewed commitment to transform CSUN into a more “learning-centered university” by increasing accountability, assessing student learning objectives and outcomes, and enhancing the quality of faculty and student relationships. The president’s statements regarding learning-centered universities can be found in her 2004 convocation address at: .

Encouraged by WASC, CSUN conducted a self-evaluation and published a 203-page report titled Becoming a Learning Centered University. This report won praise from WASC for its ”significant contributions” in providing focus for increased educational effectiveness by utilizing technology to enhance learning, promoting student achievement, and assessing student learning in academic and co-curricular programs. The proposed DL ADLI program will be a key component in the realization of these important objectives currently being addressed by WASC and CSUN.

5. Program Need

As our community and nation face escalating shortages of skilled labor to meet the rising complexity of many jobs, employers are increasingly utilizing "in house" or "incumbent worker" training to retrain and thereby retain a quality workforce. As a result, both private sector and public organizations have developed a need for competent experts who are able to design, develop, implement and evaluate training programs. This demand is expected to increase significantly in the next decade. 5

In recent years, legislation such as the federal Workforce Initiative Act of 1998, California's Employment Training Panel, and funded programs in 37 states have provided billions of dollars to numerous private businesses and corporations for the implementation of incumbent worker training programs. Identified industries that are experiencing a booming demand and a looming shortage of skilled labor include biotechnology, health care, financial services, skilled trades, and hospitality.

As well as actively advertising and recruiting for trainers and instructional designers, organizations also seek to recruit training and development experts from among their own ranks, utilizing competent and knowledgeable personnel. A need therefore exists for a program in instructional design, learning and adult development, which can be offered to currently working professionals in both our local community and targeted industries nationwide.

To help meet this need, the Educational Psychology and Counseling Department (EPC) and the Roland Tseng College of Extended Learning (ExL) propose offering a Distance Learning Adult Development, Learning and Instruction Masters Degree program (DL ADLI).

It is projected that interest and enrollment in the DL ADLI will be high, owing to the current demand for trained professionals in the field, the uniqueness of the program among CSU offerings, and the flexibility of the program for working adults.

CSUN is well qualified to offer a distance learning ADLI program. The Michael D. Eisner College of Education (COE) is regarded as one of the highest quality venues for preparing teachers and educators, and ExL already delivers three successful distance learning master’s programs. CSUN is the largest teacher training institution in the CSU system, granting a great number of the system’s master’s degrees in education and educational psychology. CSUN’s EPC graduates are in high demand and have reputations as successful leaders in schools, industry and government.

Through its existing residential programs, the EPC Department has been able to provide program access to all interested and eligible students within CSUN’s catchment area. The consensus within the EPC Department is that there is also a considerable need for an adult development learning and instruction program to tap into the market of students who are interested in furthering their current careers yet may be unable to attend an on-campus program due to work conflicts, geographical constraints, physical challenges, and family demands. The option of participating in a distance learning program offers such opportunities.

This proposed DL ADLI program will help government and industry address the needs outlined in the Workforce Initiative Act and the President's High Growth Job Training Initiative by expanding the number of qualified candidates available to business, industry and government. As interest and recruitment for training positions increases, the market of prospective students seeking alternatives to residential programs will continue to grow. Ultimately, the addition of a DL ADLI program will help the University achieve its strategic goals and mission to provide opportunities for individuals to develop intellectually, personally, and professionally, while contributing to long-term economic health in the communities where students work and live.

__________________

5 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition

6. Planning/Approval Process

CSUN uses a formal, structured review and approval process that facilitates strategic planning within its programs. The DLI residential program has successfully met CSUN’s quality standards for graduate-level education since its inception in the academic year XXXX. Because the DL ADLI program is an extension of an existing, residential program at CSUN, it will be included in any subsequent institutional reviews.

Before presentation to the WASC Substantive Change Committee, the proposed DL ADLI program underwent a thorough internal review/approval process established by the University and in accordance with recommended WASC procedures. The proposed DL ADLI program was presented to the ADLI Curriculum Committee and approved by the DLI faculty and the ExL Faculty Advisory Committee and the CSUN Graduate Studies Committee. A memorandum of understanding (MOU) was developed and approved by the Michael D. Eisner College of Education (COE) and The Roland Tseng College of Extended Learning (ExL). A Program Summary for Preliminary Internal Approval for WASC Substantive Change was reviewed and endorsed by CSUN’s WASC accreditation liaison officer, the chair of the Educational Psychology and Counseling Department, the dean of the COE, the dean of ExL, and the University provost. The final WASC Substantive Change Proposal then underwent a second cycle of review and was approved by the parties that previously signed the preliminary approval. These two internal approval forms can be found in Appendix A.

7. Program Description

The DL ADLI program—a collaborative effort between the Michael D. Eisner College of Education (COE), Educational Psychology and Counseling Department, and the Roland Tseng College of Extended Learning (ExL)—will be offered in addition to (not in lieu of) the residential DLI program and replicates, with minor modifications, the residential program. The same faculty will use the same curriculum, and will meet the same student learning outcomes and accreditation standards as the residential DLI program.

