ALPROGRAM(3)_Final

Learning Technology Service
ProgramDevelopment Report for
NorthCarolinaState University
Accessible Licensure Program inScience Education
Preparedfor
LearningTechnologyServices,DistanceEducation&Learning
TechnologyApplications
and
CollegeofEducation
NorthCarolinaStateUniversity
by
EdrieGreer,Ph.D.
MiriamE.Guthrie,Ph.D.
June2003

ProgramDevelopment Report for
NCStateUniversity-AccessibleLicensurePrograminScienceEducation
Table of Contents
Executive Summary………………………………………………………………….. 3
I. Program Overview………………………………………………………………… 4
II. Status Report……………………………………………………………………… 6
III. General Program Development………………………………………………… 9
Program Development Overview
Program Model
Program Guidelines
Engagement & Planning
Program Support
Marketing & Promotion
Production & Maintenance
Delivery
Evaluation & Assessment
IV. Accessible Licensure: Findings & Recommendations………………………… 22
Program Support
Delivery
V. Accessible Licensure: Fiscal Year 2003-2004 Proposed Deliverables………… 29
Appendices…………………………………………………………………………… 31
Appendix A: Accessible Licensure Course Listing
Appendix B: Licensure Programs in North Carolina
Appendix C: Course-Related Considerations
Appendix D: Marketing Opportunities and Venues
Appendix E: Equipment
Appendix F: Proposed Program Website Overview
Appendix G: References/Resources
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Learning Technology Services

