► Your Response: My institution has a community of practice/listserv in place.

► Tip: Great! You may want to refer to the EDUCAUSE Community of Practice Design Guide for additional ideas to stimulate your group.

► Your Response: A listserv to connect online faculty would be the best solution for my institution.

► Tip: Ultimately, a listserv is much looser than a community of practice and has little structure. Do you want to just send out information or allow participants to share information?

► Your Response: My institution would benefit from a community of practice.

► Tip: You might want to start with the EDUCAUSE Community of Practice Design Guide. Ultimately, the community will help disseminate pedagogy, tips, and tricks to their community.

► Your Response: "Community of practice" is an unfamiliar concept at my institution.

► Tip: You might want to start with the EDUCAUSE Community of Practice Design Guide. Ultimately, the community will help disseminate pedagogy, tips, and tricks to their community.

► Your Response: My institution has a mentoring/ consultation process in place.

► Tip: Great to know that you have a mentoring/consultation process already in place. We suggest that you consider how your mentoring process/consultation will give consideration to the quality transformation of instructors to teach online. As you reflect on your current program, consider the Quality Transformation Model (Jowallah, Futch, Barrett-Greenly, Bennett 2016) mentioned earlier.

► Your Response: A consultation approach would better suit my institution.

► Tip: A consultation approach would involve instructors meeting with an Instructional Designer. Depending on the context of the organization, the consultant can make recommendations. Unlike the consultation process, mentoring offers a relationship which creates additional pathways to personalized success. Key points for considering a consultation approach would be:

• Qualification of consultants
• Measurement for success
• Role and responsibilities of the consultant
• Ways for the consultant to work collaboratively with other departments
• Deployment and allocation of consultants
• Alignment of consultants with vision and mission of the institution

► Your Response: A mentoring system that allows for ongoing support to faculty would be the best solution for my institution.

► Tip: In considering a mentorship system you will need to give thought to the role and responsibilities of the mentor and mentee. Key points for consideration for a mentorship approach:

• Qualification of consultants
• Measurement for success
Role and responsibilities of the consultant
• Ways for the consultant to work collaboratively with other departments
• Deployment and allocation of consultants
• Alignment of consultants with vision and mission of the institution

► Your Response: My institution already has an assessment program in place for faculty members who register for our training program(s).

► Tip: Terrific! You know what your assessment resources consist of and how they integrate into online courses; however, strive to stay up-to-date with any changes. You may want to refer to the list of resources below for additional ideas.

► Your Response: My institution has some resources available for faculty members’ assessment, however, access to these resources may depend on circumstances including but not limited to: vendor provided materials, course textbook/eTextbook resources, individual department/program resources.

► Tip: Consider surveying faculty members about their preferred mode of assessment of their own learning. Use the data to design an array of assessment that reflect the diversity.

► Your Response: My institution has not considered assessment of faculty members and has no assessment resources.

► Tip: In considering assessment(s), you will need to give thought to the purpose, design, and implementation of assessments in the online course environment. Key points for consideration include:

• Informal assessments
Formal assessments
• Interactions (teacher-student, student-student)
• Projects and activities (e.g., ePortfolio, video presentation)
• Types of assessment (e.g., questions, essays, serious games)
• Online tools (e.g., quizzes, discussions, assignments)
• Grading practices (e.g., rubrics, automatic grading, holistic grading, peer review)

► Your Response: My institution has a process for adopting technology that we support at an institutional level.

► Tip: Congratulations on your institutional planning! Make sure this plan includes a process to review the security and accessibility of any new technology.

► Your Response: We have an institutionally supported learning management system but no policy for adopting other technology.

► Tip: You need a plan to evaluate new technology. Your initial review might involve impact on teaching and learning. However don’t forget security issues. Even integration to your learning management system needs to be evaluated to protect the security of faculty and staff data. Does your institution have a security review process?

► Your Response: Everyone does their own thing when it comes to technology. We even have multiple learning management systems.

► Tip: Certain technology such as the learning management system should be supported at an institutional level to provide security and integrations with other institutional systems. Also, you need to have a plan for evaluating new technology.

► Your Response: My institution has an effective engagement plan in place for faculty, staff, and students. Feedback regarding engagement is generally positive.

