Effectiveness Evaluation 2011-2012

DISTANCE AND DISTRIBUTED EDUCATION

FY 2011- 2012 Academic Year (Su11-Sp12)

1) Name of department chairperson or director?
Dr. Melanie Clay, Executive Director of Extended Degree Programs and USG eCore

2) Email address of department chairperson or director?
melaniec@westga.edu

3) List departmental mission statement?
The Distance & Distributed Education Center is a university-wide function at UWG which serves to develop and enhance the university's ability to deliver education to campus students, online students, and students at remote locations as well as to meet institutional distance learning goals. Through intercampus sharing of resources, the Distance and Distributed Education Center facilitates collaboration among university colleges, schools, and departments to deliver quality distance instruction, faculty and student services, and other distance learning initiatives.

4) List departmental goals for this reporting year.

  • Work with faculty to design, develop, implement, and evaluate distance learning environments that encourage and support excellence in a personal environment.
  • In collaboration with other campus and state departments, maintain the human and technical resources and network infrastructure necessary to successfully support and deliver distance and distributed learning.
  • Ensure that academic, faculty, and student services are appropriate to meet the needs of distance and distributed learners and instructors.
  • Conduct continuous evaluation of distance and distributed learning and support services to ensure the advancement of the University's mission and adherence to quality standards.
  • Support research, scholarship, and creative endeavors which promote knowledge of distance learning, teaching, and design.

Assessment Information

5) List assessments used to measure progress toward departmental goals.

Enrollment reports, customer service surveys, course completion and retention reports, helpdesk reports, written student surveys at the end of each term, instructor summaries of student survey results, random phone surveys of students in online courses, informal discussions with students and faculty, Faculty Workshop evaluations.

Most of these assessments and their results are provided publicly on our website at http://uwgonline.westga.edu (Look under About Us, under the heading Effectiveness)

6) Based on the assessments of departmental goals, discuss any departmental improvements.