There are three significant differences between the DL ADLI program and its residential counterpart. First, its delivery mode will be through online instruction. Distance learning is well-suited to the demanding schedules of working adults; students are able to study anytime and anywhere. Online programs are also advantageous to those precluded from traditional programs due to geographic constraints or limited by disabilities. Second, the online program is specifically geared toward the study of adult learning. Third, the program will be offered in special sessions through the College of Extended Learning. As authorized by the CSU chancellor’s office (Title 5 of the Education Code, Article 3, Section 40200), special sessions make CSU programs available to matriculated students on a self-support basis, at times and in locations not supported by the state general fund.

Curriculum Requirements:

The DL ADLI, program like the residential program, will deliver to students a breadth of experience in learning that includes case studies, theory, empirical research, and direct experience. Designed to promote reflection, critical thinking, and excellence, the DL ADLI program will produce graduates who are qualified for leadership roles in private and public organizations. These graduates will be well-educated, lifelong learners prepared to practice in an ever-changing, multi-cultural world.

The DL ADLI program consists of 6 three-unit required courses, two elective courses and a culminating project. Additional courses, EPC 600 and EPC 314, prerequisites for the program, will be offered online for those students that do not meet these requirements. Sample syllabi are included in Appendix D.

Course Title Semester Units

EPC 602 Research principles 3

EPC 605 Psychological Foundations of Education 3

EPC 607 Motivation in Learning and Development 3

EPC 609 Human Development: Life Span Perspective 3

EPC 615 Introduction to Instructional Design 3

EPC 695D Seminar in Selected Studies: Current Issues in Professional Development 3

Electives

EPC 613 Assessment and Evaluation of Learning 3

EPC new Instructional Technology for Professional Development (or equivalent) 3

Culminating Experience (emphasis on adult learning) 6

TOTAL SEMESTER UNITS 30

Each course in the DL ADLI program is well documented in terms of its role in the overall curriculum. Learning objectives are articulated across all courses and the processes by which students will attain them are clearly stated in the course syllabi.

(NOTE- "Standards"/ SLOs here?)

The COE associate dean and the EPC department chair will oversee the academic integrity of the DL ADLI program, assuring that instructional standards are met, the courses are comparable to those in the residential program, and the curriculum is congruent with the University’s mission and program objectives. For a detailed description of the review and approval of courses and their syllabi, refer to section 14, Plan for Evaluating Educational Effectiveness.

Schedule/Format Requirements

Generally, students enrolling in the DL ADLI Program will be part-time students who are practicing professionals in private and public organizations, or educational institutions. Students will be expected to complete the program in two years. In anticipation of year-round operation (YRO), the program will consist of four regular terms running 15 weeks and two summer terms of 9 weeks each coinciding with the regular university calendar. A tentative schedule for the first cohort is outlined in the Course Development and Program Sequence found in Appendix C.

The DL ADLI program is based on the cohort model, which allows students to experience synergistic relationships with faculty and fellow students. The cohort model has proven to be an effective means of increasing retention and graduation rates among working adults as evidenced by the high graduation rates of ExL’s online master’s program in Communication Disorders and Sciences, which graduated its third cohort in June 2004. The cohort model fosters an online learning community whereby students learn valuable teamwork and leadership skills through collaboration on solving case studies, conducting research, and creating reports for group presentations. Because these projects increase in complexity over time DL ADLI students will develop sophisticated conceptual and professional skills required by educational administration.

A cohort of 20-35 students enters the program together and progresses through the set sequence of courses from start to finish. Each cohort is expected to proceed through the DL ADLI program as a unified group. Because a cohort is established at the beginning for the entire course of study, any student who fails to take a course when offered or who wishes to withdraw from a course must then wait for a new cohort cycle to begin. Once the program is established, it is anticipated that a new cohort will be formed approximately every 12 months.

The DL ADLI program incorporates sophisticated multiple distance learning technologies with traditional instructional modes utilized in the residential classroom (e.g. readings, lectures, quizzes, tests, discussions and assignments). Learning activities are facilitated by CD-ROM, DVD, Web sites, e-mail, and phone, all supported by the professional course management system, Blackboard. ExL’s Distance Learning Systems Group (DLSG) chose this electronic learning platform because the faculty and students like its user-friendly features, it has a logical layout, and provides strong technical support. DLSG has used Blackboard for its three existing online master’s degree programs with excellent feedback from faculty and administrators.

Interaction within the online community will be conducted through online discussion, project work, and small-group presentations. Faculty and students may select synchronous chat forums using Blackboard’s Virtual Classroom, asynchronous threaded discussions using the

Virtual Discussion Board, or a combination of the two. Asynchronous threaded discussions, which are automatically archived by topic and date, preserve the full context of thematic discourse on Blackboard and allow students to enter the dialogue at any point in its past as well as its present and to create new threads of discourse. Engaging in chats or threaded discussions on the Blackboard platform provides a form of discourse often lacking in the classroom.