► Tip: Congratulations on your institutional planning! Make sure this plan includes a process, such as a quality assurance (QA) or program review committee and faculty/student surveys, to review the ongoing engagement plan and practices. Also, take some time to learn about other, effective engagement plans in place at other institutions that may serve as a comparison to your own, as well as offer insight for potential changes or improvement.

► Your Response: We have a somewhat effective engagement plan in place for faculty, staff, and students (e.g., support services as needed, occasional incentives).

► Tip: You will need to review your current plan to ensure that it is consistent and effective. Your review process may need to include a quality assurance (QA) or program review committee, faculty/student surveys, and other forms of evaluation to assess the current engagement plan and practices. Also, review other, current online programs with an existing successful engagement plan that may serve as a comparable model for your goals.

► Your Response: My institution does not currently have an effective engagement plan in place for faculty.

► Tip: To establish an effective engagement plan, you will need to better understand and identify current beliefs, experiences, and future goals among faculty members in relation to online instruction. Consider surveys and other forms of evaluation to assess their views and needs (e.g., confidence in teaching with technology, training support, appropriate incentives). Also, review other, current online programs with an existing successful engagement plan that may serve as a comparable model for your goals.

► Your Response: My institution (including colleges, department, and faculty), engages in and demonstrates effective online pedagogical practices.

► Tip: Well done! Strive to ensure that your institution’s plan or process for evaluating online pedagogy is current and purposeful, and that it serves to inform you of effective best practices as well as needs or potential weak areas related to online instructional methods.

► Your Response: My institution (including colleges, department, and faculty), engages in some effective online pedagogical practices, and would benefit from additional resources and/or training regarding best practices for online course development and delivery.

► Tip: You will need to establish a more consistent, standard process or program to better support your institution’s needs relating to online pedagogy. Learn more about the current practices in place at your institution (via surveys, interviews, focus meetings) as well as the overarching needs and goals for a successful, effective online program. Key points for consideration include:

• Support and training
• Resources (e.g., technology, funding, mentor)

► Your Response: The existence of online pedagogy or effective best practices related to course development and delivery at my institution is unknown.

► Tip: In considering the development and implementation of quality online pedagogy, you will need to give thought to the current practices in place at your institution, as well as the overarching needs and goals for establishment of a successful, effective online program. Key points for consideration include:

• Support and training
• Resources (e.g., technology, funding, mentor)

► Your Response: My institution has full-time tenured faculty, non-tenured faculty, adjuncts, and staff.

► Tip: You have a wide range of faculty and might need multiple courses to address their needs or provide options for various interest groups.

► Your Response: My institution has mostly full-time tenured and non-tenured faculty.

► Tip: Mostly full-time faculty generally means they are in residence close to your campus. Therefore, your faculty development can include face-to-face, blended, and fully online courses. Webinars are another option. Sometimes you need to add flexibility in the delivery mode to fit into busy schedules.

► Your Response: My institution has mainly adjunct faculty.

► Tip: Since your faculty are not full-time, it is likely they are also scattered and, maybe, at a distance from your institution. You may want to adopt a master course strategy. In this instance, key faculty serve as subject matter specialist to develop a course. Adjuncts are hired to deliver this course. You will need some structure defining what adjuncts may change and a way to provide feedback. Faculty development for the adjuncts will have to be delivered via fully online courses or webinars.

► Your Response: My institutionŒs faculty members are located within driving distance to our campus.

► Tip: Your faculty development can be delivered in a variety of methods including face-to-face, blended, and fully online courses. Webinars are another option.

► Your Response: My institution covers a wide area and we have difficulty getting faculty members to attend training in one location.

► Tip: The delivery format of your faculty development will be limited to fully online courses or webinars.

► Your Response: Are your faculty members developing fully online and blended courses?

► Tip: You need a strategy to help faculty members develop online courses in various delivery modes. You can create resources for both for both delivery modes or address the delivery mode via a consultation.

► Your Response: Are your faculty members developing fully online courses?

► Tip: Your pedagogy will be limited to fully online courses. However, some faculty members will find it difficult to visualize their course fully online.

► Your Response: Are your faculty members developing blended courses?

► Tip: Blended courses open to pedagogy to both fully online and face-to-face delivery modes. Faculty members feel more comfortable with this format but have a difficult time creating course design. You will need tools to help them create an integrated course that does not contain too much material.