  1. Based on assessment data showing students' desire for more online offerings(71.2% of students (Fall 2011) said they'd like to take more courses in the future that are completely online (compared to 62.8% in Fall 2009), the department has helped make distance courses and online programs accessible to a growing number of students and potential students.
    • At the start of FY12, the DDEC supported the offering of 17 fully online degree programs, certificates, and endorsements, in addition to serving as a host affiliate for the state-wide online eCore program. This is nearly double the number of programs offered in FY09. This number includes one of only two online doctorate programs offered in the state and our first online Bachelors degree.
    • In Summer 2010 alone, distance education credit hours accounted for 36% of all UWG credit hours.
    • The total number of distance courses (51-100% online) offered increased by 20% in FY 12 (up from a 12% increase the year prior), with 1143 course sections offered (up from 908 in FY11).
    • The number of fully online UWG courses offered, not counting eCore or WebMBA, saw a 25% increase from 410 in FY11 to 544 in FY12 (compared to a 17% increase the year prior).
    • The unduplicated head count of UWG students enrolled in at least one online course during FY11 was 8,081, indicating that 60.65% of all students enrolled at UWG during the FY took at least one online course. These figures are up from FY10 totals of 7,695 (51.6%).
    • The number of students enrolled in ONLY online classes during the entire fiscal year was 1,207.
  2. To meet the increase in online course offerings and online programs,the DDEC continued to support a Faculty Development Team, centrally located on the campus; expanded student assistant and graduate assistant support staff in multiple locations on campus; created a UWG Certified Tiered model of trainings to support the development and evaluation of online programs and courses; developed a three pronged approach in faculty development offerings that include extended in-depth training, face to face workshops, and self-paced online courses; and provided hardware and software recommendations and training resources for online faculty.
    • The DDEC hired a new Director of Online Faculty Development, brought on a new Dean of Online Faculty Development and USG eCore in July 2011, and continued highly-rated workshop series, just-in-time support, and helpdesk services.
    • The Faculty Development team created and disseminated a monthly newsletter aimed at faculty interested in, or already involved in, teaching online. The newsletter brings up-to-date information and resources regarding designing, developing, teaching, and evaluating online/hybrid courses to faculty.
    • The university is currently in the process of forming a university-wide committee to study and make recommendations about online faculty development and quality control of online courses.
    • The DDEC's UWG Online Helpdesk staff responded to approximately 5395 helpcalls (students and faculty) in FY12. Despite the high volume of calls, respondents to the helpdesk customer services survey rated our overall support services an average of 9.6 out of 10.
    • The DDEC conducted 52 hours of face to face workshops through 26 individual workshop trainings for faculty through December, 2011. Approximately 20 faculty attended. Attendees rated the workshops as meeting and exceeding their needs however, comments indicated that they would prefer a longer period of time to digest the material covered.
    • In response to faculty comments, researched best practices, and declining workshop numbers, The Faculty Development Center redesigned their training menu to include a more diversified training model focused on Social Learning. In January 2012, they launched their initial UWG|Online Certified Online Instructor cohort. Over 60 faculty members requested participation. 34 were accepted into three different co hort groups and at completion, UWG|Online certified 32 new online instructors. This course was conducted over 10 weeks and included both online and face to face components. Participants completed five online modules and attended four two hour face to face trainings with their group that included presentations by existing online faculty. Participant evaluations indicated that the the course needed to be split into two sections and shortened. As a result, the initial course was redesigned into two separate courses. 46 faculty were accepted out of 52 applications for the summer sessions set to begin in early July.
    • To increase awareness for the BlackBoard Collaborate and to maintain the collegial relationships developed in the initial cohort over the summer break, the DDEC began conducting one hour synchronous webinars. 15 separate sessions were conducted for with approximately 10 faculty attending each session.
    • The DDEC offered 156 Dr. D's (one-on-one consultations) with a total duration of 114 hours.
  3. As a result of reviewing their course evaluations, faculty continuously indicate the need to more easily incorporate use of multimedia in their courses, including audio and video.
    • The DDEC responded by upgrading its Wimba server, which allows for two-way video and introducing Blackboard Collaborate through the cohort trainings; by further promoting the use of Wimba Pronto instant messenger that integrates seamlessly with our learning management system and provided virtual helpdesks for various student support units across campus; by upgrading various other software licenses to allow for mobile access and for archives to be downloaded as offline mobile files; and by further supporting the campus-wide collaborative wikispaces service that integrates with our campus myUWG portal; by identifying and supporting media creation tools that meet the needs for Section 508 compliance; by increasing technology resources available for faculty checkout.
    • In FY12, the Wimba/Collaborate system was used a total of 23156 times, (up from 10942 in FY11) including instruction and support, with 3933 (up from 2562 in FY11) events accounting for advisement and virtual office hours. The total advisement hours via Wimba Live Classroom was 20 hours,(up from 14 in FY11) with an average advisement session of 25 minutes.
  4. As a result of informal assessments regarding the need for more student support updates, as well as media driven orientations and tutorials integrated directly into CourseDen, the DDEC's Student Services team provided the use of our "FREE Optional Resources - How to Use CourseDen" course. This was built by our staff to provide fully online students the tools needed to succeed in any online course regardless of the tools/software used by their instructors.
    • In Spring 2012, 4032 students were enrolled in the optional online orientation course as well as our Online Student Listserv (UWG-Wolf - "Wise Online Learners Forum") to provide upcoming news, updates, announcements, and helpful information.
    • The DDEC Student Services Team created 18 media driven, audio narrated instructional tutorials to give the user personalized orientations to tools/services supported by our department.

7) Attach additional assessment information (not related to student learning outcomes in academic programs which are input in another section of the system), consolidate information into one PDF document and upload it here. Assessment File Upload (No file uploaded)


Please discuss your department's initiatives toward the UWG Strategic Goals
You only need to reply to the goals your department addressed this year

8) Every undergraduate academic program will demonstrate a distinctive blending of liberal arts education, professional competencies, and experiential learning, preparing students to be ethically responsible and civically engaged professionals in the global economy of the 21st century.

In today's world, online learning in and of itself promotes professional competencies, experiential learning, preparing students to be engaged professionals in the global economy of the 21st century. For UWG online eCore offerings: The eCore (USG core curriculum online) course-level learning outcomes (COLAs) are mapped to the General Core Curriculum Learning Outcomes which include critical thinking, global and United States perspectives. eCore faculty provide the first step of course-level learning outcome evaluation, through a system in which selected outcomes are assessed with a system of "exceeds expectations, meets expectations, or did not meet expectations," in addition to the numerical student grade. Areas identified for improvement in meeting outcomes by eCore faculty are documented, and acted upon, usually as course-specific improvements. This data is also used to inform the process of major course revisions (readings, multimedia, learning activities, texts) by a team of three or more USG faculty members. The eCore curriculum contains core level classes in Areas A, B, C, D and E. For other UWG offerings: Course-level learning outcomes and program outcomes are articulated and assessed by the individual academic units over said offerings.