The distance learning technologies employed by ExL are selected to attain four important objectives:

• Establishment of a truly interactive learning community

• Effective delivery of course content

• Engagement of students using learning activities similar to campus-based courses

• Employment of the utmost security assurances

DL ADLI courses are designed implementing human factors concepts to ensure optimal student comprehension and retention. Utilizing best practices of distance learning pedagogy, graphics will be used in DL ADLI courses to present concepts in a visually interesting manner. While listening to the module’s narration, students view bulleted highlights of the lecture, graphs, diagrams, and enhanced visuals. Pop-up windows allowing students to view and print a full lecture transcript are useful especially for the hearing impaired. A robust feature for interaction on Blackboard is its illustration area, where faculty and students can draw, display schematics, posit equations, and refer to live Web site links, which can be viewed by all participants. These interactive tools also enable professors to evaluate the quality and frequency of student participation.

ADLI faculty members select the content of the course modules and the assessment tools that will be used to evaluate student progress. Blackboard’s assessment section allows instructors to configure quizzes, objective tests, and essay questions and provide feedback, which the students access through digital drop boxes. Here, tests can be timed, submitted, graded, and retrieved in a secure online environment. Through Blackboard’s management system, instructors gauge individual student and overall cohort performance. Interactive workshop exercises allow students to self-assess their comprehension of the material and apply the concepts learned to professional practice.

Each course in the DL ADLI program has its own Blackboard course site, which includes general course information such as the syllabus, required texts, grading policy, and assignment due dates. The Blackboard platform provides easy access and navigation through the course and supplemental information on faculty, assignments, external resource links, and communication tools.

Security for the DL ADLI program is addressed by verification of student identity, authorship of assignments, and protection of students’ privacy. Security assurances are a central feature of the Blackboard platform. To log onto any DL ADLI course, a student must be registered for the program and have received a unique valid user name and protected password that will serve as a means of verifying that student’s identity for graded quizzes and other assessments. For more on security see section 14, Plan for Evaluating Educational Effectiveness, page 22.

Admissions and Residency Requirements:

Students enrolled in the DL ADLI master’s program must be formally admitted and matriculated at CSUN. Candidates must meet the following admission requirements to qualify:

• 2 Letters of Recommendation

• Undergraduate Grade Point Average of 3.0 or Graduate Record Examination (GRE)/Miller Analogies Test (MAT). Passing Scores = 50th percentile or higher in one of the three areas of the GRE, or a raw score of 50 or better on the MAT

• Completion of the prerequisites EPC 600, EPC 314 or equivalents.

Because the DL ADLI program uses the cohort model, no previous academic course work may be transferred into the program (with the exception of the prerequisite courses EPC 600 and EPC 314, which may be waived by the department chair upon determination of equivalency). To maximize the benefits provided in the cohort model, all students will be required to matriculate through the entire program. No credit will be given for prior coursework and no examination will be given in lieu of DL ADLI coursework. This requirement ensures that students participate in a shared learning experience throughout the integrated DL ADLI curriculum.

DL ADLI candidates and enrolled students will have a variety of options available to assist them in obtaining program and admission information. Program information will be included in educational publications and University publications such as the CSUN and ExL catalogs and schedules of classes. ExL will publish a high-quality brochure produced specifically for the

DL ADLI program and may utilize mass-mailings to public and private organizations.

The most important information source for distance learning students will be the DL ADLI Web site, which can be accessed at (NOTE- need website here) The Web site, designed specifically for the DL ADLI program, will be made available pending WASC Substantive Change approval. The DL ADLI Web site will provide general contact information, admissions procedures, program requirements, program and course descriptions, a timeframe for course delivery and program completion, program costs, and online registration instructions.

8. Faculty

California State University, Northridge (CSUN), Michael D. Eisner College of Education (COE), the Adult Development, Learning and Instruction (ADLI) Department and the Roland Tseng College of Extended Learning (ExL) are committed to teaching, scholarship, and active learning. DL ADLI courses will be taught by the same regular EPC faculty who teach in the campus DLI Program and who possess advanced degrees. Please refer to Appendix F for curricula vitae of the key faculty for the DL ADLI program. Faculty involvement in program oversight will help ensure that the integrity and rigor of the DL ADLI program will be identical to that of the residential program. Under the guidance of the EPC Department chair, faculty will provide consistent curriculum delivery, develop and update online courses as described in Section IX, page 7 of the DL ADLI MOU, Appendix B, and participate in course, student, and program evaluations.

Faculty overload will not be an issue for the residential program because DL ADLI instructors will have two options for balancing their workloads: “Direct Payment” or “Reassigned/Release Time” as provided for in Section VIII, page 6 of the DL ADLI MOU. In order to comply with System Policy HR 200205, Article 36, faculty who elect Direct Payment for work must not exceed 125% of their regular full-time hours, i.e., 15 units per semester term. If “Reassigned Time” is selected, ExL will buy out their time by transferring funds to the COE to cover the amount necessary to secure replacement faculty for the residential courses.

Each DL ADLI course will be developed by EPC faculty, holding advanced degrees from accredited institutions. From time to time, some part-time EPC faculty may be involved in teaching DL ADLI courses, in which case, the University and the EPC Department require a minimum qualification of a master’s degree. The program will continue to be in conformance with University policy, with the ratio of full-time to part-time faculty meeting or exceeding the 50:50 minimum.

All faculty assigned to the DL ADLI program will be asked to attend meetings to discuss distance learning pedagogy, online course development and delivery, student learning outcomes, course content issues, and program assessment. These meetings ensure instructional quality and consistency throughout the program.