Appendix H: AL Faculty Manual for Web Course Development
Program Development Report for
NCStateUniversity-AccessibleLicensurePrograminScienceEducation
Executive Summary
The purpose of this Program Development Report is two-fold. First, the report details the
current status of North Carolina State University’s Accessible Licensure (AL) Program in
Science Education for the DELTA division (Learning Technology Services) and the NCSU
College of Education. Second, the report provides direction for the AL Program within the
context of a changing educational environment–specifically, an environment that seeks to
incorporate e-learning technologies within the University of North Carolina System and NCSU.
The report provides a general overview of program development considerations (per the request
of DELTA) by defining a program development model and guidelines. The specific process
used for development of this plan is a synthesis of accepted generic program development
models (see Appendix G: References/Resources) plus the authors’ experience in designing and
developing distance education programs and courses. Six categories of program development
guidelines were used: Engagement and Planning, Program Support, Marketing and Promotion,
Production and Maintenance, Delivery, and Evaluation and Assessment.
The report also lists findings and recommendations for the AL program in general, and proposes
deliverables for next year that, among other things, target the development of distance education
and supporting technologies and services within the Department of Mathematics, Science and
Technology Education. Thirty-five recommendations are included in this report, organized under
the guideline headings noted above.
Finally, appendices provide supporting materials for program analysis, growth and development.
The materials include a current course listing, marketing considerations, equipment used for the
project, program website considerations, and a manual that orients faculty on how to use the
standard course templates that were developed for this program.
It is clear that the Accessible Licensure Program can have tremendous and positive results
regarding the need to certify and provide additional training for science teachers throughout the
state of North Carolina. It is our hope that the College of Education, working closely with
DELTA and faculty and staff colleagues, will develop action steps to clarify the mission and
objectives of this program, and find the appropriate resources that will achieve the best practices
presented in this document.
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Accessible Licensure Program in Science Education
Program Overview
INSTITUTION MISSION
The mission of North Carolina State University is to serve its students and the people of North
Carolina as a doctoral/research-extensive, land-grant university. Through the active integration
of teaching, research, extension, and engagement, North Carolina State University creates an
innovative learning environment that stresses mastery of fundamentals, intellectual discipline,
creativity, problem solving, and responsibility. Enhancing its historic strengths in agriculture,
science, and engineering with a commitment to excellence in a comprehensive range of academic
disciplines, North Carolina State University provides leadership for intellectual, cultural, social,
economic, and technological development within the state, the nation, and the world.
PROGRAM MISSION
The mission of the Accessible Licensure Program in Science Education is to increase the number
of qualified science teachers within North Carolina public schools through the implementation of
partnerships between the North Carolina State University Department of Mathematics, Science
and Technology Education and North Carolina Community Colleges.
PROGRAM DESCRIPTION
The Accessible Licensure Program in Science Education has the potential to be an engaging
educational program offered by North Carolina State University and the College of Education to
students and practitioners seeking advanced licensure in K-12 science-related fields. The
program would primarily target North Carolina residents and be delivered through a blend of
face-to-face and technology-rich learning environments. Working closely with North Carolina
Community Colleges and the Science Education Program at NC State University, the program
would provide students with seamless articulation between program partners. Most courses
identified for inclusion in the program are three credit hour semester-length courses, which
follow NC State’s traditional fifteen-week calendar. Applicants would ideally enter the program
prior to Fall, Spring, and Summer semesters. The proposed program web site would contain
detailed information about both the program and courses, such as admissions requirements,
registration, forms, policies and procedures, technologies, required textbooks, syllabus, and
contact information.
PROGRAM GOALS
 To increase accessibility of licensure coursework in science education via distance
education venues
 To increase enrollment in science education programs by recruiting from rural
populations and from the pool of personnel seeking lateral entry licensure and/or
alternative licensure in science education
 To develop seamless articulation between North Carolina Community Colleges and
the Science Education program at North Carolina State University
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TARGET AUDIENCES
 Community college students presently unable to locally access science education
university degrees
 Undergraduate students who may work full-time during the day
 Individuals with science or science-related BS degrees who wish to add teacher
licensure
 Classroom teachers seeking advanced licensure
COMPETITION
Five of the 15 institutions within the North Carolina University system offer the same type of
licensure in science education as that available to North Carolina State graduates. This licensure
is a “comprehensive science” license, enabling the licensee to teach all the 9-12 disciplines
(biology, chemistry, earth science, environmental science, and physics). The public institutions
that offer this comprehensive science license to undergraduates include East Carolina, UNC-
Ashville, UNC-Charlotte, UNC-Pembroke, and UNC-Wilmington. In addition, only six of the 31
private institutions with teacher education programs offer the comprehensive science licensure
option. These institutions are Barton, Campbell, Duke, Elon, Lees-McRae, and Lenoir-Rhyne.
Where available, an overview of each institution’s program or informational links are provided
in Appendix B.
RELATIONSHIP TO NC TEACH
Presently, the relationship is unclear between the Accessible Licensure Program and North
Carolina’s NC Teach initiative. NC TEACH is a statewide teacher licensure program
administered by the University of North Carolina, in collaboration with the North Carolina
Department of Public Instruction. NC TEACH recruits, prepares, and supports mid-career
professionals as they begin a teaching career in North Carolina’s public schools. Participants in
the 2003 NC TEACH program will begin courses in Fall 2003. It is anticipated that they will
complete licensure through an accelerated program, earn up to 18 semester hours of graduate
credit for their NC Teach course work, and receive support during their first year of teaching.
DEFINITIONS
This document relies on several terms to specify aspects of technology use for teaching and
learning. Definitions of these terms are provided directly below:
 Distance Education (DE) has traditionally involved the use of a variety of media to
extend the learning experience from the campus to the learner. Media can include written
materials, broadcast video, videotapes, interactive video, live or recorded audio, CD-
ROM’s, or Internet-based (online) technologies.
 Hybrid/Web-enhanced/Web-supplemented/Web-intense/Blended Learning includes
combinations of the different media mentioned in the previous paragraph with face-to-
face, or on-ground, traditional learning.
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Status Report
OVERVIEW
This portion of the report addresses Accessible Licensure Program objectives, completed and in
progress, that served as initiative benchmarks for the 2002-2003 funding period. It also
identifies products created and program development planning conducted through contracted and
full-time personnel who were partially supported by funds from the Teacher Education/Distance
Education funds provided by DELTA and the College of Education.
BACKGROUND
The project contracted with the consultants who developed this program planning report and
facilitated instructional design assistance and development of a faculty online course guide. In
order to prepare the report, meetings and correspondence were conducted with NCSU staff,
including: John Penick, John Park, Jim Haynie, Eileen Parsons, Rita Hagevik, Angelia Reid-
Griffin, and David Slykhuis in Science Education; Grant Holley, Coordinator of Lateral Entry
Programs, and Susan Butler, former Coordinator of the Accessible Licensure Program in Science
Education. Diane Chapman from Training and Development, as well as Rebecca Swanson,
Connie Ingram, Scott Cason, Kay Zimmerman and Sharon Pitt from DELTA also participated.
(Attempts made to contact Richard Haley, who oversees the Masters in School Administration
DE degree, were not fruitful.) Also part of this team were instructional designer, Sarah Minier
Johnson, and multimedia specialist, Jason Gorfine, who developed the standard course templates
(HTML plus WebCT), an AL faculty guide, and assisted faculty with course design and
development.
PROGRESS TO DATE
During the funding period, the following objectives were accomplished:
I. Courses
The original Accessible Licensure Business Plan states the following course development
objectives for Year 1 and Year 2:
Year 1
 Create and develop curriculum for a new 300 level science education course to be
offered as a distance education course that would incorporate concepts from ECI 305
(Teaching Diverse Populations), ECI 416 (Teaching Exceptional Children), ELP 344
(School and Society) as well as ED 310 (Tutoring Adolescents). Expand the
curriculum of this course in order to offer it as a 500 level course as well.
 Complete Course Action Forms and submit to college curriculum committee.
 Establish an Academic Supervisor within the Science Education faculty to oversee
advising applicants to the Accessible Licensure Program in Science Education.
Status: A new 300 level science education course has not been developed; it has been
approved, however, and plans are to teach it in 2005. The College of Education implemented
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a new position under the Director of Education to aid applicants seeking alternative routes to
teacher licensure. Dr. Grant Holley currently holds this position in the College. The plan for
the Accessible Licensure program is to utilize this office for the academic advising of
students.
Year 2
 Implement revised courses via distance education venues, including EMS 101 J
(Orientation to Science Education), EMS 477 (Instructional Materials in Science),
EMS 594K (Methods for Teaching Science), EMS 594I (Technological Tools in
Science), and EMS 641 (Practicum in Teaching Science).
 Recruit College of Education faculty to adapt two additional educational foundation
courses for distance education venues. These include PSY 304 (Educational
Psychology) and PSY 476 (Adolescent Development).
 Recruit faculty from PAMS and Agriculture and Life Sciences to adapt science
content courses in Biology, Physics, Chemistry, and Earth Science for distance
education venues. Targeted courses include MEA 410, PY 123, PY 124, PY 126, PY
203,PY 341, PY 341, MEA 451,CH 223, CH 331, CH 315, BCH 451, BO 360, and
ZO 421.
Status: EMS 101J has not been implemented. Web modules for EMS 477 have been
developed. EMS 594K is partially developed. EMS 594I (now EMS 573) was developed for
online use but may not be appropriate for a totally online environment per John Park. EMS
641 has not been developed. There has been no progress to date on educational foundation,
PAMS, or Agriculture and Life Sciences distance education courses. New course being
developed in GIS (EMS 594-Hagevik); will be finished before fall and not by the end of
June. Other courses developed or revised for distance education for Fall 2003 are: EMS 501
(Readings I), EMS 502 (Readings II), EMS 531 Introduction to Research in Science
Education, and TED 359, Electronics Technology.
Overall Course Status: Provided in Appendix A is an up-to-date list of courses identified for
potential inclusion in the AL Program, along with their development and delivery status.
II. Other Course Related Products
A. Standard course templates: One basic online course template in WebCT was created,
plus an additional HTML template. The HTML template is intended for faculty
members who want a few pages for their course outside the WebCT environment, but
require that their pages be readily identified as part of the AL program. Due to the
time constraints of this project, these templates have been only partially tested.
It would be a good idea to test them further to make certain they are completely
bug-free under most working conditions.
B. Accessible Licensure Faculty Manual for Web Course Development—This guide is
for AL faculty new to distance education and covers how to use the AL course
templates, basic online course pedagogy, and where to obtain additional resources
and courses at NCSU.
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III. Project Report
An Accessible Licensure in Science Education Program Development Report was
completed by July 2, 2003. This report includes: a status report for the fiscal year 2002-
2003, a general program development model and guidelines, findings and recommendations
regarding the Accessible Licensure project, marketing and program website considerations,
and a web course development guide for AL faculty.
IV. Related Project Products
A. One of the many goals of this project was to begin developing a marketing and
communications plan for the Accessible Licensure program. Critical to defining
market strategies and designing and developing marketing campaigns is the
clarification of program goals, objectives, milestones and audiences. This process is
still taking place. As a result, the following information is provided in Appendix D:
key issues influencing program promotion, marketing opportunities, an example of a
distance education electronic marketing campaign, and a chart that details potential
marketing venues, types of media placement, and advertising information as
available.
B. Noted later in this report, it is strongly recommended that a program website be
created for the AL program. Based on e-learning research, program models,
experience of the authors’, and conversations held with key stakeholders throughout
this project, components that may be considered for inclusion in the AL program
website were identified and are provided as recommendations in Appendix F.
V. Equipment
Computers and software purchased through DELTA for use by faculty and consultants. See
Appendix E for details.
ISSUES
The departure of Dr. Susan Butler, a Principle Investigator of the AL Program, from the
University in November 2002 impacted significantly the momentum of the initiative. The
departure left the project with little programmatic and administrative oversight, which created
continuity issues and a leadership gap. Also, as in the previous year, the notification of the
budgetary award was not given until Nov. 2002, which left only six months to implement the
program, and April – June 2003 to prepare the final report and provide instructional design and
graphic assistance. With this shortened time frame, once again it was not possible to fulfill all of
the objectives intended in the original proposal. Budgetary constraints were further exacerbated
when state budgets were frozen for several weeks in the spring–an action that further hampered
the completion of project development and the purchasing of critical resources. Taking these
issues into consideration, findings and recommendations for the AL Program are provided in
Section IV.
ADDITIONAL RESOURCE REQUIREMENTS
Refer to Section V: Accessible Licensure: Fiscal Year 2003-2004 Proposed Deliverables.
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General Program Development
PROGRAM DEVELOPMENT OVERVIEW
In order to facilitate the design, development and delivery of distance education programs at
NCSU, a host of factors must be considered. Any successful model takes into account nationally
recognized best practices that have been effective to date and relies on the latest research to
substantiate it. The Commission on Institutions of Higher Education (CIHE) indicates that
instructional programs leading to degrees with integrity must be organized around substantive
and coherent curricula that define expected learning outcomes; also, that institutions accept the
obligation to address learner needs related to and to provide the resources necessary for their
academic success (CIHE, 2000). The UNC System guiding principles for distance education
also stipulate that distance education courses and programs maintain the academic standards of
on-ground, face-to-face students and do not unnecessarily duplicate resources (UNC Board of
Governors, 2000). In order for this to happen, the institution must offer consistent quality
support to faculty, the learners, as well as the program.
The best program development models are systematic (Diamond, 1989) and focus on the
learners, many of whom are adults with full time jobs, families, volunteer and other
commitments (Cross, 1992). They may have little or no experience using distance education
technologies and methods. What will they experience as they take individual courses? Will they
want to take more? Will they feel like their concerns and anxieties are heard? Will their time
and money (or their employer’s) have been well spent? What is the overall context of the
distance learner as she makes her way through her programs (Gibson, 1998)?
NCSU distance education programs and courses must be high quality and meet the needs of their
learners. This means that the content, structure, and instructional design must be sound. Course
design and layout, as well as technologies, should be consistent between similar courses.
Students must receive timely feedback to their questions and comments regardless of whether the
courses are totally online or offered via a blend of technology-rich environments (Martyn, 2003).
Many best practices associated with instructional design course elements are covered in the
faculty training sessions and materials offered by the Learning Technology Service (LTS) within
Delta. LTS also offers a variety of other services for faculty, staff and graduate students
instructing or preparing distance or distributed courses. These services include:
 training in emerging tools and technologies for faculty, staff, and graduate students
engaged in online instruction;
 seminars, workshops, custom training sessions, and other faculty development programs
and experiences that support efforts to intersect teaching and learning with technology;
 instructional house calls and help desk support;
 instructional design services such as project planning, instruction, and consultation;
 development and production services in multimedia, graphic design, web applications,
and other technologies related to delivery of online instruction;
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 project management services that include administration of DELTA IDEA grant projects
and LTS and DELTA-initiated special projects; and
 resources such as materials and up-to-date information for development of online courses
and programs.
While there is a vast array of successful individual courses being offered via instructional
technologies, it is the degree programs that ultimately prove of highest benefit to learners. Many
adult learners derive benefit from certificate or degree programs that provide career enhancement
skills or training for new careers. Developing or converting a degree program for distance
education requires careful thought prior to teaching the first course on the web or via interactive
video. In addition, programs must be scalable, and adhere to the institution’s overall mission
(Moloney & Tello, 2003), as well as include all of the services needed for delivery (Houdek,
1990; Waterhouse & Harris, 2002).
PROGRAM MODEL
For the purposes of this report, a program development model was constructed and guidelines
created to ensure successful, informed and research-based transformation of educational
offerings by institutions. Directly following the model are detailed program development
guidelines, which can help a program achieve high standards with a minimum of “pain.”
In the following model, learners/students are at the core of the program. They often come into
contact with distance education courses one at a time and over time, the progression may lead to
taking the classes of an entire program. During the course of their studies, students engage with,
and learn from, faculty members and receive support from the institution. Technology may
mediate much, if not all, of this process.
Distance Education Program Development Model
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Program
Technology
Institution
Course
Faculty
Learner
Learning and Support

