Distribution Systems
- Use of Virtual Worlds and Immersive Learning Environments
- Various Administrative and Support Structure Issues Concerning Graduate Education
- Asynchronous (Streaming Video) Online Masters Programs
- Graduate Education in Greenville
(click here to see a list of all issues for all task forces)
COMMENTS
Distance Learning/Education at Clemson
“A New Paradigm for national leadership”
1. Academic advocate/leader at the University Dean level (tenured) with (minimally) a strong and close working relationship with the Graduate Dean and the Undergraduate Dean (each would carry appointment veto) (leader/advocate should absolutely not be from a technology unit or report to or be housed in a single college)-- with policy formulation authority (DNPH). Current DL is mostly graduate and/or University Center-related so logic suggests launching any buildup should originate from the graduate sector organizationally with the objective of developing 100% symmetry with undergraduate affairs.
2. Leader/advocate must have prior demonstrated success in DL (DNPH)
3. Leader/advocate must have ‘budget-level trust’ of the department chairs (DNPH)
4. Control of all the tuition revenue (DNPH)
5. Faculty-centric collegial philosophy of 100% budget transparency and low taxation coupled with compensation incentives and appropriate royalty/recognition structures (DNPH)
6. Given all the above, we could expect +$10M/yr in FY11 and +$50M/yr by 2015 (DNPH)
Bruce Rafert
January 8, 2009
Just a note that I've posted for other task forces as well-please remember that we are talking about a subset of graduate education here. The research sciences, while they supply a large amount of the Gen-Ed and intro teaching through TA positions, and contribute significantly to our standing as a research university, are not suitable for Distance Ed. Thus we must be careful not to apply a one-size-fits-all solution.
Anyone on this page should be sure to read the issue concerning asynchronous distance learning.
Graduate Education, unlike undergraduate education, occurs in many different formats: asynchronous executive education; on-ground executive education; synchronous distance; online and of course in traditional classrooms. Since graduate populations represent a more diverse demographic than the typical undergraduates, we have to develop distribution mechanisms that meet the needs of the students--taking the education to them in a way that meets their needs. The traditional, on-campus, course-based model is just one of many tools we should have completely developed and accessible.
