Academic Guidelines for Graduate Programs

1. Graduate degrees should be offered only in disciplines where academic strengths already exist on campus. Usually they will have the same requirements as a degree program on campus. If not, the school must prepare a planning proposal following the usual guidelines established in Guidelines for the Review of Academic Planning Proposals.

2. Admission criteria should be the same as those used by the school for its on-campus programs. Academic standards should be as rigorous for students enrolled in off-campus programs.

3. Whenever possible, full-time faculty should teach courses in off-campus programs.

4. Adequate academic support infrastructure must be available. This includes adequate access to graduate-level library and computing resources and laboratories.

5. Students should have access to student services such as registration, withdrawal, payment of bills, withdrawal from courses, etc.

6. Effective academic advising as described in UCGS' s Elements of Good Academic Advising should be available to students.

7. Any internship experience or research experience must be arranged and supervised by full-time regular faculty or academic administrators.

In February 2002, the Council of Deans adopted the following benchmarks as guidelines for "the schools and colleges at Pitt that adopt Internet-based education delivery modes for any course or program" (see Recommendations).

Institute for Higher Education Policy Benchmarks

INSTITUTIONAL SUPPORT BENCHMARKS

• A documented technology plan that includes electronic security measures (i.e., password protection, encryption, back-up systems) is in place and operational to ensure both quality standards and the integrity and validity of information.

• The reliability of the technology delivery system is as failsafe as possible.

• A centralized system provides support for building and maintaining the distance education infrastructure.

COURSE DEVELOPMENT BENCHMARKS

• Guidelines regarding minimum standards are used for course development, design, and delivery, while learning outcomes - not the availability of existing technology - determine the technology being used to deliver course content.

• Instructional materials are reviewed periodically to ensure they meet program standards.

• Courses are designed to require students to engage themselves in analysis, synthesis and evaluation as part of their course and program requirements.

TEACHING/LEARNING BENCHMARKS

• Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways, including voice-mail and/or e-mail.

• Feedback to student assignments and questions is constructive and provided in a timely manner.

• Students are instructed in the proper methods of effective research, including assessment of validity of resources.

COURSE STRUCTURE BENCHMARKS

• Before starting an online program, students are advised about the program to determine (1) if they possess the self-motivation and commitment to learn at a distance and (2) if they have access to the minimal technology required by the course design.

• Students are provided with supplemental course information that outlines course objective, concepts, and ideas, and learning outcomes for each course are summarized in a clearly written, straightforward statement.

• Students have access to sufficient library resources that may include a "virtual library" accessible through the World Wide Web.

• Faculty and students agree upon expectations regarding times for student assignment and completion and faculty response.

STUDENT SUPPORT BENCHMARKS

• Students receive information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements and student support services.

• Students are provided with hands-on training and information to aid them in securing material through electronic databases, interlibrary loans, government archives, news services, and other sources.

• Throughout the duration of the course/program, students have access to media used, practice sessions prior to the beginning of the course, and convenient access to technical support staff.

• Questions directed to student service personnel are answered accurately and quickly, with a structured system in place to address student complaints.

FACULTY SUPPORT BENCHMARKS

• Technical assistance in course development is available to faculty, who are encouraged to use it.

• Faculty members are assisted in the transition from classroom teaching to online instruction and are assessed during the process.

• Instructor training and assistance, including peer mentoring, continues through the progression of the online course,

• Faculty members are provided with written resources to deal with issues arising from student use of electronically-accessed data.

EVALUATION AND ASSESSMENT BENCHMARKS

• The program's educational effectiveness and teaching/learning process is assessed through an evaluation process that uses several methods and applies specific standards.

• Data on enrollment, costs, and successful/innovative uses of technology are used to evaluate program effectiveness.

• Intended learning outcomes are reviewed regularly to ensure clarity, utility, and appropriateness.

The following recommendations, proposed by the Working Group on Coordinating Policy in Continuing and Distance Education, were accepted by the the Council of Deans:

Conclusions: With this in mind, the Working Group on Coordinating Policy in Continuing and Distance Education makes four recommendations to address the growing interest among our schools and colleges in delivering Internet-based distance education:

Recommendation #1: The schools and colleges that adopt Internet-based distance education delivery modes for any course or program should subscribe to the Institute for Higher Education Policy benchmarks.

Recommendation #2: The benchmarks should be incorporated formally into the program review and approval processes of both PACUP and UCGS.

Recommendation #3: Faculty should be assigned to distance education courses and programs using the same criteria applied to such assignments in traditional courses and programs.

Recommendation #4: Admissions standards for students in distance education courses and programs should not differ from the standards of admissions to any other program at the University. To ensure consistent quality in the delivery of previously approved programs, the Working Group also recommends:

Recommendation #5: Existing programs that propose to migrate to Internet-based distance education (i.e., at least 50% of the program can be completed through such courses) are to be reviewed within their respective schools or colleges for compliance with the Institute for Higher Education Policy benchmarks. The Provost must also review and approve such a migration and may seek the advice of PACUP or UCGS.

Recommendation #6: All programs offered through Internet-based distance education are to be reviewed formally by PACUP or UCGS after twelve months of operation.

Additional Guidelines for Distance Education via Electronic Communication:

• The program must provide faculty support services specifically related to teaching via an electronic system.

• The program must provide training for faculty who teach via the use of technology.

• The program must provide appropriate and reliable equipment for electronic transmittal. The program must inform students before registration what equipment they must have to receive electronic transmittal. If the program supplies equipment, the program must have adequate means to ensure receipt as scheduled.

• The program provides for appropriate interactions between faculty and students and among students.

• The program provides for appropriate methods to assess student learning. Evaluation of student learning should be equivalent to that used in courses taught in classes or laboratories on campus.