PROGRAM GUIDELINES
The program guidelines that follow are based upon the previous Distance Education Program
Development Model. While the model is high level, the guidelines are more specific and have
been organized into six areas of strategic planning. These six areas address aspects of
Engagement & Planning, Production & Maintenance, Delivery, Support, Marketing &
Promotion, and Evaluation & Assessment. Where helpful, sample questions and associated
aspects of program development have been included. Note that most of the guidelines fall within
engagement and planning, because that is where most of the work should be done.
While similar in nature, course development guidelines drill down in more detail to specific
course design, development and delivery needs. Specific course guidelines are not expanded
upon in this document; however, an overview of recommended course-related considerations is
provided in Appendix C. The overview identifies considerations for faculty and staff engaged in
the design, development, delivery and instruction of program courses. Considerations for course
development have been organized into the four primary headings of Course Planning, Course
Design & Production, Course Delivery, and Evaluation and Assessment.
 The stakeholders in your department/college/university who will impact or be
impacted by the success or failure of the distance education program have been
identified. Who will make the final decisions about if and how the program will be
delivered at a distance? Are different stakeholders concerned with different
objectives, data or success indicators? Have faculty members been involved in the
discussions and has their support for teaching through distance education been
secured?
 An environmental scan and needs assessment have been conducted for the program.
If the scan/assessment has been conducted, what were the results? Does this program
provide learning opportunities for a viable number of students and meet a state or
university need? Is it congruent with the university mission? Does it support
institution, college(s), or department(s) planning and overall academic goals? Have
specific programs/areas been targeted to deliver at a distance? Is there a priority or
timeline for different programs/areas? Will old programs be phased out, and why?
How will issues of parity be addressed (e.g. the digital divide)? What lessons have
been learned, if any, from ad-hoc courses previously offered in the program?
 The goals and objectives of the program have been clearly defined up front by all
stakeholders and plans for evaluation commence at the beginning. What are the
specific goals and objectives of the program (learning outcomes, increased student
retention, financial return on investment)? Do those goals include helping students
acquire increased technology skills? What are the indicators of success for the
program (i.e. how will you know it’s been successful)? Are these measurable and
practical?
 Strategic planning for the program is available in an appropriate format/depth and
has a designated lead administrator/faculty/board. Is there a curricular board
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established to address questions? Is there an advisory board established to quickly
address university, partner or program concerns and academic or resource needs?
Are all support groups (e.g. DELTA, library, admissions, financial aid) represented in
the strategic planning for programs?
 Strategic planning for the program includes fiscal and enrollment modeling.
Does the program assist in meeting NCSU enrollment goals? What are the current
and project enrollments for this program? What are the anticipated instructional costs
and needs? Are the incentives for faculty? For department(s)? For college(s)?
 Distance education programs have been included in the institution’s overall budget
structure. Has the institution set aside sufficient financial resources to support the
ongoing development and improvement of distance education programs and
faculty/student skills? Are technologies updated on a regular basis? Are they
scalable?
 The initiating college/department/faculty has identified a person(s) responsible for
program administration and planning within the academic department. Is this
Principal Investigator a champion of distance education? Does s/he have enough
clout or influence with the faculty and the departmental chairperson to promote
distance education within the department? Has s/he successfully developed and
taught distance education courses?
 The initiating college/department/faculty has identified a person(s) responsible for
project management. Are program planning services required of the distance
education support group? Does the academic program or distance education program
desire a distance education program liaison? Are project management services
required?
 There is adequate campus and off-campus technical infrastructure to successfully
deliver the program. Are only standardized hardware and software supported by the
institution and have infrastructure standards and guidelines been clearly
communicated to faculty, staff and students? Have server and FTP requirements for
courses been defined and appropriate equipment purchased?
 Hardware/Software requirements for faculty have been clearly defined and
communicated. What equipment and software do faculty members need in order to
participate successfully in the program? Are there any specialty technologies or
software needed by faculty that are not standard or supported by the institution?
 Hardware/Software requirements for students have been clearly defined and
communicated. What equipment and software do students need in order to participate
successfully in the program? What is the level of Internet access for students? What
percentage of students has access to computers? Will hardware and software costs be
prohibitive, particularly if specialty wares are required by faculty?
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 Adequate provisions have been made to protect student privacy. Do learners have
access to their own personal information online? Is learners’ personal information
secure?
 The institution has a Faculty Development or Professional Development Plan. Is
there a list of courses/resources available to the faculty and are they adequately
promoted? Have distance education competencies for faculty been defined?
 Administrators, faculty and staff are aware of the reasons for using instructional
technology. Do faculty members clearly understand the value of instructional
technology, and of Learning Management Systems and other media/resources for
distance education courses offered by the university? Are they aware of the
importance of using consistent course templates, selected course development
models, as well as the possibilities of appropriate technologies, media and
instructional design for distance education? Is their departmental chairperson on
board with these concepts as well? Are institutional support groups and their staff
members fully cognizant of the value of distance education and its possible uses? Are
they sufficiently staffed to support this program?
 A quality assessment and control philosophy has been determined. When is the next
accreditation visit? What concerns and policies are currently in place to facilitate
quality program and course development? Who will control course quality (both
content and design)?
 Intellectual Property Issues are defined and guidelines for courses are in place. Who
will own online courses? Does the institution have a consistent intellectual property
policy that has been communicated across all departments and is based on current
laws? Is ownership portable without causing undue hardship for the institution (i.e.
if a faculty member leaves the university, can s/he still use the course they
developed)? Are the courses and resources in the program cleared for use via the
institution’s copyright guidelines? Who will assist with this task?
 The content of the curriculum has been clearly described. Have unique features of
the current program / area (i.e., weekend offerings, remote sites) and relevant learner
characteristics (i.e., older, working adults) been defined? Has a survey been
conducted with the current learner population assessing their perceptions and
recommendations for the program/area? Has the program has been approved by
faculty before it is offered online? Has the curriculum been approved by the
appropriate institutional authorities at the university and Office of the President levels
to ensure SACS compliance? How many new courses will need to be created from
scratch? Has the time to develop and receive approval to offer these courses been
factored into the program’s timeline?
 Based on the needs assessment and curriculum, the course design and development
model has been determined. Are faculty members responsible for deciding how
much the coursework is available at a distance and how much is taught face-to-face?
Will cohorts be used? Will the program have open or traditional enrollment?
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 Human Resources/Personnel issues have been resolved. Will new faculty need to be
hired? If so, what is the timeline and how will they be paid? Will they be full time or
part-time faculty? Tenure track or adjunct? If not, how will existing faculty
workloads be allocated? Will new support staff be required (e.g. instructional
designers, multimedia specialists)? Do new faculty hired meet basic instructional
technology competencies? Are performance expectations of faculty teaching online
are clearly delineated. Are faculty participating in the program under no duress to do
so and can opt out without professional consequences?
 Faculty performance guidelines and rewards have been determined. Have faculty
demonstrated any resistance to moving to distance education courses? Do faculty
members have access to clearly stated institutional, college and departmental policies
and guidelines regarding distance education courses? Will faculty members receive
rewards and incentives for good work, including promotion and tenure and special
awards (e.g. equipment, software, etc.)?
 An adequate budget has been developed and funds are available to successfully
conduct the program. If grants need to be written, will they be developed using solid
needs assessment data and well in advance of expenditure of funds? Will any of the
targeted programs/areas be funded by grants? If so, are there any
limitations/considerations necessary?
 The necessary cross-agency or academic partners (e.g. AHECs, community colleges,
etc.) needed to support and deliver the program have been identified and planning
has commenced. Which agencies and partners should participate in this program?
Has discussion been initiated with appropriate supporting entities or partners? How
will their participation be structured? Should Memorandums of Understanding be
created? Are they willing to participate in the overall evaluation of the program?
 Secondary values of the program been discussed, including research and
scholarship. Are faculty encouraged and funded to research and share their findings
regarding their distance education efforts in the wider academic community?
 Since the effective delivery of distance education programs in particular depends on a
concerted institutional system-wide effort, the necessary institutional Service Level
Agreements (SLAs) have been discussed and are in place to deliver ancillary support:
 Marketing & communications planning
 Student support services planning
 Website design and development planning
 Technology resources and program delivery planning
 Course development and maintenance planning
 Faculty support services planning
 Distance education support services planning
 Intellectual property agreements
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Program Support – Students
 Registration/grades. Is registration easy and automated? Are grades readily
available to students at the appropriate time? Do students need to travel to campus?
 Admissions. Are the roles of the Graduate School, Undergraduate Admissions, and
Lifelong Education clearly defined?
 Financial Aid. Do students have adequate access to financial aid information online?
 Testing. Are testing facilities available when warranted? Are individualized
proctoring arrangements available for remote students?
 Academic/Career Advising. Have the advisors been determined and do they have
adequate interaction with distance education students in their given programs? Are
students given the opportunity to pursue internships when practical?
 Mentoring/Tutoring. Are advisors available to assist students proactively when they
have potential or real problems with courses?
 Bookstore. Can course books and resources be easily ordered online during course
registration? Can books be sent to the student’s home on a timely basis? Are books
searchable by course?
 Technical Support. Can all of the critical on-campus services be effectively accessed
online? Will technical problems be able to be easily resolved before the first class?
Is a help desk available to students for not only productivity and internet applications
but also any learning management system used? Are on-campus computers available
to students who do not have access to these at home or work?
 Computer skills support. How will students who are not familiar with the use of
computers know how to use them effectively in distance education courses?
 Library. Are sufficient library services available online and/or through toll-free
support (i.e., catalog, databases, special collections, e-journals)? Are reserve
materials and ILL available quickly and free of charge for all students, including
undergraduates? Can students obtain a library card remotely?
 Student Orientation. Are first time distance education learners given a clear
explanation in advance of the distance education environment and how they can be
most successful? Is a self-assessment for distance education readiness available to
students? Is adequate support available to help learners effectively use the program
and/or course sites and materials? How will students be fully informed of this
support?
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 ADA accessibility. Is all administrative and course information accessible to students
with disabilities?
 Alumni. Do graduates of the program have continued access to value-added
resources, such as a career advising or job boards?
 In general, equivalent services are available to all distance education students across
the board when compared with on-campus students. Can students easily access
“real” staff members on a timely basis when they have a problem, preferably both
online and via phone? Is adequate information on how to use all services provided
during a single student orientation or is it piecemeal? Are links to student services
also offered on program and/or course web pages?
Program Support - Faculty
 Customized faculty development/technology training and support. Does the
institution have a multimedia and faculty support center? Do faculty have access to
adequate instructional support? Are staff available to assist faculty while they are
developing courses? If specialized content or instructional knowledge is needed, are
funds available to obtain this knowledge? Do faculty have baseline knowledge of
instructional design and quality course criteria before teaching at a distance? Have
faculty satisfied basic computer competencies before teaching at a distance? Are staff
available for assistance to faculty after training? Is this assistance technical,
pedagogical, or both? Are faculty given sufficient time to acquire these skills? Is
acquiring the skills encouraged within the department? Are technology mentors
available to assist faculty within the department?
 Instructional Design. Are faculty encouraged to work with experienced distance
education instructional designers if available? If the Subject Matter
Expert/Instructional Designer (SME/ID) model is used, are faculty encouraged to act
as team players in the process?
 Technical. Is computer hardware and software technical support available to assist
faculty most of the time? Is expert technical assistance readily at hand when faculty
are using interactive video facilities (even in the evening)?
 ADA accessibility. Is all administrative and programmatic information accessible to
faculty with disabilities? Do faculty have the support necessary to insure that their
courses are accessible?
 Library. How will library services be integrated into online programs and courses?
Are services such as copyright clearance available to faculty? Does the library offer a
distance education faculty orientation to acquaint prospective faculty with distance
education services and support available to facilitate the teaching and learning
experience?
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 A strategic market planning process has been conducted. What is the mission of the
institution? Is the program congruent with this mission? What is the program’s
mission, goals and objectives? How are these operationalized to include a marketing
environment, the distinctive competencies of the university, and motivation required
for action? What are the current products of the program? What are the anticipated
future products of the program? What is the target audience(s) and are these products
appropriate for the selected audience(s)? What marketing strategies should be
applied for current and future products where strategies are dependent on working
within either existing or new markets and with either existing or current educational
products (e.g., set of tools, that when blended, produce the desired market response)?
What marketing strategies are presently occurring, within which the program can
participate? What are potentially problematic assumptions about marketing the
program? Are appropriately supporting budgets in place or available? How will the
strategies be evaluated? Is a path defined for revising the marketing plan based on
evaluation results?
 Market planning for student recruitment is in place. What are the results of a
consumer analysis with respect to demand and measurement forecasting, market
segmentation, market targeting, and market positioning? Has the institution’s current
market position been defined? Have competitive advantages, opportunities and threats
been defined from a student recruitment perspective (e.g., convenience, quality, price,
cost)? Have influential issues and products been clearly defined for student
recruitment?
 Controls are in place for prospective and current student tracking. How will
marketing control for measuring and evaluating results and taking corrective action
for plan revision? How will the controls be implemented (e.g., internet, surveys,
phone calls, databases)? Are infrastructure, personnel or fiscal resources required and
available to put these controls in place? Will results be available in a timeframe
effective for adjusting controls on a 3-cycle per year or annual basis?
 A campaign has been designed and developed, based on defined/available strategies,
and it clearly identifies required media, resources, measures and timelines. Does both
a marketing plan and communications plan exist? Will the campaign be
predominantly electronic, print, or blended? Are there opportunities for campaign
partnering? What types of venues will be used – newspapers, journal, magazines,
press releases, online or print directories, push emails, websites (internal or external
to the university), radio, television, course catalogs, information sessions,
conferences, open houses?
 Media design & development considerations have been discussed. In what format
should media be available (i.e., electronic or print) based on selected markets/budget?
Will creative services be required? If so, what types of skills will be needed (i.e.,
graphic designer, web master, programmer)? Will media demands require external
contracting or can they be completed within the university?
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 A program website has been created for promotion and support. Does the website
accurately reflect and promote the mission of the program? Is the program website
fully functional before class begins? Does it effectively address the needs of
prospective students, current students, faculty and stakeholders? Does it visually and
functionally create an umbrella for individual courses, serving as a gateway for
students to access both courses and course / program related information such as
course and instructor descriptions, forms and schedules, advising, admissions,
technical support, textbook purchases and library resources, software and hardware
requirements, orientations to the university/program/technology, and contact
information?
 Guidelines for course development and maintenance have been established and
agreed upon by departments and participating faculty. Will pilot courses be offered
first? Are the courses completely ready before class begins? Can changes to the
courses be easily made once they have started? Have course quality considerations
been determined and met? What is the estimated life-cycle of individual course
content? Of individual course technologies? What percent of course
content/technology will need to be updated and when? If extensive or highly technical
course updates are required, are resources available at the university to assist the
department or individual faculty? If the faculty instructing or updating a course is
distinct from the faculty who created the course, how will teaching styles and
preferences be taken into consideration and how will course materials/orientation be
transferred?
 Geography, technology, and disabilities have been considered with respect to faculty
and student access. Does the program adequately address access issues for persons
with disabilities? Geographic dispersion? Low bandwidth?
 Courses are built upon solid instructional design principles, the results of which can
be definitively supported for the duration of the program. Have quality standards for
courses been established and clearly communicated? How will the program ensure
that appropriate media, technologies and pedagogies be considered and used for the
courses in the program? Are specific media or technology formats
recommended/discouraged based on infrastructure, available support, or
development/expertise requirements? Are instructional resources available to support
faculty in course transformation (e.g., graduate assistants, instructional designers,
multimedia specialists, web programmers)?
 Schedules and agreements have been created to ensure an environment of support
and success. Does a schedule exist for course development, delivery and
maintenance? Would departmental or faculty level agreements be helpful to ensure
timely course development, delivery, instruction, and maintenance?
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 Incentives have been determined and clearly communicated. Will incentives be
provided to departments or individual faculty? If so, what type(s) and what are the
requirements for receiving incentives? Do requirements differ between faculty
developing versus instructing versus maintaining a course in the program? Have
incentives been clearly communicated?
 Class rosters and grade rolls are available online. Are current rosters are readily
available for faculty? What, if any, permissions do students have to email an entire
class or view class rosters? Are grade rolls readily accessible online and completely
confidential? Can they be quickly updated by faculty?
 Services and resources available through DELTA organizations have been identified
and communicated to faculty, staff, current students and prospective students. Are
the faculty aware of workshops, technology resources, and support available through
Learning Technology Services? Are they aware of Distance Education’s Service
Center assistance that helps with questions, concerns, ongoing support throughout
semester?
Delivery
 Marketing strategies and a program communication plan have been implemented in
a manner timely to enrollment acquisition and program delivery (see above section,
Marketing and Promotion).
 Technologies have been identified for both delivery of the program and the individual
courses. What standard and specialized technologies does the institution presently
support? What are the costs to the program or institution associated with
selected/available technologies? Can the program or institution continue to support
these costs? How will current students and prospective students acquire information
about the program? Will individual courses be delivered (i.e., via the World Wide
Web, videoconferencing, CD-ROM, VHS, cable broadcasting, H.323, face-to-face, or
a blend of technologies)? Are there instructional/pedagogical recommendations or
institutional policies and procedures that should be shared with faculty and students?
Will all courses be required to have a course website? Will a learning management
system be available or required?
 Technology-related needs for successful program and course delivery have been
considered. What specialized technologies, software or storage space will be
required based on individual course or faculty/student needs (i.e., audiographics,
exams, surveys, communication, collaboration, projects, portfolios)? How will
consistency and proficiency of technology use be ensured? What is the faculty or
student comfort level with the selected/available technologies? Will technology
orientations or training be made available? Is technical support available for students
or faculty?
 Courses have been identified that will require CD-ROM or videotape course
materials for students. How will the program ensure that course materials on CD-
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ROM or videotape will be created and made available to the students in a timely
fashion? What resources will be required to produce and update these materials? How
will students be notified that these materials will be required for class? How will
students and faculty request and receive these course materials?
 Schedules have been established to ensure timely availability and delivery of
program information and courses. Has a delivery schedule been created that
identifies courses to be instructed, associated instructors, and delivery needs with
respect to support, hardware and software? Have students been notified when their
courses will be ‘open’? When will faculty be notified that they will be instructing the
courses? When do faculty need to submit special instructional assistance or
technology requests? How will program and course maintenance schedules integrate
with the scheduled delivery of courses?
 Policies, codes and general access requirements that will influence receipt of the
program and access to the courses have been clearly defined. Are conduct codes and
academic policies clearly communicated? Is there a need to define access to course
materials in relation to actions related to a course, such as dropping, adding,
withdrawing, auditing, and incompletes? Do students understand the role of their
institution ID for accessing protected course materials or campus resources?
 An evaluation plan is in place for the program at partner, program and participant
levels. Is an evaluation and assessment plan developed that addresses the goals and
objectives of the program (i.e., recruitment, attrition, cost, satisfaction)? Have specific
measures and milestones been identified? Who or what will be targeted for
evaluation (i.e., partners, faculty, adjuncts, graduate assistants, students, technology,
course curriculum) and what methodology(ies) will be used? Has consideration been
given to how evaluation and assessment of the program can address or support
institution-, state- and accreditation-based responsibilities?
 Partnerships and key dependencies have been identified and on-board. What
activities are presently occurring within or external to the institution that the program
can participate in (i.e., through DELTA, the college, department or corporate or
institutional partners)? What, if any, will be the role of institutional research?
University Planning & Analysis? Records & Registrar? Disabilities & Student
Services? Personnel? DELTA? Library? Information Systems?
 Evaluation addresses both standard and custom needs of the program, institution and
individual faculty, staff and students. Does the institution, college or department
require specific evaluations of their students or faculty? Do instruments exist or will
they need to be created? As an incentive, how will faculty be provided customized
course assessment assistance to support research and scholarship efforts for
promotion and tenure? Do instruments exist or will they need to be created?
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 Resources and infrastructure have been secured to ensure timely, informative and
successful program evaluation. What resources and infrastructure will be required to
create, disseminate, collect and analyze the results? What is the frequency and
duration of evaluation/assessment activities? How will the program ensure timely
analyses of the results and integration into individual courses and the program to
allow for continuous improvement?
 A schedule and mode(s) of distribution has been created for recommendations and
reports.
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Accessible Licensure: Findings and Recommendations
To date, a number of distance education programs have been developed in the United States and
United Kingdom to provide professional development to teachers as well as to train pre-service
students and those needing alternative licensure (Bourdillon & Burgess, 1998; Egbert & Thomas,
2001; Glenn, 2001; Gruenhagen, McCracken, & True, 1999; Leach, 1996; Levin, Waddoups,
Levin, & Buell, 2001; Parker, 2000; Perry, 2002; Rodes, Knapczyk, Chapman, Chung & Haejin,
2000; Saunders, 2001; Sullivan, 1995; Twomey, 2002; Vrasidas, 2002; Zirkle, 2002).
Previous efforts conducted at NCSU include online graduate programs in the College of
Education in Training and Development, School Administration, and Business and Marketing
Education. The latter program developed an accelerated alternative licensure program that was
designed to lead to initial licensure and interface with a master of education degree program in
the same area. According to the published report, the university based its program design entirely
on the distance education model and “found that the quality of instruction increased dramatically
through Internet delivery, used its extension mission to address financial issues, utilized the
revenue created by extension courses to employ experienced teachers as university supervisors,
and developed reciprocity agreements with every state other than Louisiana” (O’Brien, 2001).
Research conducted with the Teacher Education Alliance (TEA), a component of the Iowa
Distance Education Alliance, Iowa's Star Schools Project included the following
recommendations:
While funding and human resources may expedite the innovation process,
convincing both faculty and administration of the need to innovate is of
high priority. As long as these individuals believe distance education is an
add-on to an already overcrowded curriculum the integration of distance
education into the teacher education program will not occur. For distance
education to diffuse, the change agent will need to assist these institutions
in seeing how distance education not only fulfills a need of the institution
but is compatible with institutional values and beliefs. In addition,
institutions that prepare teachers need to dedicate funding or locate
alternative funding sources to assist in acquiring technology as well as in
the training of education faculty to use the technology. Until these
professors have adequate access to technology and can develop their own
comfort level, few will model effective uses of technology in the methods
classes. (Maushak, 1997, p. 2172).
While most of the preceding literature focuses on instructional design best practices within
courses, a number of findings point to specific steps institutions can take to augment their teacher
education programs offered at a distance. These, coupled with the general program development
guidelines discussed earlier in this report, lay the foundation for the following recommendations.
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1. A formal environmental scan and needs assessment have not been conducted for
the program. The college, working in concert with the Dean and Provost, should
revisit its goals in terms of developing a new timeline and budget. Specific goals
and objectives of the program (learning outcomes, actual percentages of increased
student retention, financial return on investment) should be more clearly defined.
After speaking with several different stakeholders, it is not clear who are the
audiences of this program. Are they teachers in nearby counties or the entire
eastern half of the state? Dr. John E. Penick, the Mathematics, Science and
Technology Education department chairperson, mentioned “cornering the market.”
Is this also a goal of the College and the University?
2. Issues of parity need be addressed (e.g. the digital divide). How will teachers from
economically disadvantaged areas be assisted to participate in this program? In
addition, a thorough understanding of the pros and cons of using technology to
facilitate alternative certification would be helpful. Sometimes distance education
requires compromises. One of the administrators does not want to let go of the
face-to-face interaction with full-time students. But this is not possible if you want
to increase your enrollments and access to working part-time adult students.
3. Strategic planning for the program does not have a designated interdepartmental
board. The management team listed in the Business Plan consists only of science
education faculty and no one from other College of Education departments, even
though partnering is a goal of the program and courses have been identified in other
departments for inclusion in the program. Community college and school
personnel are only on board for the first year. While the board should not grow in
size as to be unwieldy, all support groups (e.g. DELTA, library, admissions,
financial aid) need to be further represented in the strategic planning for the
program, at least in the beginning, and a liaison to each support group be
designated. Also, we recommend a student (teacher) representative serve on the
board to facilitate their needs.
4. Fiscal and enrollment models have not been determined and the extent to which the
program will assist in meeting NCSU enrollment goals in unclear. It is
recommended that through a needs assessment, market analysis, and
college/departmental deliberations that current and projected enrollment numbers
be determined. Since the use of technology does not define or establish a course as
an NCSU Distance Education course, will the AL Program be included in NCSU’s
Distance Education offerings? We recommend that program administrators
consider the programmatic effects and different funding mechanisms available
through DELTA if the program is offered as Distance Education.
5. Since the departure of Susan Butler earlier this academic year, there is no one
responsible for program administration and planning within the academic
department. We recommend that someone be selected as soon as possible to
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Greer/Guthrie 23

