Alignment with Community Needs

• Do programs meet the needs of the community?

• Do graduates of fully online degree or certificate programs provide a capable workforce?

Alignment with Student Needs

• Does the program support student employment and/or transfer goals?

Scalability

• Is there a plan for the growth of the program?

• Does the college have staffing available to grow the program?

• Is there adequate administrative support for a growing program?

Adequate Funding

• Is there a cost or service-sharing agreement in place to support smaller institutions?

• Have all potential resources been tapped and allocated? (OVN, shared services, etc)

Is adequate funding available for the following areas/offices:

• Student Services - staffing, technology needs

• Curriculum Development 

• Course Maintenance - instructional design and LMS support

• IT Infrastructure - technical support, hardware and software support

• Student Technical Support - staffing, technology needs, training

• Faculty Technical Support - staffing, technology needs, training

• Faculty Training & Professional Development - professional development staffing, instructional design support

 Program Requirements

• Are all program prerequisites and requirements available fully online?

• Is there a mechanism by which fully online students can develop community, network, and participate in internships?

• Are courses sequenced in such a way as to allow fully online students to complete in a timely fashion?

• Are any program elements that are NOT available online clearly articulated to students?

• Are communications to fully online students strategically planned and implemented across departments/units?

Course Requirements

• Are courses consistently designed (layout, structure, navigation, etc.)?

• Do courses offer an engaging asynchronous learner experience? 

Faculty Professional Development 

• Are faculty specifically developed in online course design and delivery?

• Is there an online teaching certification process or requirement in place?

• Is the professional development of faculty continuous?

• Are there any college-specific training needs for online faculty?

Instructional Design Support

• Does the college offer adequate instructional design support, whether through staffing or shared staffing, to support online course design?

• Are instructional designers provided proper tools for quality course design (Articulate, Cidilabs, etc.)?

Technology Training and Support

• Is there adequate faculty technical support available?

• Do faculty have access to training and support in the use of educational technologies?

• Does the college support institutional licensing for edtech such as Camtasia, Cidilabs, Harmonize, etc.?

Student Support Services

• Do students have online access to all wraparound services (e.g., admissions and records, advising, tutoring, library, financial aid, technical support, wellness, disability services, etc.)?

• Are services offered, points of contact, and means of access clearly articulated in multiple locations?

• Is there a system for proactive identification of student needs and a process for outreach?

• Is there a comprehensive online student orientation program?

• Do students have access to digital literacy training?

Student Voices

• Is there an opportunity for continuous feedback from online students?

• Are student evaluations used to improve program quality?

• Is there a policy and procedure for addressing student grievances? 

Affordability and Accessibility

• Does the institution have adequate support for OER adoption?

• Is the bookstore capable of supporting fully online students?

• Is there a provision for student broadband, hardware, and software needs?

• Are all Federal accessibility standards met across 3rd party providers, websites, and in course designs?

• Is accessibility training and support provided for faculty and staff?

Testing

• Do academic integrity policies and procedures (including proctoring and student authentication) include online learning?

• How are student privacy protections ensured?

• Has there been consideration of additional costs for online learners (e.g., proctoring fees)? Are those costs disclosed to students?

• Are faculty encouraged to use authentic assessments?

Program Assessment

• Is there is process of continuous assessment (during development and after launch)?

• How is excellence measured?

• Is the student perspective included in the program assessment?

• Are there processes in place to trace student employment and next-level education outcomes?

• Is data used to make meaningful changes when necessary?

• How effective are third-party tools in fully online programs?

Course Assessment

• Is there is process of continuous assessment (during development and after launch)?

Faculty Assessment

• Does the faculty evaluation process and/or policy adequately address online course delivery?