Members of the UWG Online team played critical roles in crafting a strategic plan document titled "Grow West: A Strategic Plan for the Targeted Advancement of Online Teaching and Learning at UWG." This plan outlines seven recommendations to to help UWG further leverage the potential of online learning to better prepare all students for the 21st Century. This plan was unanimously approved by Faculty Senate, and online teaching and learning has been formally recognized as an integral part of our strategic planning and student success.

9) Every undergraduate student will be advised to take advantage of one of multiple available learning communities. Learning communities that are available to students will include communities organized by living arrangement, by year in program, by other co-curricular associations - Honors Program, Advanced Academy, Band, Athletics, Debate, or program in the major.

    • The UWG Online Student Services Team offered face-to-face, live online, and asyncronous online, informal education opportunities for students to learn more about taking online courses. The Student Services Team collaborated with the First-Year Experience and UWG Orientation staff, to provide many of the live sessions around the Carrollton campus.
    • UWG Online established a vibrant presence on Facebook and Twitter, in FY12.
    • In FY12, DDEC helped build and support 31 distinct learning community course sites within our learning management system. Communities ranged from course sites for at-risk students (EXCEL Center) to History majors.

10) The University will endeavor to increase enrollment in and graduation from graduate programs, including doctoral programs, that have as their mark a practical professional purpose, experiential learning opportunities, and an intellectual program informed by a foundation of liberal education.

UWG Online team members have been instrumental in helping to develop, transition, and support three online/hybrid doctoral programs over the last two years including fully online doctorates in School Improvement (450% increase in applications in the first year with 32 students accepted into the first cohort and 25 in the second) and Nursing Education (new program beginning August 2012 with 17 current commitments). These programs allowed UWG to obtain a Level VI classification. Level VI is the highest level of SACS classification.

11) The University will maintain an environment that is safe and conducive to learning.

UWG's online offerings provide students the opportunity to complete undergraduate and graduate courses and degrees online at our accredited university, free from time and location limitations. Instructors receive high-quality training and support, including instructional design guidance including our own 5 Star Course Rubric for self-assessment of curse design and best practices of online teaching. Student support services, including enrollment counseling, bookstore, library services, tutoring, test proctoring and disability services are coordinated through the eCore Administration.

12) The University community will provide a balanced variety of cultural, recreational, leisure, and informal education programming opportunities for faculty, staff, and students that enhance the quality of campus life.

  • Online faculty can participate in subject area and academia discussions via multiple virtual and face-to-face faculty development opportunities year-round. The DDEC delivered 26 face to face workshops, and seven separate course sections using the new UWG Certification model to UWG faculty and staff in FY12. The average workshop length was typically two hours; with the certification courses lasting 6 - 12 weeks with 4 online modules and a minimum of 12 hours of face to face synchronous instruction.
  • To further develop a positive culture of support through out the campus, the DDEC focused on developing peer relationships between online faculty by sponsoring social events as part of the cohort trainings.
  • The UWG Online Faculty Development Team created the Faculty Success Team and introduced members to the campus at-large, via video and a dedicated web page.
  • Faculty Success Team members attended trainings with full time staff to provide additional opportunities for online faculty to meet members of the support team.
  • One of our online faculty, whom we nominated and supported, won the prestigious Outstanding eLearning Faculty Award from the Instructional Technology Council (ITC). Ms. Kim Huett, also a doctoral candidate in our fully online EdD in School Improvement program, received the honors and a complimentary registration to the ITC's annual conference in California. The DDEC covered Ms. Huett's other travel expenses so that she could attend the conference and award luncheon.
  • The UWG Online Student Services Team offered face-to-face, live online, and asyncronous online, informal education opportunities for students to learn more about taking online courses. The Student Services Team collaborated with the First-Year Experience and UWG Orientation staff, to provide many of the live sessions around the Carrollton campus.
  • UWG Online established a vibrant presence on Facebook and Twitter, in FY12.