champion the use of distance education and that this person have experience with
these instructional technologies as well as tenure.
6. The initiating college/department/faculty has not identified a person(s) responsible
for project management. We recommend that a Program Memorandum of
Understanding be developed with DELTA to (1) ensure a supportive environment,
(2) to offer an overview of DELTA resources available and highlight the benefits of
collaboration, and (3) to identify and clarify program related needs in order to
provide the best support possible to program constituents.
7. Earlier in the school year, Dr. Butler taught EMS 203, Introduction to Teaching
Science via NC-REN. Review of these videotapes, which are available in VHS
only (there are no S-VHS masters), shows that they were not aired with adequate
consideration of distance education students. In addition, the graphics used are not
legible on the TV screen. Therefore, our recommendation is that these videotapes
should not substitute for a full-length course and a new course should be developed
entirely online or in blended mode. (The faculty successor for this course has
subsequently left the university as well.)
8. Not all faculty and staff in the Mathematics, Science and Technology Education
department seem aware of how to effectively use instructional technology for
distance education. There is certainly a lack of understanding as to the value of
using learning management systems such as WebCT. In addition, faculty do not
seem to be informed about the services that DELTA could potentially provide, nor
of the value of working with an instructional designer (they are education faculty
and there is a sense that some don’t believe that they need instructional design
help). Only two faculty members (Hagevik and Reid-Griffin) accepted this
project’s offer of instructional design assistance, although Jim Haynie is working
with DELTA production staff to videotape and edit learning objects used in his
TED 359 course, and David Slykhuis has requested the standard HTML template
for his course. We recommend that the departmental chairperson encourage faculty
to use these resources if and when available. We also recommend that one or more
formal orientation sessions be offered to the Science and Technology education
faculty by DELTA and peer faculty who have already taught at a distance using
WebCT. Diane Chapman is willing to speak with the faculty about her experiences
in the online Training and Development program, and faculty from other successful
distance education programs in the College of Education, such as School
Administration and Business Education, might be willing to participate as well.
We are confident additional instructional design help can be utilized for future
courses if faculty are apprised of the value of this assistance and the funds are
available.
9. There are many workshops and courses on distance education technologies and
design available through LTS/DELTA. Faculty participating in the AL program
should be encouraged and given sufficient time to acquire the skills needed to
develop and teach their courses. The department should also look to the use of
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Greer/Guthrie 24