ExL will take an active role in ensuring that the DL ADLI faculty is afforded every advantage to effectively incorporate Web-based learning applications into their courses. Instructors will be trained in the development and delivery of online courses using Blackboard. DLSG has constructed a comprehensive course development plan that outlines the allocation of responsibilities and timelines to guide the faculty and project team through the various phases of the process, including updating existing courses, preparing course Web site content, and the use of supplemental course materials. The Distance Learning Online Curriculum Development Procedures document can be found in Appendix E.

Additionally, a variety of University resources and services designed to assist the DL ADLI faculty in maintaining distance learning pedagogy and their technical proficiency are available through the Office of Faculty Affairs, the Office of Online Instruction, the Center on Effective Learning and Teaching (CELT), and Information Technology Resources (ITR). For example: CELT has a comprehensive Web site of guides, tools, and resources for online instruction and offers a series of faculty workshops on a variety of online instructional topics each semester, most of them hands-on. ITR publishes numerous guides for software applications and Web tools such as a guide that focuses on how to make Web pages user friendly for students with visual, hearing, and/or mobility impairments, in compliance with the Americans with Disabilities Act. Both offices maintain technical staff to assist faculty with individual projects.

9. Student Support Services

Student mentoring and advisement are essential for building a viable distance learning community, and excellent student support services have proven to be an important contributing factor for student success. DL ADLI students will have access to a full range of coordinated academic support services beginning with the application/admission process, throughout their education, and beyond graduation—all accessible by computer and without having to visit the CSUN campus.

Responsibility for providing access to student services resides with all three partners—the COE, the EPC Department, and ExL. All will share information on the quality of student services, evaluate their effectiveness, and cooperate with other CSUN offices to provide ongoing student access as they proceed through the program.

Although cohort programs operate within a pre-determined sequence of courses lessening the need for extensive academic advisement, ExL and the EPC Department will enlist a wide array of student services that are instrumental for the distance learning student’s success. With two distance learning master’s degree programs underway, ExL has demonstrated a distinctive capacity for delivering online programs with outstanding student support services by providing a program coordinator to determine how to best address the unique needs of online student services.

ExL attributes the success of its online programs in part to ExL’s provision for a distance learning program coordinator, chosen from departmental faculty. Prospective students may choose to contact the DL ADLI program coordinator when they need personalized assistance. The coordinator will be the main point of contact for student advisement regarding admission, program policies, and degree requirements. The coordinator will be committed to providing a level of service that makes the online learning experience convenient and rewarding for each student. For a more detailed description of the program coordinator’s role, see Section XII, page 13 of the DL ADLI MOU found in Appendix B.

The DL ADLI faculty recognizes that concise and frequent online communication is an important component of an effective distance learning environment. A virtual discussion board allows students to post messages to faculty and fellow classmates, and encourages open communication. Faculty will hold regular virtual office hours to assist individual students. The course syllabus will state faculty virtual office hours, the established protocol for communicating by email and phone, and a reasonable expected response time, generally within 24 hours. The chair of the EPC Department will provide the critical leadership necessary for building a cohesive online distance learning community among the faculty and students.

Students will have full access to a variety of University academic services, on-campus or online; visiting the campus is not required. CSUN’s online University Library resources are described in Section 10 herein. The CSUN Learning Resource Center (LRC), Career Center, and University Counseling Services all have comprehensive Web sites. Textbooks can be ordered online from CSUN’s Matador Bookstore. Because a few student support services are only accessible to students enrolled in CSUN’s residential classes, distance learning students will not pay fees for services such as those provided by the campus health facilities, student body associations and the student center.

The Web site for CSUN’s Office of Financial Aid features a full menu of support services for distant students, including online forms and information about financial planning, CSUN policies, and government information. Because of the importance and complexity of coordinating financial aid services, ExL has an in-house counselor dedicated to serving the financial aid needs of its distance learning students.

For students with disabilities, online learning programs deliver a number of advantages versus the traditional in-the-classroom lecture format. Students with physical disabilities do not have to worry about mobility or access on campus. Enlarging the font size of text and visuals on their computer monitor could be helpful for students with vision problems. Complete narrative transcripts for each course assist the hearing impaired student. The ability for self-pacing and repeating course modules are wonderful tools for those with memory or concentration challenges. DL ADLI students with disabilities will be encouraged to utilize the services of the CSUN Office of Students with Disabilities Resources, which maintains a staff of specialists who are available year round to counsel and assist students. Assessment, interviews and counseling services are conveniently provided by phone, fax and email. After registering with the office, students consult with counselors each semester to develop a service agreement that will accommodate their special needs.

A variety of learning resources will be readily available to DL ADLI students via the Internet, CD-ROM and/or DVD. Before each new cohort begins, an online tutorial will orient new students to the electronic learning platform, Blackboard. Students also learn to navigate course sites through an online tutorial monitored by an instructor who answers students’ questions and provides online feedback.

