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1 Michigan Interdisciplinary and Professional Engineering College of Engineering, The University of Distance Learning Benchmark Huei Peng May 30, 2007 Peer Institutes Benchmark Recommendations
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Distance Learning Benchmark Huei Peng May 30, 2007

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Page 1: Distance Learning Benchmark  Huei Peng May 30, 2007

1Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Distance Learning Benchmark

Huei Peng

May 30, 2007

•Peer Institutes

•Benchmark

•Recommendations

Page 2: Distance Learning Benchmark  Huei Peng May 30, 2007

2Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

10 Largest Distance-learning Programs

University of Michigan (AA) 1995 354 Yes(8) No 1216/1332

US News and World Report 2006

Page 3: Distance Learning Benchmark  Huei Peng May 30, 2007

3Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

USC Distance Education Network (DEN)

• Established in 1972

• Currently offer 30 degrees, many courses (98 from EECS) (http://den.usc.edu/programs/degreeprograms.htm)

• Download video, Podcast and smartphone download.

http://den.usc.edu/demos/index.htm

http://uscengineer.com/den/classschedule/coursedesc.php

Page 4: Distance Learning Benchmark  Huei Peng May 30, 2007

4Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

USC (Engineering Certificate Programs)

Viterbi School of EngineeringAstronautics and Space Technology Astronautical Engineering Civil Engineering Transportation Systems Computer-Aided Engineering Computer Science Software Engineering Electrical Engineering Systems Architecture and Engineering Engineering Technology Commercialization Environmental Engineering Environmental Sciences, Policy and Engineering Sustainable Cities (offered with Geography) Industrial and Systems Engineering System Safety and Security Petroleum Engineering Smart Oilfield Technologies

Page 5: Distance Learning Benchmark  Huei Peng May 30, 2007

5Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Columbia University• “Columbia Video Network” supports distance education at

School of Engineering and Applied Science (Graduate Level)

• More than 60 courses in Summer 2007

• Offer almost all regular degrees through distance plus 4-course certificates (see below for certificate topics)

Applied MathematicsBusiness and Technology Civil Engineering Computer Science Electrical Engineering Financial Engineering Industrial Engineering & Operations ResearchMaterials Science Mechanical Engineering Nanotechnology

http://www.cvn.columbia.edu/

Page 6: Distance Learning Benchmark  Huei Peng May 30, 2007

6Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

http://www.cvn.columbia.edu/crs.php?sem=M07 http://www.cvn.columbia.edu/deg.php

Page 7: Distance Learning Benchmark  Huei Peng May 30, 2007

7Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Georgia Tech• Institute-wide professional and distance-education

activities

• Distance learning: offer many regular departmental courses (in addition to professional education)

RELATED LINKSProfessional EducationCenter for Distance LearningGeorgia Tech Global Learning CenterIntensive English Program (ESL)The Executive Masters of Science in Management of Technology (EMSMOT)Executive Masters in International Logistics (EMIL)Institute Policies and Procedures

Page 8: Distance Learning Benchmark  Huei Peng May 30, 2007

8Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Distance Learning at GIT

Page 9: Distance Learning Benchmark  Huei Peng May 30, 2007

9Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Professional Education at GIT

• Large number of offerings.

• Large variation in tuition rate (responsive to market force).

Page 10: Distance Learning Benchmark  Huei Peng May 30, 2007

10Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Location/(Accommodations)

Program Administrator Start End Status Cost

College of Management, Atlanta, GA(Georgia Tech Hotel)

Ms. Laura DayMay 7, 2007

June 7, 2007                     $6,500

.00

Section ID: 43757

Registration is from 7:30 to 8:00 A.M. on the first day.

Meeting time(s):•Monday, May 7, 2007 (8:00 AM-5:00 PM)•Tuesday, May 8, 2007 (8:00 AM-5:00 PM)

•Wednesday, May 9, 2007 (8:00 AM-5:00 PM)•Thursday, May 10, 2007 (8:00 AM-5:00 PM)•Monday, June 4, 2007 (8:00 AM-5:00 PM)•Tuesday, June 5, 2007 (8:00 AM-5:00 PM)

•Wednesday, June 6, 2007 (8:00 AM-5:00 PM)•Thursday, June 7, 2007 (8:00 AM-5:00 PM)

Six Sigma Certificate Program: Green Belt

Location/(Accommodations)

Program Administrator Start End Status Cost

Georgia Tech Global Learning Center, Atlanta, GA(No hotel required.)