technology mentors (other faculty and graduate students) to assist faculty with their
courses.
10. A quality assessment and control philosophy needs to be determined. If programs
are to achieve high enrollment, basic course design issues, such as use of a common
course template and guidelines for teaching courses (e.g. all student email will be
answered within one business day), as well as ADA compliance, must be stipulated
for all courses. Faculty should be encouraged by the departmental chairperson to
adhere to course design standards suggested by LTS/DELTA. Note: this project
has prepared two standard course design templates for use by faculty and a guide
for new AL instructors teaching online.
11. Faculty should have access to the revised NCSU intellectual property guidelines
that are currently under review.
12. An AL curriculum map, with routes delineating paths for different student
populations, is needed. To date there has been little progress on developing AL
courses in Educational Foundations and other science courses. It would be helpful
to investigate developing a Master of Arts in Teaching (MAT) degree, similar to
UNC-CH and other institutions.
13. The course design and development model should be determined. Faculty should
be responsible for deciding how much their coursework is available at a distance
and how much is taught face to face; however, the Principal Investigator and
DELTA Program Liaison need to make recommendations based on the overall
program needs and budget as well. Will cohorts be used? Pilot courses? Open or
traditional enrollment? In order to facilitate rapid development of quality courses
(if that is the eventual program goal), a Subject Matter Expert/Instructional
Designer Model is recommended. Development of a multi-year course
development and delivery plan with milestones and specific faculty assignments
should be a top priority.
14. Dr. Haynie has been a pioneer in the department in developing reusable learning
objects. Funding should be available to purchase existing objects and to develop
new ones and a depository established to house them.
15. Due to the points made previously, human resources/personnel issues have not
been resolved. Dr. Penick indicates he does not have enough faculty to teach these
AL courses. While at least two new faculty members will be joining the department
this fall, it is not known yet what their role will be in the program, and how long it
would take for them to become fully involved. If the College and NCSU want to
fast-track this program, qualified part-time and/or adjunct faculty would need to be
hired as well as new support staff (e.g. instructional designers, multimedia
specialists). Performance expectations of faculty teaching online should be clearly
delineated and proper incentives given. Faculty should be encouraged and funded
to conduct research on their distance education efforts and present their findings in
the wider academic community.
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Greer/Guthrie 25