13) All units will strive to improve the compensation and working environment of faculty and staff in order to recruit and retain the best individuals.

The DDEC provided limited stipends, travel, and equipment funds to faculty completing specified training and course development. Faculty consistently indicated their appreciation for these efforts. Members of the UWG Online team played critical roles in crafting a strategic plan document titled "Grow West: A Strategic Plan for the Targeted Advancement of Online Teaching and Learning at UWG." This plan outlines seven recommendations to help UWG further leverage the potential of online learning including a recommendation to Develop a "System to Incentivize, Train, Support, and Hire Faculty Involved with Online Teaching and Learning." This plan was unanimously approved by Faculty Senate, and should help us improve the compensation and working environment for faculty interested in online and teaching and learning as well as provide direction to recruit and retain the best online teachers.

14) The University will endeavor to increase our overall enrollment to 14,500 by the year 2015.

  • Enrollment in distance courses (51-100% online) jumped by 19%, from 18,415 in FY11 to 22,745 in FY12.
  • Enrollment in fully online courses courses has more than doubled in the last three years. Not counting eCore or WebMBA enrollments, fully online enrollment at UWG grew from 6,272 in FY09 to 9,072 in FY10, and from 9,489 in FY11 to 14,215 in FY12.
  • The number of students attending UWG exclusively through online classes during the entire fiscal year rose from 1,136 in FY10 to 1,207 in FY11.

15) With our enrollment growth, West Georgia will remain committed to the following targets of academic quality: student to faculty of 18 to 1; average class size of 29; full-time to part-time faculty ratio of 4.4 to 1.

For Fall 2011, the average class size of online courses (courses 50% or more online) was 21.

16) West Georgia will develop several new facilities to improve quality along with meeting capacity demands due to enrollment growth.

DDEC personnel are housed centrally in the Lower Auditorium (enlarging and undergoing significant renovations), in addition to offices in the Honors House, the Education Building, and the Newnan Center at the University of West Georgia. To meet local demand, Graduate education courses are also offered at a site shared with Georgia Highlands College.

17) Capital Campaign: The Development Office will prepare for a capital campaign to assist in meeting the long-term needs of the University of West Georgia.

In FY 12, eTuition for fully online courses at UWG generated $3.4 million for the institution while providing scalable operations and faculty incentives for online growth.

18) Communication and Marketing: The Office of University Communications and Marketing (UCM) will internally and externally promote the missions and goals of the strategic plan. This will be achieved by aligning the institution's integrated marketing plan (advertising, visual identity standards, web presence, media relations, etc.) with the strategic plan.

Members of the UWG Online team played critical roles in crafting a strategic plan document titled "Grow West: A Strategic Plan for the Targeted Advancement of Online Teaching and Learning at UWG." This plan outlines seven recommendations to help UWG further leverage the potential of online learning including a recommendation to "Incorporate Distance Education into UWG's Advertising and Brand Marketing." This plan was unanimously approved by Faculty Senate, has already strengthened the working relationship with UCM, and resulted in new and improved marketing materials.

In FY12, extensive marketing efforts were implemented:

  • The DDEC began marketing "UWG Online" to identify UWG online programs and course offerings as a distinct part of UWG. Logos, wordmarks, and online badges, were all developed as a team effort with UCM.
  • A new database-driven website that is serving as as a template for Admissions, Graduate Studies, and later other academic units, was unveiled. (see http://uwgonline.westga.edu)
  • Web 2.0, newspaper advertisements, roadside and digital banners, Google Ad Words, and various SEO (Search Engine Optimization) marketing enhancements have been used.
  • The team focuses on four primary goals: -Increasing enrollment (enhance social media and continue recruiting visits) -Enhancing reputation (by highlighting and publicizing the achievements of faculty members) -Increasing course completion rates (by maintaining course revisions and links) -Measuring ROI.

19) Community Relations: The University will engage the local community educationally, culturally and recreationally.

DDEC staff will be in attendance at several local high school college and career fairs and events for FY13.

20) Describe any notable achievements toward selected goals(s) during this reporting year.