► Your Response: My institution has a wide range of quality measures such as: Quality Matters or a similar method to check quality of online courses, institutional surveys to keep track of faculty and student perception of online courses, or various methods to survey faculty development courses and measure their effectiveness.

► Tip: Congratulations! Your institution offers substantial feedback via a variety of methods. Continue to offer quality feedback to faculty, while staying abreast of relevant ongoing research and effective practices in other institutions, as you strive to keep your own processes in this area current and purposeful.

► Your Response: My institution has some of these quality measures: Quality Matters or a similar method to check quality of online courses, institutional surveys to keep track of faculty and student perception of online courses, or various methods to survey faculty development courses and measure their effectiveness.

► Tip: Your institution is ready to develop a consistent process for providing quality feedback via a variety of methods. Identify existing gaps such as a lack of program review processes, surveys, or quality assurance staff. Also consider relevant, existing, and effective programs in other institutions as well as current research, to aid in determining best solutions for your institution.

► Your Response: My institution has no methodology to measure quality of online courses or faculty development.

► Tip: Your institution is in need of a consistent process for providing quality feedback via a variety of methods, as appropriate. Perform a needs analysis to Identify existing gaps such as a lack of program review processes, surveys, or quality assurance staff. Consider relevant, existing, and effective programs in other institutions as well as current research, to aid in determining best solutions for your own institution.

► Your Response: Support for online courses is centralized at my institution and the responsibility of a specific unit.

► Tip: Well done! Continue to ensure that your support programs and processes are up to date and understood by faculty. Remain aware of potential changes in the field that could impact online course programs, and stay abreast of relevant, current research and best practices implemented by other institutions, as you continue your own effective methods of support.

► Your Response: Support for online courses is decentralized and managed by each college/department.

► Tip: Consider restructuring your online courses support processes to ensure a more consistent and centralized program. Evaluate program needs (from infrastructure to faculty training) to identify areas that warrant improvement, and review relevant, current research. Also, consider best practices implemented by other institutions that may serve as a model while you develop your own effective methods/program of support.

► Your Response: Institutional support does not exist for online courses. Each instructor provides her or his own support.

► Tip: Consider restructuring your online courses support processes to ensure a more consistent and centralized program. Evaluate program needs (from infrastructure to faculty training) to identify areas that warrant improvement, and review relevant, current research. Also, consider best practices implemented by other institutions that may serve as a model while you develop your own effective methods/program of support.

► Your Response: My institution has a program to help faculty members prepare to teach online and continuous support.

► Tip: Congratulations! Your institution has aligned itself to support online teaching and should be able to sustain continuous growth. You provide help to get faculty members started and ongoing support.

► Your Response: My institution provides technical support for faculty members but nothing to prepare them to teach online.

► Tip: Your institution has one part of the equation to provide a sustainable online program. Consider providing training to help faculty members reimage their course in an online environment and ongoing pedagogical support.

► Your Response: My institution has no support for faculty members teaching online.

► Tip: To provide a sustainable online program, consider providing faculty development to help faculty members reimage their course in the online environment, ongoing pedagogical support to help faculty members working with online courses, and technical support for both faculty and students.

► Your Response: Faculty and staff at my institution appear eager to participate/continue participating in online course development and delivery.

► Tip: Terrific! Your institution is on the right track. If not already implemented, continue to consider methods (e.g., incentive program, consistent training support, faculty recognition/awards), that could nurture their current interest in developing and delivering high quality online courses, while allowing their experience in teaching with technology to grow.

► Your Response: A listserv to connect online faculty would be the best solution for my institution.

► Tip: Ultimately, a listserv is much looser than a community of practice and has little structure. Do you want to just send out information or allow participants to share information?

► Your Response: My institution would benefit from a community of practice.

► Tip: You might want to start with the EDUCAUSE Community of Practice Design Guide. Ultimately, the community will help disseminate pedagogy, tips, and tricks to their community.

► Your Response: My institution is actively engaged in regular and ongoing collaborative partnerships with other institutions.

► Tip: Well done! Continue to engage meaningfully with partnering institutions. Consider implementing a regular review of the relationships and related institutional needs; the review can serve as an opportunity to assess strengths and weaknesses within the partnerships, to identify and address any needs. In addition, explore other, successful collaborative partnerships that may serve as a comparable model for your goals.

► Your Response: My institution is somewhat engaged in collaborative partnerships with other institutions; however, joint activities are limited and irregular.