16. It is not clear if an adequate budget has been developed and funds are available to
successfully conduct the program. Several faculty have indicated interest in
converting programs to distance education, but no money is available as of yet for
later development. With the uncertain and late-arriving funding, it is difficult to
inspire faculty confidence in the future of the program.
17. Dr. Butler was also pursuing partnerships with various NC community colleges
(e.g. Nash, Edgecombe, Central Carolina). She worked with Carteret to develop a
feeder program into the Science Education program at NCSU, and a brochure was
created for students. With Central and Nash, she had made initial contact visits and
demonstrated to them the Carteret program. These relationships need to be
resuscitated to avoid credibility gaps for the NCSU AL Science Education
program.
18. The relationship of the AL program to NC Teach should be clarified. John Penick
believes that there are insufficient funds to participate, but the advantage of NC
Teach is that it can reach Lateral Entry students before they teach. He also is
concerned about the extent to which he can modify NC Teach materials.
19. A comprehensive program website needs to be developed and maintained once
above issues have been addressed.
Support
20. In general, the AL program needs to work with DELTA to make sure all student
and faculty support services are readily available and working, and that students
and faculty are fully aware of these services.
21. Strategic market planning needs to be conducted for the Accessible Licensure
program. Critical to the planning is agreement upon program goals, objectives,
results of a market analysis, target audience(s) and products. To date, the defining
of these foundational components is underway; however, it is not yet complete.
Building upon the program foundation, marketing for the program will be better
able to work with university members and institution partners to design and
develop an appropriate campaign and associated media. Program administrators
may consider working with DELTA’s Distance Education and Marketing Services
Office.
22. Similar to the market planning noted above, a market analysis may have been
conducted, but very little information is presently available about the results.
Program administrators should take a closer look at competition in- and out-of-state
to clearly identify distinguishable competitive advantages, opportunities and areas
of overlap. In addition, this process should take into consideration not only the
acquisition of enrollments, but that the appropriate audiences for the program are
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Greer/Guthrie 26

indeed being targeted to assist in reducing potential attrition and increasing
“goodness of fit” for both the student and the institution. Distinguishing the
program from other state and institutional outreach efforts, such as NC Teach,
needs to be considered.
23. Currently DELTA’s marketing efforts include solid mechanisms for tracking
prospective students. The College of Education may desire to work closely with
DELTA’s Marketing Services Office to gather data on the effectiveness of selected
marketing strategies for prospective students. With respect to current students, it
will be critical to quickly create a means (i.e., a database with web entry interface)
that assists with data maintenance and to coordinate with key university
stakeholders on data acquisition, where data may include demographic data,
employment status, goals, number of courses taken, attrition, etc. This information
should tie closely to programmatic evaluation and assessment and may include
random entry and exit interviews.
24. A communication plan should be developed that covers the first two years of
program marketing.
25. A program website should be created for promotion and support once the program
mission, revised objectives and revisited audience has been further defined. This
website should visually and functionally “tie in” with the standard templates for the
courses, and be a part of the WebCT LMS, as well as offer links to the College of
Education and university.
26. Guidelines for initial course development and maintenance should be established
and agreed upon by College of Education departments and faculty participating in
the AL program. Developing the courses is only a first step. How much each
course can be changed by subsequent teachers, as well as who will oversee quality
and accessibility considerations, must be determined, and timelines established for
these tasks.
27. Class rosters and grade rolls should be readily available online and student
administrative information should readily interface with the rest of the campus
databases. Use of WebCT (particularly VISTA) in most, if not all online classes,
will facilitate this task.
Delivery
28. Program goals and target audiences must be defined before identifying the
technology(ies) that will serve as cornerstones of this program. Faculty should be
given a breadth of supporting technologies to select from, provided institutional
infrastructure, technical support, and faculty development is available.
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Greer/Guthrie 27

29. Technologies required by individual faculty may vary based on educational
objectives, yet consistency and simplicity of course delivery is critical to faculty
and student comfort levels and as such, the use of a university supported learning
management system (i.e., WebCT) for a framework for faculty to build within and
around is strongly recommended. Use of a LMS would also assist in protecting
copyrighted and course materials, provide an architecture that generally adheres to
instructional design principles and ADA compliance, and provide a set of
collaboration and communication tools.
30. All participating faculty should be involved in faculty development that addresses
both the technology(ies) selected for the program and instructional strategies
associated with selected technologies. If possible, customized sessions that are
program specific should be held, which allow for faculty to share best practices.
31. CD-ROM and videotaped materials take additional time and expertise to create and
distribute. Courses requiring these delivery formats should be identified as quickly
as possible.
32. Delivery and maintenance schedules should be developed by
College/Department(s) and faculty.
33. A program evaluation plan must be developed to include objectives, instruments,
measures, milestones and resources required. The plan should take into
consideration evaluation and assessment at the partner, program and participant
levels.
34. The College of Education may consider working closely with DELTA
organizations and/or university constituents such as University Planning &
Analysis, Records & Registrar, Disabilities & Student Services, Personnel,
Library, Information Systems, etc.
35. Per faculty request, customized evaluations should complement standard course
evaluations as an incentive for faculty research and scholarship.
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Accessible Licensure: Fiscal Year 2003-2004 Proposed Deliverables
After two years, the NCSU Accessible Licensure program is off to a good start. However, if it is
to successfully continue, additional tasks need to be considered. In the original Business Plan,
the Year Three Objectives included:
 Revise/adapt advanced licensure coursework including EMS 594M (Readings I) and
EMS 594W (Readings II).
 Implement revised courses via distance education venues, including EMS 475
(Methods of Teaching Science), EMS 476 (Student Teaching in Science), and EMS
495 (Senior Seminar in Science Education).
 Implement the newly developed 300/500 science education course via a distance
education venue.
 Implement revised courses via distance education venues, including PSY 304 and
PSY 476.
 Continue to recruit faculty from PAMS and Agriculture and Life Sciences to adapt
science content courses in Biology, Physics, Chemistry, and Earth Science for
distance education venues. Targeted courses include MEA 410, PY 123, PY 124, PY
126, PY 203, PY 341, PY 341, MEA 451, CH 223, CH 331, CH 315, BCH 451, BO
360, and ZO 421.
 Recruit faculty currently teaching general education required classes to adapt such
courses for distance education venues. Targeted courses include: 100 and 200 level
PE courses, history elective, social science elective, humanities elective, literature
elective, history/philosophy of science elective, philosophy/religion/art elective,
multicultural elective.
 Submit grant proposals to federal, state, and private sources to retain funding for
travel, graduate teaching assistants, project coordinator, and/or any further revision of
courses needed.
The Year 3 objectives should be revisited, as well as the unfinished tasks originally proposed for
Years 1 and 2 (see Status Report, Section II). While some of these tasks have been
accomplished or are on track, many are not. One of the primary challenges discussed in the
Findings and Recommendations section includes recruiting new faculty for interdisciplinary
courses. Some of the deliverables needed to accomplish this and other goals could include:
 Program/Curriculum Development Plan. Including updated list of courses, with
specifics on when they will be developed, piloted, taught and by which faculty.
 Program Path/Map for Students. What are the various sequences of courses different
student audiences can take to attain their licensure and possibly a degree?
 AL Faculty Development/Training Plan. How and when will AL faculty learn the
skills they need to successfully develop and teach online? Which additional skills are
needed? What additional materials will they require? (A guide to acquaint new AL
________________________
Greer/Guthrie 29

faculty to generic online design principles and use of templates for the program has
been developed and is appended to this report.)
 Evaluation/Assessment Plan and Implementation. Collect data throughout the year
on enrollments, attrition, student satisfaction, number of distance education students
served, grouping data by degree and/or certification sought by the student. Solicit
student evaluations of courses and of new technologies utilized. Solicit faculty
evaluations of courses and of new technologies utilized. Compile data collected by
individual faculty conducting research related to the revised/new courses. Write
Year-End Report.
 Development and Maintenance of Program Web Site. Includes curriculum, plus
general information on program advising, registration, library, textbooks information,
etc.
 Marketing and Communications Plan. Includes results of market analysis, marketing
strategies, marketing campaign information, required media, budget and two-year
communications plan.
 Project Plan for all of the above. Includes resources, milestones and dependencies
for implementation.
Progress cannot be achieved without an interdisciplinary program planning committee, as was
discussed in Findings and Recommendations. Scheduling the presentation to members of the
Department of Mathematics, Science and Technology Education to demonstrate capabilities and
opportunities of distance education programs is vital to continuing the good work that has been
accomplished to date in the NCSU Accessible Licensure program. Such a presentation could
provide fertile ground for the emergence of a faculty and administrative groundswell needed for
the program’s continued success.
________________________
Greer/Guthrie 30

