All courses offered at a distance have undergone the same curriculum development, review, and approval processes than those taught in a traditional delivery method. Degree program requests to create or modify undergraduate, graduate, and professional educational programs are processed in accordance with Texas Higher Education Coordinating Board Degree Program Guidelines.
The development process for all educational programs originates with the faculty. Programs are submitted, reviewed, and approved through a standard process involving University faculty and administration. Proposals originate within departments where they are reviewed by curriculum committees for academic quality, student demand, and resource requirements. Successful proposals must include a statement of learning outcomes and procedures for ongoing assessments. Proposals that are approved by the department are then forwarded to college-wide curriculum committees and subsequently to the University Curriculum Committee. Review at these levels focuses on the relevance of the proposed program to the University’s mission, its relevance to existing programs, and the capability of the department to support the program.
Program proposals that are approved by the University Curriculum Committee are recommended to the Provost and Vice President for Academic Affairs, who in turn reviews them and forwards those that are approved to the President. The President then forwards these proposals to the Texas A&M University System and to the Texas A&M University System Board of Regents for approval and then to the Texas Higher Education Coordinating Board (THECB).
Once a program has been approved, the curriculum committee at each department will select a delivery modality. The proposal of courses being considered for distance learning delivery is carefully analyzed by the curriculum committee and it must include a statement of learning outcomes and procedures for on-going assessment. Once the Dean of the College approves the proposal, the process of development/adaptation begins with the faculty member that will develop the course materials.
Before any course can go online, the following conditions must be met:
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View our Online Course Development Manual for detailed explanations of online course development at TAMIU.
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A quality assurance program was adopted by Texas A&M International University (TAMIU) through the Distance Education Advisory Committee (DEAC) in September 2011 with the purpose of ensuring the quality of its online courses. TAMIU has adopted the nationally recognized Quality Matters (QM) program for its peer-based approach. The course developer is an integral part of the internal review process with shared responsibility and ownership. Course developers will be required to participate in professional development workshops on how to apply the QM rubric in constructing or revising their online course. Courses developed will be required to meet at least 85% of the QM standards in order to be QM recognized.
The first instrument used in the overall evaluation of the effectiveness of all academic programs including distance education is the Institutional Effectiveness Report whose goal is to integrate planning, evaluation, and budgeting processes into a comprehensive program. This program not only encompasses the teaching and learning process but the array of administrative and support services which sustain the core activities of the University. Every academic and administrative support unit of the University demonstrates planning, evaluation, and the use of results to improve programs and services.
At the beginning of the academic year, all academic departments meet and review their education programs. Faculty members of each department lead the assessment efforts in their respective areas. At the same time, all administrative and educational support units review and revise their assessment procedures. All assessment plans are in line with the institutional mission as well as the college/school department unit mission.
Assessment of academic programs is conducted every semester with the results being used to improve the programs in future semesters. All academic, administrative and educational support unit assessment reports may be found in the Office of Institutional Effectiveness web page.
Distance education courses are assessed by using the University of Washington Instructional Assessment System online course evaluation instrument. The instrument gathers data regarding student satisfaction with the online experience. The instrument is administered electronically three weeks prior to the end of the semester. The responses range from Excellent (Score of 5) to Very Poor (Score of 0). Open-ended comments may also be submitted by the students. Results are reported to faculty, department chairs, deans and the provost. The department chair is responsible for coordinating a feedback session with the faculty member to review the results and address concerns. The Office of Institutional Effectiveness and Planning coordinates the evaluation process and maintains all evaluation data on their web page.
Additional evaluation data is also compiled at the end of each semester such as retention rates, grade distributions, and enrollment.
The Office of Instructional Technology implements an instrument for evaluation purposes that addresses support services received from this office. This instrument was adapted from West Texas A&M University.
The Office of Instructional Technology implements an instrument to obtain and provide feedback about student videoconferencing distance learning experiences. The evaluation prompts students to provide us with technical and academic information. Two instruments are used. One for regular TAMIU courses and one for courses delivered to HB1 courses. The results can be viewed by clicking on the appropriate link.
NOTE: In Fall 2014, the videoconferencing evaluation was divided into separate instruments - a video conference evaluation for all video conferencing courses and a new HB1 evaluation (see next section).
The Office of Instructionatl Technology implements an instrument to obtain feedback on the technical and facilitator support of TAMIU courses to HB1 students. The evaluation prompts students to provide us with technical and academic information. The results can be viewed by clicking on the appropriate link.
Students in classes in which response systems, such as Top Hat, were used as an additional instructional technology resource were recently surveyed. The results can be viewed by clicking on the following link.
Students at the University have access to the various computer labs located on campus. At the end of each fall and spring semester, feedback is collected from students on the lab facilities and support. The results can be viewed by clicking the following link.
Instructional Technology & Distance Education Services
Office of Information Technology
Killam Library 259
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