Dr. Russ CallenSeptember 5,

2007October 22,

2007                     $800.00

Section ID: 08120Meeting time(s):

•Wednesday, September 5, 2007 (6:30 PM-9:30 PM)•Monday, September 10, 2007 (6:30 PM-9:30 PM)

•Wednesday, September 12, 2007 (6:30 PM-9:30 PM)•Monday, September 17, 2007 (6:30 PM-9:30 PM)

•Wednesday, September 19, 2007 (6:30 PM-9:30 PM)•Monday, September 24, 2007 (6:30 PM-9:30 PM)

•Wednesday, September 26, 2007 (6:30 PM-9:30 PM)•Monday, October 1, 2007 (6:30 PM-9:30 PM)

•Wednesday, October 3, 2007 (6:30 PM-9:30 PM)•Monday, October 8, 2007 (6:30 PM-9:30 PM)

•Wednesday, October 10, 2007 (6:30 PM-9:30 PM)•Monday, October 15, 2007 (6:30 PM-9:30 PM)

•Wednesday, October 17, 2007 (6:30 PM-9:30 PM)•Monday, October 22, 2007 (6:30 PM-9:30 PM)

Fundamentals of Engineering

42 hours

48 hours

Page 11: Distance Learning Benchmark  Huei Peng May 30, 2007

11Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Location/(Accommodations)

Program Administrator Start End Status Cost

Georgia Tech Global Learning Center, Atlanta, GA(Georgia Tech Hotel)

Dr. Edward JoyMay 7, 2007

May 11, 2007                     $1,795

.00

Section ID: 43589

Georgia Tech employees should call 404-385-3501 to register by phone, and have their P-card or PeopleSoft number ready.

Meeting time(s):•Monday, May 7, 2007 (8:00 AM-4:45 PM)•Tuesday, May 8, 2007 (8:00 AM-4:45 PM)

•Wednesday, May 9, 2007 (8:00 AM-4:45 PM)•Thursday, May 10, 2007 (8:00 AM-4:45 PM)•Friday, May 11, 2007 (8:00 AM-12:15 PM)

Antenna Engineering

http://www.pe.gatech.edu/conted/servlet/CEHome

30 hours

Page 12: Distance Learning Benchmark  Huei Peng May 30, 2007

12Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Virginia Tech Professional Education• “As part of a rapidly growing outreach activity

at Virginia Tech, we provide more than 400 short courses, seminars, workshops, training programs, and conferences to 30,000 individuals per year.”

• Low tuition rate

• Many basic courses for professional education

• Five off-campus sites– Hampton Roads Center 

– National Capital Region

– Richmond Center

– Roanoke Center

– Southwest Virginia Higher Education Center

http://www.cpe.vt.edu/home/calendar/calendar2007.html#MAY2007

Page 13: Distance Learning Benchmark  Huei Peng May 30, 2007

13Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

E-learning at Va-Tech• Distance learning courses since 1983

• “Institute for Distance and Distributed Learning ”, reports to vice provost for academic affairs.

• 568 different eLearning courses offered in past 5 years

• 21 master degrees/certificate/ re-certification/licensure programs

• 85% of academic departments participating

0

100

200

300

400

500

600

93/ 94 95/ 96 97/ 98 99/ 00 01/ 02 03/ 04

eLearning course offerings

Page 14: Distance Learning Benchmark  Huei Peng May 30, 2007

14Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Va-Tech Distance Learning Market Strategy

Important Factors for Individuals Interest in Taking Online Courses

• 98% - transferability

• 97% - online access to library

• 96% - interaction with instructor

• 94% - reputation of the institution

• 94% - technical support offered

• 93% - cost

• 93% - allowed to work at own pace

Market Analysis • Adults aged 18 – 50• Possess some college• 4 states in eastern U.S.A.

Page 15: Distance Learning Benchmark  Huei Peng May 30, 2007

15Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Va-Tech Online Degree Programs

• Available on-line or “interactive conferencing”

• The “commonwealth graduate engineering program”, which is a collaboration among several schools in Virginia (umbrella under the VA state government), is an interesting idea

http://www.vto.vt.edu/programs.php

http://www.eng.vt.edu/cgep/about_cgep.php

Page 16: Distance Learning Benchmark  Huei Peng May 30, 2007

16Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Stanford Center for Professional Development

• Annually 6000 students enrolled through SCPD (420 companies).

• 52 Stanford graduate degrees and 35 certificates available online.

• Short courses serve more than 1400 students on site, on campus and online.

• “Used strategically in support of Stanford’s departments, centers and research initiatives.”