Appendix A: Course Listing
________________________
Greer/Guthrie 31

CourseandProgramInformation,FacultyandStaffing,CourseDeliveryandSupportforEMSDistanceEducationCourses–updated
Coursesinboldtobedevelopedby6/30/03aspartofYr2plan
Coursesfoundonncsu.edu/sciencejunction(exceptwherenoted)
Number & Title
Cred
its
Degree/Certificate Developed/
Taught By
Type of Load Technologies To
Be Utilize
Status
(developed,
piloted/revised,
taught)
Comments
#1 priority course to
develop EMS 203 Intro
to Teaching Science
3 BS in SED, MSS Butler/Butler Regular Interactive
Television
Developed New DE
instructor
unknown;
videotapes not
usable for future
courses (except
excerpts). May
be taught in
Spring 2004.
EMS 375 Methods in
Science Ed I (use modules
from EMS 475)
3 BS and Licensure in
SED, MSS
Parsons/Parsons
?
Regular WebCT, video,
CD and computer
labs and the
equipment
therein (e.g.
smartboard,
projection) to
supplement face-
to-face
meetings.
Not developed New course;
teaching in 2005
EMS 475 Methods of
Teaching Science
3 BS in SED, MSS Butler/Jones Regular Interactive
Television,
Video
Taught every fall Modules; no
revisions needed
EMS 476 Student Teaching
in Science
8 BS in SED, MSS Management
Team/Graduate
Teaching
Assistants
Regular Web, Video,
Face-to-Face
Observations
Taught every fall Taught later
EMS 477 Instructional 3 BS in SED, MSS Park/Park Regular Web Taught every fall Modules; no

Materials in Science revisions
needed--JP
EMS 495 Senior Seminar in
Science Education
2 BS in SED, MSS Parsons/Parsons Regular WebCT, F2F Developed June
2002
Fall 2003, F2F
meetings will be
decreased
in number and
the WebCT
discussion
boards,
chatrooms and
other WebCT
components will
be used more
often.
EMS 501 Readings I 1 Advanced
Licensure in SED,
MSS
Slykhuis
(developer
only)/Park?
Regular Web (100%) Online Fall 02;
revisions by
6/30/03
Teaching in Fall
2004;
enrollment 100
EMS 502 Readings II 1 Advanced
Licensure in SED,
MSS
Park/Park Regular Web (100%) Developed by
6/30/03
Teaching in fall
2003;
enrollment 100
EMS 531 Intro to
Research in Science
Education
3 Advanced
Licensure in SED,
MSS
Reid-Griffin
(developer);
Park/Carter
(instructors)
Regular CD/web-
enhanced
Developed by
6/30/03; taught
odd yrs
Enrollment: 20
EMS 573 Technological
Tools in Science
3 Licensure in SED,
MSS
Park/Park Overload Web - how
much F2F in
future?
Taught summer
02
No revisions
needed; used to
be EMS 594I;
Online; hard to
teach online?
EMS 594K Methods for
Teaching Science
3 Licensure in SED,
MSS
Holley/Holley Adjunct
Faculty
Interactive
Television,
Video, Web ??
Will be taught
next spring F2F
Similar to EMS
476; partially
developed for
DE; needs
additional
funding to finish
DE development
EMS 594 Introduction to
using Geographic
3 Advanced
Licensure in SED,
Hagevik/Hagev
ik
Overload WebCT (100%) Developed by
Fall 03; Taught
New course;
open labs;
________________________
Greer/Guthrie 33

Information System (GIS)
in Earth/Environmental
Science
MSS in spring 04 enrollment 25
TED 359 – Electronics
Technology
3 BS Degree;
Licensure in TED,
MSS
Haynie/Haynie Overload Blended (2
weekend labs);
some video
Ready by fall 03 Taught every
fall; enrollment
30 (10 distance)
many students
may choose 359
TED 556 – Lab
Management & Safety
3 BS Degree;
Licensure in TED,
MSS
Haynie/Haynie Overload Blended Taught spring 03 Taught every
spring
http://www4.ncsu
.edu/~wjhaynie/te
d556/; most
students will
need 556
Until facultyareidentifiedfromPAMS,AgricultureandLifeScience,GeneralEducationRequiredCoursesandPsychology,
informationastodeveloper/teacher,typeofload,andtypeoftechnologytobeutilizedcannotbeascertained. Allcoursesarerequiredfor
BSinSEDandMSS. Manyofthesciencecoursesarealsorequiredforparticularsciencemajors(Biology,Chemistry,Physics,etc.).All
courseslistedare3-4semesterhourcoursesotherthanthetwoPEcourses,whichare1semesterhoureach.
________________________
Greer/Guthrie 34

Timeline for Science Education Courses Development and Implementation
Course Year One (2002) Year Two (2003) Year Three (2004) Year Four (2005)
EMS 203 Implement
EMS 477 (will be EMS 373) Revise/Adapt Implement
EMS 594K Revise/Adapt Implement
EMS 594I (EMS 573) Revise/Adapt Implement
EMS 501 (formerly EMS
594M)
Revise/Adapt Implement
EMS 502 (formerly EMS
594W)
Revise/Adapt/Implement
EMS 531 Revise/Adapt/Implement
EMS 475 Revise/Adapt Implement
EMS 495 Revise/Adapt Implement
EMS 375 (new course) Create/Develop Implement
EMS 594M Revise/Adapt Implement
EMS 594W Revise/Adapt Implement
Original timeline for Foundation Courses Development and Implementation
(all of the following are not confirmed at this time and year two timelines are incorrect)
Course Year One Year Two Year Three Year Four
NR ??? Revise/Adapt/ Implement?
MEA 410 Revise/Adapt Implement
PY 123 Revise/Adapt Implement
CH 223 Revise/Adapt Implement
BCH 451 Revise/Adapt Implement
BO 360/365 Revise/Adapt Implement
MEA 451 Revise/Adapt Implement
CH 331 Revise/Adapt Implement
________________________
Greer/Guthrie 35

CH315 Revise/Adapt Implement
ZO 421 Revise/Adapt Implement
Original timeline for Other Required Courses Development and Implementation
(all of the following in this section are question marks)
Course Year One Year Two Year Three Year Four
PSY 304 Revise/Adapt Implement
PSY 475 Revise/Adapt Implement
PE 1__ Revise/Adapt Implement
PE 2__ Revise/Adapt Implement
History Elective Revise/Adapt Implement
Social Science Elective Revise/Adapt Implement
Humanities Elective Revise/Adapt Implement
Literature Elective Revise/Adapt Implement
Hist/Philos Sci Elective Revise/Adapt Implement
Philos/Reli/Art Elective Revise/Adapt Implement
Multicultural Elective Revise/Adapt Implement
Can be used for Science LE program (All of the Pure Science Classes could also be used)
2)EMS 594K Methods for
Teaching Science
3 Licensure in SED, MSS Holley/Holley Adjunct Faculty? Interactive Television,
Video, Web
3)EMS 573 Technological
Tools in Science
3 Licensure in SED, MSS Park/Park Overload Web
4)EMS 501M Readings I 1 Advanced Licensure in SED,
MSS
Slykhuis/Park? Regular Web
Can be used for ALL LE programs
1)PSY 304 Now listed as EDP 304 Revise/Adapt Implement
5) PSY 475
Now listedas PSY476
Revise/Adapt Implement
6)Multicultural Elective Revise/Adapt Implement
________________________
Greer/Guthrie 36

________________________
Greer/Guthrie 37

Appendix B: Licensure Programs in North Carolina
“Constituent institutions with teacher education programs approved by the State Board of
Education may offer specific course clusters in approved teacher licensure areas which meet
licensure requirements of the State Board of Education but do not lead to the conferral of a
particular degree or a Certificate of Advanced Study. These may be at the entry level or
advanced level of teacher licensure.[…] A current inventory of teacher licensure programs
approved by the State Board of Education is available from the North Carolina Department of
Public Instruction.”
Public Institutions (North Carolina University System)
EAST CAROLINA UNIVERSITY
(http://www.coe.ecu.edu/teached/teached.htm)
ECU offers a total of 27 licensure areas, of which 4 are math and science related. Two of these four are designated for
middle grades. Extensive information on alternative licensure programming and lateral entry licensure options is available
in East Carolina’s Teacher Education handbook: http://www.coe.ecu.edu/teached/ABwelcome.htm.
UNC-ASHEVILLE
(http://www.unca.edu/education/catalog/licensure.htm)
UNC-Asheville provides both primary and secondary education licensure options. Secondary licensure options
associated with science and math include Biology, Chemistry, Mathematics, Physics, and Science. The Teacher
Education program is offered at the baccalaureate level (Class "A" Licensure) for undergraduate and postgraduate
students. In addition to the appropriate education program, undergraduates must complete the general education
requirements of the University and the requirements of a major department in the University. Postgraduates with a
baccalaureate degree and a grade point average of 2.50 from an accredited college or university need to complete the
appropriate education program and also any requirements for a major appropriate to their own area of specialization but
lacking in their prior academic experience. A handbook is available that details clinical and academic requirements. The
handbook is posted at http://www.coe.ecu.edu/teached/ABwelcome.htm. Web-based information on each secondary
licensure program is also available. Reference links are provided directly below.
Math Licensure: http://www.unca.edu/education/catalog/math9-12.htm
Biology Licensure: http://www.unca.edu/education/catalog/science9-12.htm
Physics Licensure: http://www.unca.edu/education/catalog/science9-12.htm
Science Licensure: http://www.unca.edu/education/catalog/science9-12.htm
Chemistry Licensure: http://www.unca.edu/education/catalog/science9-12.htm
UNC-CHARLOTTE
(http://education.uncc.edu/teal/ and http://education.uncc.edu/mdsk/)
UNC-Charlotte provides both initial and advanced licensure programs. For students entering a program to acquire initial
licensure, areas available for licensure that relate to science and mathematics include Mathematics, Biology, Chemistry,
Earth Science, Physics, and Comprehensive Science. A program overview and requirements section is placed directly
below, and is followed by information on UNC-Charlotte’s offerings for advanced licensure.
Degree Requirements: The undergraduate program in secondary education requires a major in the College of Arts and
Sciences in a discipline relevant to the curriculum in grades 9-12 and a maximum of 128 hours as follows:
General Education (26-41 hours). These course requirements vary with a student’s academic major in arts and sciences
and are defined by faculty in each major.
Core and Related Courses in an Appropriate Arts and Sciences Major (30-78 hours). Academic majors relevant to
secondary education include English, History, Mathematics, Biology, Chemistry, Earth Sciences, and Physics. The
requirements for each major are defined by faculty in that major.
Secondary Education (44 hours)
EDUC 2100 An Introduction to Education and Diversity in Schools (3)
SPED 2100 Introduction to Students with Special Needs (2)