  • UWG Online team members were instrumental in helping to develop, transition, and support two online doctoral programs over the last two years including fully online doctorates in School Improvement (450% increase in applications in the first year with 32 students accepted into the first cohort and 25 in the second) and Nursing Education (new program beginning August 2012 with 17 current commitments). These programs allowed UWG to obtain a Level VI classification. Level VI is the highest level of SACS classification.
  • Members of the UWG Online team played critical roles in crafting a strategic plan document titled "Grow West: A Strategic Plan for the Targeted Advancement of Online Teaching and Learning at UWG." This plan outlines seven recommendations to help UWG further leverage the potential of online learning. To support this plan, UWG|Online has developed a leveled training approach that includes a tiered UWG|Online Certification model for Online Instruction, Course Development, and Evaluation and Mentorship.
  • Retention rates in UWG online courses continue to be high and comparable to rates in traditional face-to-face classes (95% in Summer 2011, 93.1 % in Fall 2011, and 92.3 % in Spring 2012)
  • UWG's DDEC continues to be internationally recognized for the Online Journal of Distance Learning Administration, the Distance Learning Administration Conference, and several certificate programs for distance educators.
  • The eTuition plan that the DDEC proposed, helped to develop, and assists in implementing each year, generated $3.4 million in FY12, while providing scalable operations and faculty incentives for online growth.
  • One of our online faculty, whom we nominated and supported, won the prestigious Outstanding eLearning Faculty Award from the Instructional Technology Council (ITC). Ms. Kim Huett, also a doctoral candidate in our fully online EdD in School Improvement program, received the honors and a complimentary registration to the ITC's annual conference in California. The DDEC covered Ms. Huett's other travel expenses so that she could attend the conference and award luncheon.

21) List any resources that could have assisted your department with achieving/exceeding departmental goals and how they could have facilitated/improved the work of your the work of your department?

The DDEC would benefit from advanced and automated student tracking and at-risk student software, as well as recruitment management tools. Operationally, the DDEC would benefit from a full-time project manager to serve as the single point of contact for data assessment and the transition and support of the new learning management system.

Other Departmental Information

22) List any changes to the structure or substructures of your department implemented during reporting year.

In FY12 (January 2012) the DDEC became part of the rewly re-organized and renamed Extended Learning division, under the leadership of the Executive Director of Extended Learning and Dean of USG eCore, Dr. Melanie Clay. Continuing Education now falls under this division.

23) List any additional comments about your department based on this reporting year.

DDEC staff members sponsored the 14th Annual Distance Learning Administration Conference at Jekyll Island, Georgia, in June 2012. The conference was attended by more than 220 distance learning professionals representing approximately 33 states, Canada and England. Melanie Clay served as Conference Director, Dawn Senfeld as Conference Manager, Austin Janowski as Recreation Coordinator, and Christy Talley as Technology Coordinator. All DDEC staff contributed to hosting the event.

Since assuming administrative services responsbility in 2009, UWG continued to excel as the school now in charge of eCore Administrative Services. Though the eCore unit operates and is staffed as its own division, UWG?s DDEC staff continue to provide project management assistance, UWG eCore Advisors, and support specific to UWG?s eCore students. As eCore?s lead affiliate, UWG eCore?s registration and retention numbers for FY12 show that UWG has succeeded in increasing eCore enrollments and retention; UWG eCore continues to enroll more students than any other affiliate.

Dr. Melanie N. Clay was promoted from Associate Dean to Dean of USG eCore and Executive Director of Extended Degree Programs and USG eCore. She continued to serve as Editor-in-Chief of the Online Journal of Distance Learning Administration, DLA2012 Conference Director, and as Chairperson of the Regent's Advisory Committee on Distance Education and the Board of Regents Distance Education Task Force. She also served on the the UWG Strategic Planning Committee and UWG Master Facilities Planning Committee. During 2011-2012, she successfully led the development and approval efforts of a partnership with Valdosta State to provide for administrative services to a new USG online program - eMajor. She also taught one section of American Government at the Newnan Center (51 percent online).

