Education professors share their approach to aligning courses that are presented in different modes of delivery. Professor collaboration and efficiency has occurred with shared strategies and resources.
Universities are now offering courses through a variety of course delivery modes. At our university we have worked together to develop an alignment process for faculty teaching in each course delivery format. This process held faculty accountable, provided guidance on alignment requirements, and was supported by administration to provide stipends for the process.
This alignment process has provided the opportunity for professors to engage in networking by sharing teaching strategies and implementing technology resources.
After each course is finished, assessment data is collected via a Completion Report. The data is reviewed to close the loop for course improvement. The assessment data allows professors to review assignments, course content and how it is taught to make appropriate changes for continued student growth.
Education Departments and Universities are held to a higher accreditation system, which requires programs to be aligned when offering courses. The Higher Learning Commission Criterion 3. Teaching and Learning: Quality, Resources, and Support Core Component 3.A states “The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).” As faculty who desire autonomy, it is important that specific criteria are aligned in courses, no matter the faculty teaching. The methods described in this presentation provide a way for institutions to assure that coursework is consistent across all modes of deliver.
As a division, oversight must be maintained that all students meet the required objectives for a course, no matter the mode of delivery. If an alignment has not been completed, reviewed, and held accountable, the division cannot ensure all students met the objectives that were required.
More and more students are beginning to get their education through multiple modes of deliveries, due to their situations. When meeting the demand of college students, institutions must adjust the way they deliver the course content. This method to align coursework can be used at any institution, no matter the size, or the different modes of deliveries. The oversight of the methods and the criteria required on the alignment process may be adjusted to meet institutions’ needs.
During our institutional review this process was met with strength by the Iowa Department of Education review team. The Iowa Department of Education Administrative Consultants for Education Preparation encouraged and recommended that this alignment process be shared with other institutions.