If students need to improve their writing skills, CSUN’s Learning Resource Center (LRC) provides a number of online services. The LRC’s Virtual Writing Center Web site enables students to converse through regularly scheduled synchronous chats or asynchronously with a writing consultant for a reply within 48 hours. Another channel for students to receive help with their writing is the LRC’s “fax and phone” service in which students fax their research paper to the LRC and make an appointment for a 30-minute phone consultation.

At the completion of the program, students and their families are invited to attend the CSUN graduation ceremony and related festivities. An online Alumni Association will provide current DL ADLI students and alumni advice and mentoring from graduates who are active in the educational administration field.

10. Library and Information Resources

The full resources of the University Library at California State University, Northridge (CSUN) will be available to faculty and students in the Distance Learning Adult Development, Learning and Instruction (DL ADLI) program. In addition, the CSU Mutual Use Agreement stipulates that all matriculated students enjoy full student privileges at any of the 23 CSU campus libraries.

The CSUN library is fully equipped with the online resources needed to support research for the DL ADLI curriculum. It subscribes to more than 16,000 electronic journals, newspapers, databases, and online books. Its growing digital collection includes more than 60 electronic databases that offer full-text articles from academic journals across all disciplines. Reference materials such as encyclopedias, dictionaries, and style manuals are also readily available online. For a complete listing, see “Databases A-Z” on the library Web site at .

Accommodating the distance learning student’s extensive use of electronic resources, the CSUN library ensures easy access to its holdings from any computer connected to the Internet. The library’s holdings, both print and electronic, can be viewed 24/7 through its online catalog, via the library home page. The library Web site has indexes specific to the social sciences and education, which will provide DL ADLI students with more direct access to resources used in their area of concentration. Additionally, the library has implemented the Universal Information Access Service (UIAS), a union catalog system whereby students can view and request holdings from any CSU campus library.

The CSUN library also provides document delivery services to DL ADLI faculty and students. Materials in CSUN’s physical collection can be photocopied by the library staff and faxed. If the library does not have the requested item, students may place an order with Interlibrary Loan or the Ingenta document delivery service. The CSUN library also offers electronic reserves that allow DL ADLI faculty to post reading materials on the library’s Web site for access by students enrolled in that specific course.

The University Library staff has had considerable experience assisting off-campus students at remote sites such as the former Ventura Learning Center (now CSU at Channel Islands) and for CSUN’s existing online Master of Science degree programs in Communication Disorders and Sciences and Engineering Management. Instruction in using CSUN Library resources is available through a variety of channels. Self-help assistance is available on the CSUN Library comprehensive network of Web pages with printable guidelines for each electronic resource. On-screen tutorials and “Help” pages for many electronic databases and indexes provide

extensive instructions and strategies for searching. Students can obtain direct assistance from CSUN librarians via telephone, email, and online live chat through the 24/7 Electronic Reference Program. The university’s Information Technology Resources (ITR) department is available to assist students with any computer/technology problems they may incur using the library’s online resources. DL ADLI students will be oriented on how to use library resources through online tutorials and assignments specific to the program’s course of study.

With only 20 to 35 students in each DL ADLI cohort, the impact on the librarians’ time or the library’s resources will be minimal. The DL ADLI program budget includes compensation for University Library services as specified in the annualized budget found in Appendix G. To assure adequacy of library staff in proportion to the DL ADLI program needs, the ADLI department maintains regular communication with the university library to alert them to any upcoming assignments that would result in greater than normal requests for library materials.

11. Technology and Computer Support

California State University, Northridge’s (CSUN) vision for using technology to advance learning is articulated in the self-study report, Becoming a Learning-Centered University: Achievement, Technology and Assessment, prepared for WASC in spring 2000 as part of the 10-year review. CSUN views instructional technology as a means of engaging students in active learning, increasing access to services, and removing time and location constraints on teaching and learning.

CSUN’s technological capacity to support effective teaching and learning in distance learning programs is outstanding. Following the 1994 Northridge earthquake, CSUN was able to rebuild its campus and library telecommunication infrastructures with state-of-the-art technology.

The Roland Tseng College of Extended Learning’s (ExL) Distance Learning Systems Group (DLSG) is CSUN’s primary resource for consultation, design, support, delivery and assessment of distance learning programs. DLSG employs a team of designers (instructional, graphics, and multimedia specialists) and technical support professionals. DLSG will advise and train faculty in the use of software for developing and delivering their courses online. Dr. Tyler Blake, executive director of DLSG, and his staff will work closely with the ADLI Department chair and faculty members to assess the quality of distance learning delivery for each online course.

The first point of contact for computer support services in the DL ADLI program is DLSG’s technical support team, which will provide students and faculty with technical advice and assistance for connectivity to the online program. The DLSG staff provides ongoing computer support via the Web 24 hours a day, 7 days a week and on its phone-in help desk Monday through Friday, 8 a.m. to 5 p.m., Pacific time.

The technical operating infrastructure for the DL ADLI program provides the maximum reliability and security for students and faculty. DLSG’s Web servers are housed in CSUN’s Information Technology Resources (ITR) facilities. ITR provides network and Internet connections for ExL and maintains DLSG’s dedicated server for all its Web sites. Otherwise, ExL independently maintains its own network, Web sites, structure, software, and security technology. ExL determines its own policies and procedures regarding technology-related issues.