(Corequisite courses EDUC 2100 and SPED 2100 should be taken during a student’s sophomore year; both must be
completed with a grade of "C" or better for the student to qualify for admission to the Teacher Education Program in the
selected field of secondary education)
SECD 3140 The Adolescent Learner (3)
SECD 3141 Secondary Schools (3)
MDSK 3150 Research and Analysis of Teaching Middle and Secondary School Learners (3)
MDSK 3151 Instructional Design and the Use of Technology with Middle and Secondary School Learners (3)
KNES 3152 Health and Safety Issues in Middle and Secondary Schools (2)
SECD 3142 Issues in Secondary Education (2)
SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)
MDSK 4251 Teaching Science to Middle and Secondary School Learners (3) or
MAED 4252 Teaching Mathematics to Secondary School Learners (3) or
MDSK 4253 Teaching Social Studies to Middle and Secondary School Learners (3) or
ENGL 4254 Teaching English/Communication Skills to Middle and Secondary School Learners (3)
READ 3255 Integrating Reading and Writing Across Content Areas (W) (3)
SECD 3441 Student Teaching/Seminar: 9-12 Secondary Science (15) or
SECD 3442 Student Teaching/Seminar: 9-12 Secondary Mathematics (15) or
SECD 3443 Student Teaching/Seminar: 9-12 Secondary Social Studies (15) or
SECD 3444 Student Teaching/Seminar: 9-12 Secondary English (15)
Information on advanced licensure is available at http://education.uncc.edu/teal/page11.htm. All programs lead to a
Master of Education, a Master of Arts degree and/or a teaching license. A program overview of the advanced
licensure/degree option is provided below.
Program Overview: This 39-hour program is designed to provide programs of advanced study which are built upon a
body of knowledge and expertise common to educational professionals. The program is composed of five strands that
concentrate on developing knowledgeable, effective, reflective and responsive practitioners who will become leaders in
the profession. The program includes study in areas such as educational research methodology, curriculum theory,
analysis of teaching, advanced methodology, and curriculum material development including the application of technology
in teaching. In addition, the program includes advanced coursework in the candidate's respective discipline (i.e., Social
Studies, Biology, Chemistry, Physics and Earth Science). Courses are also appropriate for teacher licensure renewal or
individual professional growth.
UNC-PEMBROKE
(http://www.uncp.edu/soe/)
UNC at Pembroke offers both undergraduate and graduate licensure programs. Information on graduate programs is
located at http://www.uncp.edu/soe/undergraduate.htm. Information for graduate programs is provided at
http://www.uncp.edu/soe/graduate.htm. At the undergraduate level, 12 licensure areas of offered. Those related to
science and math include Biology, Mathematics, and Science. Little information was available on the web site that
addresses program information or requirements at the undergraduate level. Similarly, the graduate program pages
requested contact be made with the School of Graduate Studies for more information.
UNC-WILMINGTON
(http://www.uncwil.edu/ed/degrees.html)
UNC-Wilmington offers secondary education licensure programs in seven primary areas, with Mathematics and Science
being two of them. A detailed overview of the Mathematics Licensure is available at
http://www.uncwil.edu/ed/deglicenpdfs/mathjuly2002.pdf. The course requirements are listed below.
Mathematics Licensure Requirements
Students who plan to become licensed teachers in the North Carolina public schools must complete the university’s
Basic Studies expectations, all requirements in the major, and be formally admitted to the Watson School of
Education. Requirements for admission are listed in the UNCW Undergraduate Catalogue, and also are listed on the
Program Information handout available in King 211. In addition to the requirements for the academic major, the
Psychology and Education courses listed below are required for licensure. A grade of “C” or better must be earned in
the following courses:
PSY 223 Lifespan Human Development (3)
EDN 200 Teacher, School and Society (3)
EDNL 200 Field Studies (1)
EDN 203 Psychological Foundations of Teaching (3)
EDN 301 Instructional Design and Evaluation (3)
EDN 303 Instructional Technology (3)
NOTE: The courses listed below require admission to the Watson School of Education.
EDN 321 Meeting Needs of Special Students in High Schools (2)
EDN 356 Reading in the Secondary School (3)
EDN 402 Classroom Management in Secondary Schools (1)
EDN 404 Theory and Practice in Teaching Secondary Mathematics (3)
EDNL 404 Field Experience in Secondary Mathematics (1)
________________________
Greer/Guthrie 39

EDN 408 Instructional Seminar (2)
EDN 409 Practicum (12) Total = 40 semester hours
A detailed overview of the Science Licensure is available http://www.uncwil.edu/ed/deglicenpdfs/sciencejuly2002.pdf.
The course requirements are listed below.
Science Licensure Program
In addition to the requirements for the academic major, the Psychology and Education courses listed below are
required for licensure. A grade of “C” or better must be earned in the following courses:
PSY 223 Lifespan Human Development (3)
EDN 200 Teacher, School and Society (3)
EDNL 200 Field Studies (1)
EDN 203 Psychological Foundations of Teaching (3)
EDN 301 Instructional Design and Evaluation (3)
EDN 303 Instructional Technology (3)
NOTE: The courses listed below require admission to the Watson School of Education.
EDN 321 Meeting Needs of Special Students in High Schools (2)
EDN 356 Reading in the Secondary School (3)
EDN 402 Classroom Management in Secondary Schools (1)
EDN 406 Theory and Practice in Teaching Secondary Science (3)
EDNL 406 Field Experience in Secondary Science (1)
EDN 408 Instructional Seminar (2)
EDN 409 Practicum (12) Total = 40 semester hours
Private Institutions
BARTON COLLEGE
(http://www.barton.edu/Schools/doe/Secondary.htm#anchor105836)
Students seeking licensure will major in the desired content area and will also take methods courses required for licensure
in the area. (General Catalog not available online for review. NOTE, four areas offered for licensure were stated on
website, however only Social Sciences, English and Math were listed.)
CAMPBELL UNIVERSITY
Licensure Requirements for Secondary Education
(http://www.campbell.edu/education/proedu/sve.html)
All students seeking licensure as secondary, K-12, or vocational education teachers, are required to take Art 131, Music
131, or Drama 131 which will meet the general education requirement for the fine arts area. They must also complete two
mathematics courses as designated by the major. CIS 125, Introduction to Computers, is strongly recommended as a
substitute for one mathematics course. Additional courses are required as part of the general education requirements and
two laboratory science courses, Religion 101 and a religion elective, Exercise Science 185 and 111 or 112.
Mathematics (9-12 Licensure) (CIP 13.1311)
Twenty-nine semester semester hours in mathematics above the 200-level including courses in linear algebra, geometry,
probability and statistics, modern algebra, and computer science. It is recommended that eight semester hours of physics
or chemistry be completed as well.
Biology (9-12 Licensure) (CIP 13.1322)
A minimum of thirty-five semester hours including Biology 111, 202, 203, 205, 327 or 542, 342, and 430 or 437;
Mathematics 112 or 122, and 160; Chemistry 111, 113, and 227; Physics 221 and222; Science Education 453; and the
professional education sequence.
Professional Education Sequence:
Students desiring licensure in a secondary teaching area (9-12), Spanish or French (k-12), music (Kk-12), physical
education (K-12) or Family and Consumer Sciences (7-12) education must meet all the admission criteria of the Teacher
Education Program and complete the following courses: Psychology 222; the pertinent subject area methods course
(offered in the spring semester of the senior year as block courses prior to student teaching), and the following Education
courses:
1. EDUC 221 Introduction to Education (3)
2. EDUC 225 Writing Seminar (3)
3. EDUC 341 Child and Adolescent Development (3)
4. EDUC 385 Curriculum Trends in K-12 and Secondary Education (3)
5. EDUC 431 Educational Psychology (3)
6. EDUC 432* Practicum (1)
7. EDUC 441 Teaching Reading in the Middle and Secondary School (3)
8. EDUC 453 Effective Teaching Strategies (Secondary and K-12) (3)
________________________
Greer/Guthrie 40

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