Dr. Jason B. Huett began his position as the Associate Dean of Online Development and USG eCore in July 2011. He is also a tenured Associate Professor of Instructional Technology and Design at the University of West Georgia (UWG) in the department of Educational Technology and Foundations, and the 2012 President-elect of the Distance Learning Division of the Association for Educational Communications and Technology (AECT). During FY 2011-12, he helped lead efforts to craft the strategic plan document titled "Grow West: A Strategic Plan for the Targeted Advancement of Online Teaching and Learning at UWG." This plan outlines seven recommendations to help UWG further leverage the potential of online learning, and it received a unanimous endorsement from Faculty Senate. Jason teaches two online graduate courses each year titled Introduction to Distance Education and The Distance Education Professional. He was lead designer on a new online doctorate in School Improvement that launched its first cohort in summer 2011 and has aided in the design of numerous online programs and classes from 6th grade through the doctoral level. He published several articles and book chapters this year and edited a new book: The Next Generation of Distance Education: Unconstrained Learning. He served on numerous committees at all levels, is currently a contributing editor for the new Journal of Applied Instruction Design, serves on five other journal editorial and review boards, functions as lead for online faculty development and university-wide initiatives such as quality control for online courses and new cohort training models to prepare faculty to design, develop, implement, evaluate and revision online/hybrid courses, and he has been a keynote speaker three times this year at various conferences and gatherings. He also serves as a consultant for several virtual schools, universities, corporations, and the State of Georgia.

Janet Gubbins continued to serve as the director of Distance & Distributed Education Center and fill the role of primary administrator for CourseDen Vista. She also served as a project manager for eCore proposals to new affiliates, the primary GeorgiaOnMyLine/eCore GeorgiaVIEW administrator, UWG's representative on the BOR's Change Advisory Board and as an INGRESS administrator for USG collaborative programs at UWG. She contributed as an alternate on the Technology Coordination Council and the Regent's Advisory Committee on Distance Education. She was a member of the UWG Faculty Senate Technology Committee and helped host the DLA 2012 conference. Janet attended the BOR's Rock Eagle Annual Computing Conference, the BOR Georgia Summit, and was an invited panelist at the Adult Learning Consortium Spring 2011 meeting. She also served as an online instructor in the Distance Learning Certificate Program, the Certified Trainer Program, and the eCore American Government course.

Matias Marabotto started the fiscal year serving as a Student Support Specialist of Distance & Distributed Education Center managing and supervising the Helpline and the Student Assistants and Graduate Assistants, and also with their respective trainings. Starting in September Matias took a position as an Instructional Designer in the Distance & Distributed Education Center, focusing on the Faculty side. Matias continued as tertiary administrator for CourseDen (WebCT) Vista, and he is the secondary Admin for Desire to Learn (D2L). In addition, Matias is the Admin for Wimba Classroom and for Collaborate, the newest version of Wimba that will be deployed and distributed to faculty in the next months to selected faculty members and open to campus in Fall 2012. Matias implements the end-of-term CourseEval course evaluations for all distance courses; distributing results and information each term and as needed. He continued to manage the Distance Education and eCore website and databases when needed. He contributed to the DLA 2012 conference, attended to BOR's virtual Rock Eagle Annual Computing Conference. He also attended and presented in Blackboard World, Collaborate Summit and Oklahoma City Conference for eLearning. He assisted in providing end-user support for distance education technologies, including calls for assistance via phone help, face-to-face, and the web.
He also served as an online Team assistant in the Distance Learning Certificate Program, Advanced Technologies and the Certified Trainer Program. In addition, he serves as primary administrator for CoureEval, Wimba, Collaborate, BB IM, USG podcasting server, Respondus, Impatica, Wikispaces, Atomic Learning, Smarthinking and iTunesU.

Jason Busbin began serving as a Student Support Specialist of Distance & Distributed Education Center in September. He currently manages and supervises the Distance Helpline and also serves as the Numara/Footprints Ticketing System Admin. He coordinates with various members within the department to build and maintain the helpdesk ticketing system and its layout. His responsibilities also include managing 7 Student Helpdesk Assistants, serving as tertiary administrator for CourseDen (WebCT) Vista, managing and organizing our Annual Student Phone Survey, presenting live, in-person student orientations to new users/students, creating and maintaining the Online Orientation Course and Online Learners Listserv, as well as serving as the student Point-of-Contact for our Wikispaces server. He served as a Tech Team Leader for the the DLA 2012 conference, attended to BOR's Rock Eagle Annual Computing Conference, and presented at the Oklahoma City Conference for eLearning. He helped Pilot 2 online program orientation cohorts to provide new, non-traditional students an intensive orientation covering program information, online learning essentials, and other institution specific information prior to beginning the Fully Online Program. He assists in providing end-user support for distance education technologies, including calls for assistance via phone help, face-to-face, and the web. He also served as an online Team assistant in the Advanced Technologies Course and helps to manage the USG Podcasting Server, Respondus, Atomic Learning, Smarthinking, iTunesU, and Wimba servers/services.