Blackboard is the platform used by ExL and is hosted off-campus by Blackboard, Inc. Blackboard has fail-over servers where the application on the first server can be made into a production server within seconds if the first server fails. The facilities are fire, flood and earthquake safe and have independent electrical backup.

Major upgrades for the technical infrastructure of the DL ADLI program will be considered with the admission of each new cohort to the program. During the two years that a cohort is completing the program, the Blackboard learning platforms will remain standardized with the exception of the upgrading of software versions used by ExL, which are subject to change. DLSG’s professional instructional designers will track technological changes and provide cost-benefit analysis in terms of pedagogy as well as operational criteria. All technology used to deliver the program will conform to University standards and criteria.

Because of CSUN’s outstanding technological capacity and ExL’s technological investments, the DL ADLI program’s impact on the campus and library infrastructures will be minimal. The addition of 20 to 35 students per DL ADLI cohort is not significant enough to require changes to University operations or reduction of its resources.

Students and faculty who participate in the DL ADLI program will need computers that meet minimum specifications and software applications necessary for access to and involvement in the program. A list of technology requirements can be found in Appendix H. Students in the DL ADLI program must possess adequate information competence and computer literacy skills for word processing and e-mail.

Students will be introduced to the Web-based Blackboard electronic learning platform through the online tutorial How to Take an Online Course, developed by the DLSG staff. The manual includes hands-on, interactive exercises to acclimate students to the features and functions of the online learning environment. A distance learning technical staff member monitors the student’s progress to provide feedback and guidance as needed.

DLSG provides training for faculty in the design, development and delivery of online courses.

Faculty and ExL’s design and technical teams engage in a step-by-step process from development to the delivery and support phases as outlined in the Distance Learning Online Curriculum Development Procedures document found in Appendix E. Dr. Tyler Blake, director of ExL’s distance learning unit and a tenured CSUN faculty member will oversee the educational effectiveness of the technologies used.

12. Physical Resources

The DL ADLI program will have little impact on CSUN’s physical resources. Because the

DL ADLI program is delivered through distance learning technology, the use of campus facilities and equipment is not required. However, students and faculty participating in the distance learning program will need computers that meet certain specifications.

13. Financial Resources

The Distance Learning Adult Development, Learning and Instruction (DL ADLI) program will be offered to students on a self-supporting basis through the Roland Tseng College of Extended Learning (ExL). Although ExL will incur substantial start-up costs, funds will gradually be recovered as each new cohort of students enters the program. As shown in the five-year budget projection found in Appendix G, the total cost of the program from start-up through the program’s first five years will be XXXXXX The initial investment of XXXXXX in upfront development funds is included in this five-year cost figure. Thus, income from students in the first four years the program is offered, XXXXXXX, is sufficient to recover start up costs, pay for ongoing program expenses, and provide a net return of XXXXXX as well. On a go-forward basis, as the program begins a new cohort each year the DL ADLI program is projected to generate net returns of between XXXXXX and XXXXXXX each year.

The minimum number of students per cohort needed to make the program financially viable is 25, and the maximum number of students that can be admitted is 35. Thus, the program remains financially viable even with an attrition rate of up to 43% of the maximum of 35 students per cohort. If the DL ADLI program is discontinued, both the EPC Department and ExL will share responsibility for teaching-out the remaining cohorts of students, with ExL maintaining financial responsibility. The teach-out clause is found in Section XVII of the DL ADLI MOU.

A budget for the DL ADLI program has been calculated for the first cohort of students and covers the two-year period required for program completion found in the DL ADLI MOU (Appendix B). The cost to students for the full program is XXXXXX. This is based upon students taking 10 three-credit courses, at XXX per credit unit. The means by which these course fees have been established are detailed starting on page 14 of the DL ADLI MOU (Appendix B). The MOU also provides detailed information on projected revenues and all costs associated with the program (see sections 16, 17 and 18).

The three initiating partners—the COE, the EPC Department, and ExL— have incorporated into this financial plan ways to assure minimal impact on University financial resources and sustainability of the program. Conversion of the residential ADLI program to a distance learning format could impact the University’s financial resources in three primary respects. Each area of concern and how it will be addressed are described below:

• Capital for Program Development and Operations - The DL ADLI program will not compete for the limited funds committed to residential enrollments. Raising capital for program development and operations has been addressed by offering the online DL ADLI program on a self-support basis. Costs incurred by ExL for course development, instruction, program administration, indirect overhead expenses, University library services, and instructional technology (e.g., hardware and software) will be recovered through student fees.

• Full-Time Equivalent Students (FTES) - The DL ADLI program will not compete with the residential program FTES because the online program targets a national audience for whom residential attendance is not an option—student populations outside of the 25-mile catchment area, and working professionals.

• Faculty Quality, Availability and Workload – The projected schedules for developing and delivering the DL ADLI courses have been well-thought-out and no significant financial impact is anticipated. Currently, there are six full-time faculty members designated to develop and teach the DL ADLI courses.