• 52 staff members

• 9 special teleclassrooms

• Many regular courses available online or broadcasthttp://scpd.stanford.edu/SCPD/courses/academic/crseList.asp?sdID=5&sdName=Electrical+Engineering

Page 17: Distance Learning Benchmark  Huei Peng May 30, 2007

17Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Recognized distance education challenges

• 24/7, convenient and flexible access

• Wide range of courses/certificates/degrees

– Flexible start/stop

– Modules/learning instead of rigid “courses”

• Students “multitask” while learning

• Desire for relevant education while wanting “certification” from a university for the effort

• Competitive pricing

• Delivery technology which is smarter, smaller, faster, brighter, cheaper and usable anywhere.

Page 18: Distance Learning Benchmark  Huei Peng May 30, 2007

18Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Discussions• Successful peers (e.g., Ga-Tech, Stanford) typically have

strong ties with industry

• Distance learning at peer schools is frequently organized by a university-wide institute—better cost leverage

• Many regular courses are offered through distance.

• Some schools focus on distance delivery of regular courses/degrees (e.g., Columbia), or special certificates/short courses (e.g., USC) while some schools have strong programs in both (e.g., Ga-Tech, UofM)

• Some other schools have many more certificate programs/students (USC, Ga-Tech, Penn State)

• For regular distance-learning courses, UofM tuition is THE highest among top schools.

• For short courses, tuition rate is market-driven (e.g., like Ga-Tech). Therefore, it is questionable whether a fixed financial model should be universally applied.

Page 19: Distance Learning Benchmark  Huei Peng May 30, 2007

19Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Discussions• Online education initiative needs to be consistent

with organization’s mission, values, strengths and areas of distinction. Build from tradition in new ways.

• Must begin with a clear, worthy strategic plan keeping it close to core faculty and using traditional academic structures to accelerate development.

• Aim for the “sweet spot”-- intersection of audience needs and wants, faculty interests, institutional strengths and what people will pay for.

• Think course-to-certificate-to-degree progression. Online versions of existing courses are easier to start than new ones.

Page 20: Distance Learning Benchmark  Huei Peng May 30, 2007

20Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Discussions

• Recruit best faculty and staff by offering incentives and rewards supportive of innovation. Address concerns regarding ownership of intellectual property, increased demands and impact on workload.

• Develop financial model that covers costs and investments with revenue distributed to participating organizations/departments and faculty.

Page 21: Distance Learning Benchmark  Huei Peng May 30, 2007

21Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Possible Changes

• Need to offer more courses to achieve economic scale.

• Focus on increasing certificate programs and students.

• Need to maintain a clear separation between the academic side (distance learning) and the professional education side of Interpro. The purpose, market force, competition environment and student needs are all different.

– It is NOT wrong to use a large number of adjunct faculty, as long as proper quality check is in place.

– A flat 19% tax may not be practical or flexible enough.

Page 22: Distance Learning Benchmark  Huei Peng May 30, 2007

22Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Page 23: Distance Learning Benchmark  Huei Peng May 30, 2007

23Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Page 24: Distance Learning Benchmark  Huei Peng May 30, 2007

24Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Arizona State University

http://cpd.asu.edu/certmgt/?page=cert_ss_gb_cert

Page 25: Distance Learning Benchmark  Huei Peng May 30, 2007

25Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Penn State World Campus• 50+ Online Degree and Certificate programs (

http://www.worldcampus.psu.edu/)

• Candid Classroom and Built-for-web courses

Graduate Degrees Master of Business Administration (iMBA) Master of Education in Adult Education Master of Education in Curriculum and Instruction--Children's Literature Master of Education in Curriculum and Instruction--Teacher Leadership Master of Education in Instructional Systems--Educational Technology

Master of Engineering in Oil and Gas Engineering Management Master of Geographic Information Systems Master of Homeland Security in Public Health Preparedness Master of Project Management

Page 26: Distance Learning Benchmark  Huei Peng May 30, 2007

26Michigan Interdisciplinary and Professional EngineeringCollege of Engineering, The University of Michigan

Penn State Program SizeWorld Campus Statistics (as of 10/1/06):

Number of current students enrolled 5,691

Percentage growth from previous year

31%

Number of total programs 54

Number of courses 691

Number of graduate degrees 9

Number of graduate or postbaccalaureate certificates

16

Number of undergraduate degrees 13

Number of undergraduate certificates

16

Number of continents with World Campus students

7—Yes, even Antarctica

Number of countries with World Campus students

43

Number of states with World Campus students

50

http://www.worldcampus.psu.edu/AboutUs_WorldCampusFacts.shtml