David Lloyd Continues to serve the distance learning team as Director of Online Faculty Development. His responsibilities include managing the DDEC Faculty Development Center and administration of faculty training opportunities. David assists in providing training and end-user support in distance education technologies including CourseDen, Podcasting, CourseEval, Respondus and others. David also offers training in the use of the educational aspects of various social networking tools such as twitter, Google Docs, YouTube, etc. David serves as the secondary administrator for GaView (Vista 8) and serves as the Primary administrator of Desire2Learn. Working with Dr. Jason Huett, David also works on online program development.

Debra Robinson started the semester serving as casual labor position as an Instructional Designer in the Distance & Distributed Education Center, focusing on the Faculty side. She became a full time staff member in February and continued as the lead designer for faculty workshops, trainings, and cohort course development. Debra designed and implemented the UWG|Online Certified Online Instructor and UWG|Online Certified Online Course Developer cohort trainings to support and increase the effectiveness of online instruction and was the initiator for developing and designing the three pronged training approach for faculty development. She is the Institutional Representative for Quality Matters and the secondary administrator for Blackboard Collaborate. Debra will act as the lead faculty trainer for the migration to the new learning management system, Desire 2 Learn. Debra will present at the DLA 2012 conference and attended the GaETC Conference. She was able to use her networking in the K-12 arena to establish a relationship with the Georgia Virtual School which enabled students in the MEDT 7475 course to work with both the design and instructional components of this institution. She also served as an online instructor for the Certified Trainer Program.

Michael Post joined Distance and Distributed Education in July 2011 as an UWG eCore Academic Advisor and Marketing Assistant to UWG|Online. In his advisor role he advises an average of 300 UWG eCore students per semester. He is available to assist all eCore students with registration, access to courses, proctored exam questions, general advisement, among other issues primarily via phone calls to direct line, eCore help line and emails. He works collaboratively with co-advisors, affiliate institutions, eCore staff members and eCore instructors to contact "At-Risk" students to try to work with them in order to retain them in classes and keep them on the right track for success in their classes. He is a member of the UWG PAAA (Professional Association of Academic Advisors) group. He also assist with the maintenance of the USG eCore website. Another primary duty for eCore is the development of training materials for both Success Team members and eCore students. Michael's time with UWG|Online is focused on assisting with marketing. He assisted in the implementation of a temporary/transition website for UWG|Online while the final version was being developed. After helping with the final website deployment, he worked with Janet Gubbins and UCM to develop various marketing pieces and campaigns to raise the awareness of UWG|Online and its programs.

Chris Spruck began his position as a Web Applications Developer in January 2012. He has taken on responsibility for numerous development-related tasks on multiple web sites within Distance Education and related units. He was involved with the development of the UWG Online web site upgrade and launch. He was also closely involved with development of the database and data entry tools for the VPAA's program database and trained several faculty members on the use of those tools. This database is an integral component of multiple campus web sites, including UWG Online, Graduate Studies, Admissions, and future sites.

Departmental Annual Report - Part II
(Achievements which are not applicable to our department were removed.)
Number of Faculty
46) Number of part-time faculty in your department this year? 1
Faculty Extracurricular Engagement with Students
47) Number of new course developments completed by faculty in your department this year? 1
Faculty Research Productivity
51) Number of books and/or monographs published by faculty in your department this year? 1
52) Number of book chapters published by faculty in your department this year? 2
53) Number of peer-reviewed articles published by faculty in your department this year? 1
54) Number of shorter works published by faculty in your department this year? 4
55) Number of papers presented by faculty in your department this year? 3
56) Number of other presentations delivered by faculty in your department this year? 16
57) Number of in-house publications published by faculty in your department this year? 8
60) Number of faculty that served in journal editing/reviewing positions this year? 1
62) Number of faculty that traveled abroad for research purposes this year? 1
Faculty Public Service
64) Number of faculty that held positions in professional organizations this year? 1
65) Number of faculty that served as advisors to student organizations this year? 1
66) Number of faculty that participated in cooperative consulting efforts this year? 1
67) Number of faculty that served on institution (UWG) wide committees this year? 1
69) Number of faculty that participated in public service activities this year? 1