Because program costs will be recovered through course fees to students on the basis of actual cost, the financial impact of the program on University resources will be minimal. COE will not incur expenses for developing the DL ADLI program and the University library will receive compensation on a per-student, per-credit-hour, or per cohort basis, as stated in Section 16 of the DL ADLI MOU. Provisions have been made that, throughout the duration of an active cohort, ExL will continue to support the costs of instruction for the DL ADLI program, provide technical support, and fund the technologies used for online materials development and deployment. If in the future the program were to shift from a self-support fiscal basis to a state-supported mode using General Fund dollars, the COE and EPC Department would take over and ExL would no longer be involved. If however, the program were to relinquish either state- or self-support status, Executive Order 871 would apply and ExL would assume an appropriate role in supporting the program. Students enrolled in the DL ADLI program at the time of any shift would finish the program under the existing self-support mode. The fiscal basis of an active cohort will not change; the new basis would apply to new cohorts only. For specifics, see Section XVII of the DL ADLI MOU.

14. Plan for Evaluating Educational Effectiveness

To assure quality standards are met and are comparable to those of the residential program, the same evaluation methodology used by the University, College of Education (COE), and the Educational Psychology and Counseling (EPC) Department will be used for the Distance Learning Adult Development, Learning and Instruction (DL ADLI) program. The key elements of the DL ADLI evaluation plan include the assessment of courses and their instructors, the program curriculum, achievement of the student learning outcomes (SLO's) , and the program’s distance learning technologies.

Methods for evaluating the online program will be evidence-based and engage students, faculty, and administrators of the program. The timeframe incorporates both formative and summative strategies, utilizing data from a variety of assessment tools, which will then be analyzed and incorporated into an annual program evaluation to be used for comparing the online and residential ADLI programs. A schematic of the DL ADLI Evaluation Plan – Methods and Timelines, appears in Appendix I, document 1.

Data exported from the Blackboard Learning Management System will be used for evaluating student competency and course functionality. Information about the frequency of accessing online materials will provide information about what is working well and what areas may need revision. For example, if data suggests exercises take students an excessive amount of time to complete, the exercises would be redesigned for easier use; likewise usage of course sections that correlate highly with student performance may be enlarged. Collected data on course usage will be analyzed for continuous enhancement in the delivery of each course. Distance learning programs provide data not accessible to residential programs. Combined with other forms of assessment data, this information can be very useful in broader institutional reviews and assessment processes.

The evaluation of DL ADLI courses and instructors will encompass assessments by students at the completion of each course. Students will evaluate their course experiences and the professor’s performance by completing questionnaires created and used by the COE for its residential programs. ExL will add course assessment items to the questionnaire focusing on evaluation of distance learning technologies. The Student Course Evaluation Forms can be found in Appendix I. DL ADLI questionnaires will be anonymously completed online in Blackboard and the DL ADLI coordinator will tally the ratings, compile student comments, and provide the department chair and ExL with a final report summarizing the results. The DL ADLI program will also utilize more formal methods established by the EPC Department for evaluation of instructors and courses.

Using the data collected from student questionnaires and peer observations, the EPC Department and ExL staff will make summative assessments regarding the following:

• Course content and sequencing, learning objectives and how they are weighted in respect to their coverage in other courses within the program

• Instructional strategies

• Instructional materials, rationale for their use, and currency

• Instructor’s roles and functions

• Underlying assumptions about learning and the nature of the learner

• Procedures and criteria for evaluating student achievement

• Course organization (e.g., how student workload is distributed throughout the course)

• Outcomes, e.g., what effects does the course have on students’ interest in the subject matter and their desire to continue in lifelong learning; what effects does it have on their careers?

Each time a DL ADLI course is offered the faculty instructor and course design team will review the syllabus and assignments according to the Performance-Based Assessments (Appendix I, document 4), and update the course for the next cohort to ensure student competences are aligned with the program objectives. In addition, major revisions will be made to a course during an established “refresh” period. The refresh process occurs, on average every three or four times the course is offered or when the content of the course changes substantially due to evolving academic, regulatory, and professional requirements.

Data from a combination of evaluation tools will be used to assess student retention rates, the current effectiveness of the curriculum’s content, the effectiveness of the student workload distribution, whether the expected outcomes have been executed and achieved, and how the DL ADLI program compares to the residential DLI program. As part of the formative evaluation, faculty will monitor students as they progress throughout each course making adjustments as necessary to ensure students achieve the desired learning outcomes as prescribed in the Assessment of Candidate Competence rubric found in Appendix I, document 9. Summative evaluations culminate with annual reports prepared for the deans of the COE and ExL to use in making admission and recruiting policies and decisions for future cohorts.

The DL ADLI program will utilize the COE Annual Program Assessment Form, found in Appendix I, document 5, to compile a report that includes information on student demographics, program maintenance, program design and procedures, program faculty, program goals, achievement of learning outcomes, improvement recommendations, and community partnerships.

Other points of comparison are:

• Student achievement of learning objectives

• Course and instructor evaluations

• Effective uses of distance learning technology and pedagogy

• Student retention and program completion rates

• Student satisfaction

• Post-graduate career advancement (alumni tracking)

• Program administration, operations and support services

The thorough approach already developed for evaluating student achievement in the campus-based DLI program will be applied to the DL ADLI program and reflected in its curriculum.