► Tip: Your institution is on track toward developing purposeful and effective collaborative relationships with other institutions. Consider implementing a review of the relationships and related institutional needs; the review can serve as an opportunity to assess strengths and weaknesses within the current partnerships, to identify and address any needs. Also, investigate other methods and opportunities for establishing additional, ongoing, collaborative partnerships (e.g., networking strategies, conferences, grant efforts, community and industry relationships). In addition, explore other, successful collaborative partnerships that may serve as a comparable model for your goals.

► Your Response: My institution does not engage in collaborative partnerships with other institutions at this time.

► Tip: Your institution will benefit from purposeful and effective collaborative relationships with other institutions. Consider implementing a review of the relationships and related institutional needs; the review can serve as an opportunity to assess strengths and weaknesses within the current partnerships, to identify and address any needs. Also, investigate other methods and opportunities for establishing additional, ongoing, collaborative partnerships (e.g., networking strategies, conferences, grant efforts, community and industry relationships). In addition, explore other, successful collaborative partnerships that may serve as a comparable model for your goals.

► Your Response: My institution effectively addresses the needs of individual faculty who teach online. A variety of training and learning experiences are available, from virtual support to face-to-face professional development programs. Support and training often addresses Universal Design for Learning (UDL) best practices.

► Tip: Well done! Continue to ensure that your support and training programs are current, flexible learning experiences used by faculty members. Remain aware of changes and trends in the field, especially considering universal design principles, learner styles and needs, and technology and best practices designed to accommodate individual needs.

► Your Response: My institution addresses some needs of individual faculty who teach online. Training and learning experiences are available but not ongoing. Universal Design for Learning (UDL) best practices is not consistently addressed.

► Tip: Your institution is ready for a more structured and consistent support and training program with current, flexible learning experiences for faculty. Continue to stay abreast of changes and trends in the field, especially universal design principles, learner styles and needs, and technology and best practices designed to accommodate individual needs. Consider current and effective programs that integrate flexible learning at other institutions; this information can provide rich information to better serve your efforts in creating a flexible learning environment.

► Your Response: My institution would benefit from a community of practice.

► Tip: You might want to start with the EDUCAUSE Community of Practice Design Guide. Ultimately, the community will help disseminate pedagogy, tips, and tricks to their community.

► Your Response: My institution has a clear statement about the ownership of online courses and intellectual property. Unless a faculty member is hired to develop an online course for the entire department, permission must be provided before courses are shared.

► Tip: Well done! Continue to ensure that your policies are current and understood by faculty. Remain aware of potential changes in the field that could impact online courses and intellectual property.

► Your Response: My institution has a clear statement about the ownership of online courses and intellectual property. However, we have no policy about sharing courses or getting permission from the original developer.

► Tip: Your institution is ready for a defined policy addressing course sharing, permissions, and ownership. Typically, faculty collective bargaining agreements cover rights related to items developed while working for an institution. Consider transitioning your current statement into a policy that covers online courses and intellectual property. Remember, online courses might be created using institutional resources while intellectual property generally accrues to the individual. Also, sharing of courses can be problematic unless you gain permission from the original developer. What do you do when faculty members leave and someone needs to continue teaching a course online?

► Your Response: My institution has no policy regarding ownership and intellectual property in an online course. Each department makes their own decisions.

► Tip: Typically, faculty collective bargaining agreements cover rights related to items developed while working for an institution. Consider expanding this policy to cover online courses and intellectual property. Remember, online courses might be created using institutional resources while intellectual property generally accrues to the individual. Also, sharing of courses can be problematic unless you gain permission from the original developer. What do you do when faculty members leave and someone needs to continue teaching a course online?

► Your Response: Surveys are provided to collect feedback on all faculty development courses. Also, an institutional award for Online Teaching Excellence and courses are judged by a faculty panel. Faculty members are assisted in applying for external awards for online teaching and learning and have applied for professional development program awards.

► Tip: Congratulations! Most institutions collect feedback on their faculty development. However, you have gone an additional step by providing awards to your faculty and staff for their work with online programs and courses. Stay abreast of current, quality research and programs relevant to this area, as you continue to offer your own effective evaluation and professional development incentive components.

► Your Response: Surveys are provided to collect feedback on all faculty development courses. Awards for online courses or faculty development programs have not been considered.