Academic honesty within the distance learning community is a major concern and ExL employs every possible control, precaution, and process to prevent cheating and plagiarism by its students. The DL ADLI program will adhere to University policy and enforce the same disciplinary sanctions regarding academic integrity as stipulated in Section 41301, Title V, California Code of Regulations and as stated in the CSUN catalog and reiterated in each course syllabus.

As with ExL’s other online programs, the DL ADLI program will utilize the most sophisticated technology available to assure the integrity of student work. The Blackboard software was chosen in part because of its many features that address security concerns and discourage inappropriate student collusion on tests. Some of Blackboard’s security protocols are:

• To take online quizzes and examinations, students must log on to protected gateways using the correct user name and password

• Students must send email messages and answers on essay exams, from their own email addresses

• Students can only access courses they are currently enrolled in, making it impossible to revisit a course taken previously or to preview assignments and tests for future courses

• Students are unable to “stop the clock” by logging off to obtain answers; once logging off is attempted, a window appears warning the student that he or she cannot return to the test

• During a test, only one window can be open at a time preventing students from obtaining answers by referring to other computer resources or programs

• The print function is not available for examinations, deterring the sharing of exam questions and answers via fax or other means

• Exams times are limited to discourage student collusion on tests

• Exam questions can be randomly scrambled for each student; an effective security device found in the design of the assessment instruments themselves

In addition to using Blackboard’s security features, the EPC Department has devised strategies for modifying its coursework by using more sophisticated student learning assessment methods such as case studies or critical thinking essay exams. Therefore, the DL ADLI faculty will be able to detect cheating as easily as they would in a traditional classroom.

Assessment of the educational effectiveness of the distance learning technologies used to deliver the DL ADLI program will form an integral part of the evaluation plan because it enables ExL to ensure its technological choices meet the most current standards. ExL selects distance learning technologies in three steps. First, in each category of delivery, the most reliable, cost effective, and compatible software and hardware systems are acquired. Second, for each specific learning module of every course an independent judgment is made by faculty in partnership with instructional designers, as to the best means of conveying the materials dynamically and interactively for that module. Third, for general communication and administrative functions, a standard set of methods is determined for the entire program.

Methods for evaluating the effectiveness of present technologies and enhancing those used in future offerings will include faculty assessments and student satisfaction surveys, comparisons of student performance in the online and residential DLI courses, and evaluation of the frequency and quality of student use of the Web-based technologies.

At a formative level, assessment results for the DL ADLI program will be used to provide students with progressive performance-related feedback, to identify learning problem areas and advise students accordingly, to guide the progressive instructional performance of faculty, and to determine final course grades. The results will then be studied across the curriculum, across cohorts, and across academic years for a longitudinal view of program effectiveness.

At the summative level, EPC faculty, department chair and the director of ExL’s distance learning group, will incorporate assessment results into program modifications prior to offering the program to new cohorts. ExL uses a standard core of measurements for all of its distance learning programs, and data specifically tailored to evaluate the DL ADLI program will be available in reports for integration into larger institutional studies.

Because of their identical timeframes and pace of delivery, the DL ADLI and residential DLI programs will be individually evaluated and then compared to identify best practices for strengthening both programs. The DL ADLI program may generate creative thinking among faculty and lead to effective online practices that may be applied to enhance the residential DLI program. This has been evidenced in ExL’s two current distance learning programs in which its faculty has consistently used evaluation results of their online courses to also improve their classroom instruction.

Recently, the California State University system has been increasing its emphasis on using assessment methodology to meet the goals and address the needs of its academic programs. CSUN Provost Henry Hellenbrand’s 2004 report, A View of Assessment, stresses the University’s commitment to the strategies previously outlined in its Becoming a Learning Centered University: Achievement, Technology, and Assessment and Cornerstones reports. The provost also explained how new policies taking effect in the 2006-07 academic year will require evidence from assessments for all faculty hiring requests. The provost’s directive regarding assessment can be found at csun.edu/academic.affairs/issues. The evaluation plan for the proposed DL ADLI program will reflect and enhance the strategic goals and assessment policies being implemented by the EPC department, the COE, the University, and the CSU system.

Most importantly, the plan assures that the students who participate in the program have every opportunity for success in completing their degrees and advancing in their careers in adult education. By using effective evaluation methods, the DL ADLI program will be able to provide the most comprehensive benefits to the student, the university, the field of adult education, and the community.

15. Plan for Teach-Out Provisions

The Michael D. Eisner College of Education (COE), the Department of Educational Psychology and Counseling (EPC), and the Roland Tseng College of Extended Learning (ExL), recognize their binding obligation to teach out each cohort started. The only viable way to discontinue the program, if it is deemed unsustainable, would be to stop offering new cohorts and teach-out the existing cohorts. The cohort model makes teach-out manageable because it is self-contained. No cohort will be started unless the enrollment is high enough, i.e., with a minimum of 20 students per cohort, to reasonably sustain the program through its conclusion and degree completion for the students.

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[1] Channel Islands became an independent CSU campus in fall 2002.

[2] Minority is defined here as non-white in ethnicity.

[3] Part-time faculty does not include graduate assistants or teaching associates since they are not classified as faculty.

[4] There is no tuition for legal California residents; only fees apply.

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