► Tip: Congratulations! Feedback on faculty development courses provide valuable information and help you to continually improve. Consider taking another step by helping faculty members apply for quality awards for their online courses. Next, explore applying for awards for your faculty development program.

► Your Response: My institution does not collect feedback or offer professional development program awards at this time for faculty.

► Tip: Feedback on faculty development courses provide valuable information and help you to continually improve. A simple survey at the end of a session might be enough or you might integrate ongoing surveys for longer sessions. Consider taking another step by helping faculty members apply for quality awards for their online courses. Next, explore applying for awards for your faculty development program.

► Your Response: My institution has rich scholarship of teaching and learning research that influences the quality of faculty development programs.

► Tip: Congratulations! You are noteworthy and can compare your data to research published by other institutions. Are there additional ways this research can support online courses at your institution or additional information you might want to collect? Do you support faculty members who want to research online courses?

► Your Response: My institution has some scholarship of teaching and learning research that influences the quality of faculty development programs.

► Tip: Consider surveying faculty and students about their perception of online courses. Also, provide SOTL (Scholarship of Teaching and Learning) support for faculty members who want to research their online courses.

► Your Response: My institution has limited or no scholarship of teaching and learning research.

► Tip: Research at both an institutional and classroom perspective can provide some rich information to inform your actions. Consider the following:

• At an institutional level, track types of delivery formats, programs and student success
• Survey faculty and students about their perception of online courses
• Provide SOTL (Scholarship of Teaching and Learning) support for faculty members to research their online classrooms.

► Your Response: My institution has an effective program review process in place (e.g., Quality Matters, quality assurance team or department).

► Tip: Well done! Continue to ensure that your program review remains current and is implemented consistently. Stay abreast of relevant ongoing research and effective program review practices in other institutions, as you strive to keep your own processes in this area up to date and effective.

► Your Response: My institution implements some aspects of an effective program review process (e.g., Quality Matters, quality assurance representative or team for specific departments); however, a more consistent, developed process may be warranted.

► Tip: Your institution is ready for a more structured program review process. Perform a needs analysis to identify existing gaps (e.g., a lack of evaluative tools such as rubrics, surveys, feedback forms, or quality assurance/review staff). Consider relevant, existing, and effective program review processes in other institutions as well as current research, to aid in determining best solutions for your own institution.

► Your Response: My institution does not currently implement a program review process for online course development and delivery.

► Tip: Your institution is in need of a structured program review process. Perform a needs analysis to identify existing gaps (e.g., a lack of evaluative tools such as rubrics, surveys, feedback forms, or quality assurance/review staff). Consider relevant, existing, and effective program review processes in other institutions as well as current research, to aid in determining best solutions for your own institution.

► Your Response: My institution has an existing, effective professional development program in place.

► Tip: Congratulations! You are in a good place to compare your institution’s professional development program to well established programs at other institutions. Stay abreast of research in the field as well as changes (e.g., online teaching tools, emerging technologies, recommended best practices) and continue to seek additional ways in which your professional development program can stay current and effective.

► Your Response: My institution has some aspects of a professional development program in place.

► Tip: Consider current and effective professional development practices in place at institutions with similar programs; this information can provide rich information to better serve your actions. Also consider surveying faculty about their online course development and teaching experience; survey results should ideally serve to inform you on their professional development program needs. Areas of need may include, but are not limited to content of learning opportunities, delivery of training, when and how training should occur, and ongoing and/or follow-up training.

► Your Response: My institution does not have a professional development program in place.

► Tip: Consider surveying faculty about their online course development and teaching experience; survey results should ideally serve to inform you on professional development program needs. Areas of need may include, but are not limited to content of learning opportunities, delivery of training, when and how training should occur, and ongoing and/or follow-up training.

► Your Response: My institution uses feedback from accreditation processes to improve the quality of existing faculty development programs.

► Tip: Great! You know what your accrediting agency is looking for with online courses. However, keep abreast of any changes.

► Your Response: My institution does not use feedback from accreditation processes to improve the quality of existing faculty development programs.

► Tip: Each accrediting agency has their own requirements around online courses and some are more knowledgeable than others. Do your homework and research the requirements of your accrediting agency. Also, talk with other institutions that have recently completed the accreditation process. A collaborative approach is needed when address external accrediting agencies.