"New Field: Credit Hours Attempted - Online/Distance"
LMcC –Distance, online, SURDS, etc 1 Capturing distinctions related to distance, correspondence, online, TV, etc. credit hours with implications for SURDS LMcC, CU Boulder May 2012 L:\IR\Reports\CCHE\stuenrl\OnlinePlus.docx With CU notes and ISIS operationalization – Revision May 10 2012 – in red text and track changes, plus CU/ISIS section of appendix Addendum 5/20/12 on meeting 5/21/12 REVISED JUNE 11, 2012 Distance/correspondence, Title IV vs. IPEDS Email correspondence from Jan Plotcyzk of IPEDS on May 30, 2012, acknowledged that IPEDS definitions of "distance" and "correspondence" disagree with Title IV definitions. She said that IPEDS will correct this. Her message: Thanks for alerting us to the fact that our IPEDS definition of correspondence education does not align with the Title IV definition of correspondence education. We will fix the IPEDS glossary as soon as possible so that the definitions are the same. When we pulled the IPEDS definition of distance education into alignment with Title IV, we did not pay enough attention to the older definition of correspondence education; we did not intend there to be a difference. …. If you have further questions about the new distance ed items on IPEDS, please feel free to contact: Alli Bell for Fall Enrollment Tara Lawley for Institutional Characteristics Sabrina Ratchford for Completions Her contact information: Jan Plotczyk Integrated Postsecondary Education Data System National Center for Education Statistics US Department of Education 1990 K St NW #8122 Washington DC 20006 firstname.lastname@example.org 202-502-7459 What started this IPEDS changes for fall ’12 – Report N in any “distance ed,” and exclusively in distance ed, by grad/UG and location in CO, in US not CO, or outside US. https://surveys.nces.ed.gov/ipeds/ViewContent.aspx?contentId=22 HLC (regional accreditation – Higher Learning Commission of the North Central Assc) change in definitions of “distance” and “correspondence” to mirror Title IV definitions financial aid must adhere to. http://www.ncahlc.org/op-definitions.html -- see appendix Difference between IPEDS and Title IV definitions. I have reported this to IPEDS. See appendix CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 1 LMcC –Distance, online, SURDS, etc 2 Discussions at DAG (state data advisory group) about doing FTE reporting from SURDS Annual CCHE (state) FTE reporting and table 2i; FTE policy. – see appendix Ryan (state) proposal for new field on SURDS enrollment - see appendix – I do not think the group can intelligently discuss/consider this without all the background here and time to digest it What this doc is Me trying to make sense of all this and consider if/how changes to SURDS could help us Long and tedious with appendices to boot. Most is thinking out the players and the distinctions At the end before the appendices, a proposal Who makes the distinctions -- Made by or in policies of US Dept of Education Title IV financial aid – and HLC accrediting agency which explicitly adheres to and carries out Title IV distinctions IPEDS (also US Dept of Education) including changes to enrollment reporting coming for fall ’12 enrollment CCHE FTE and COF policies, guidelines, and reporting IR people at Colorado public institutions must worry about all three entities Title IV because our financial aid offices must adhere to these policies and because HLC annual reporting requires these distinctions IPEDS because we all must do it, whether via SURDS or via supplemental entry FTE because we all do FTE reporting each term and annually, and our COF policies must adhere Capturing all distinctions made and to be reported requires at least thinking about multiple dimensions, though some are of concern only to one or two of the entities listed above. Dimensions based on the course or course section A: Course is “self paced” or not. B: Course instructor and students are in one place, in personal contact, or not B’: If not, exchanges between students and instructors are via print (or other much-delayed response-time modes) or online or other essentially instantaneous modes C: Course is entirely at one end of a dimension, or “hybrid,” and in what proportions D: Course is cash-funded, enterprise, or not – Of concern to FTE/COF only Dimensions based on the student E: Student is in same state as the school, not but in the US, or not in the US, or location unknown F: Student array of courses, to allow CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 2 LMcC –Distance, online, SURDS, etc 3 F’: Identification of those that are exclusively “extended studies” (for FTE/COF) or exclusively “distance” (for IPEDS) F’’: Counting of headcount vs. sum of student credit hours G: Student is in-state or out of state or “unclassified” tuition classification for SURDS and for FTE reporting. Per SURDS documentation: Unclassified--allowable only for students enrolled exclusively in cash-funded courses See table below CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 3 LMcC –Distance, online, SURDS, etc 4 Taking dimensions A and B/B’ and assuming that C, hybrid, can be allocated into A x B/B’ cells (so you don’t have to worry about hybrid) With CU ISIS instructional mode codes (in Oracle PeopleSoft Campus Solutions v9) in red B: Stu & B’: Exchanges A: Self-paced? instructor are Work is self (student)- Work is not self-paced – are paced – no scheduled has scheduled stuff exams, classes, end point In personal In person (plus 1 contact email, written Regular instruction for all: Title IV – fine assignments IPEDS – fine and grading, etc) FTE/COF – countable unless n/a nonsensical combination 1b: cash-funded not specially OK’d (CU ISIS CD, HN, IS, P; whether FTE-reportable depends on course-offering campus and on site) Separated Via print 2 3 (delayed Title IV- correspondence Title IV-distance IPEDS-correspondence IPEDS-correspondence response) FTE/COF-not countable FTE/COF-not countable (CU ISIS PS) (CU ISIS – none) Separated Via online or TV 4 5 or instantaneous Title IV-correspondence Title IV-distance IPEDS-distance IPEDS-distance FTE/COF-not countable FTE/COF-Internet or (CU ISIS OS) interactive TV, countable unless 5b: cash-funded not specially OK’d (CU ISIS DL, OL, OT) (CU ISIS HY – put here?) (CU ISIS 5b if CEPS campus, 5 if not) Title IV / HLC wants to know – headcounts only (in annual report, but in reviews they want SCH) – see http://www.colorado.edu/pba/perfmeas/1038_AIDU_2012_NFI_Report.pdf for UCB example 2+4-Correspondence 3+5-Distance Total IPEDS wants to know – headcounts (some SCH) 5-distance + 5b cash-funded distance 5-distance exclusively X location Total CCHE wants to know – SCH aka FTE, and headcount by term CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 4 LMcC –Distance, online, SURDS, etc 5 See http://www.colorado.edu/pba/records/fte/term1011.htm for UCB example 5-online/interactiveTV (without 5b) Total Other stuff not considered here, like military, in/out of state I think to meet all these distinctions using SURDS enrollment (state reporting file, row= student) (assuming hybrid courses can be placed into 2-3 or 4-5 by the institution) we would need to report for each student All credit hour totals currently reported: The layout at https://surds.colorado.gov/Documentation/Enrollment/Layout.asp lists all these: Credit Hours RI Credit Hours ESP Credit Hours Other Credit Hours Vocational Cumulative Credit Hours Credit Hours ESL Credit Hours Remedial Math – discontinue fall 2012 Credit Hours Remedial Writing– discontinue fall 2012 Credit Hours Remedial Reading– discontinue fall 2012 Credit Hours Passed PSEO– discontinue fall 2012 Credit Hours Attempted - PSEO– discontinue fall 2012 Credit Hours Attempted – Concurrent Credit Hours Attempted - Ascent Credit Hours Passed – Concurrent Credit Hours Passed - Ascent Credit Hours Remedial Mathematics - Concurrent Credit Hours Remedial Writing - Concurrent Credit Hours Remedial Reading – Concurrent Gateway Courses (College Level Mathematics Credit Hours Completed) – subset of RI or Other hours (not ESP) – new fall 2012 Gateway Courses (College Level English Credit Hours Completed) – subset of RI or Other hours (not ESP) – new fall 2013 Credit Hours RI – completed – new fall 2014 Credit Hours ESP – completed – new fall 2015 Credit Hours Other – completed – new fall 2016 Plus from the table above credit hour totals for types 1 1b 2 3 (may not exist) 4 5 5b Edits CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 5 LMcC –Distance, online, SURDS, etc 6 RI hours = sum of 1, 5 ESP hours <= sum of 1b, 5b Proposal This is ridiculous! How can we take an average of maybe 6 to 15 SCH per student/row, and divide it up 25 ways ?!!??! Should we be thinking about another SURDS file, where a row is an institution x student x course combination??? (or course section, if you wanted to get, say, a lecture and lab both) I know some states do this Would have to be mergeable, and reconcilable, and same time point, to SURDS enrollment, which would still have to have the good old RI, ESP, Other, Voc hours at least Obvious other fields Some course identifier Student identifier Course level Discipline Remedial/not Passed/not or more statuses, like w/drew Taken under ASCENT, .. etc. Dimensions A, B/B’, C, D from this document N of credit hours Etc. The SURDS remedial file is one row per student x course section combination, and Formatted would provide a starting point. A full course file would simply be more rows, and more fields. The file layout is in the appendix. CDHE may have use for course-level information for requests, analyses, federal grants, etc., which are currently not met or met with special requests to institutions. I can hardly believe I’m even writing down this proposal!! But I feel pushed into it by the ever growing distinctions and conflicting definitions placed on us by the Big 3 entities of Title IV, IPEDS, and CCHE. I am NOT suggesting that we pass this out and vote! But I hope it can be a starting point for discussing this mess. ADDED 5/20/12 before 5/21 meeting At the meeting: dave, Regis, Metro, ACC, FRCC, CCCS, and Aims. Thanks Dave! Yikes, meeting on this CDHE is Monday morning! 5/21 CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 6 LMcC –Distance, online, SURDS, etc 7 I’m at the dentist Monday AM. Here are some thoughts extending what’s in the 5/10 version of L:\IR\Reports\CCHE\stuenrl\OnlinePlus.docx which Dave, Mindy, Rob got on 5/10 but Robyn and Paula did not (from me, anyhow). 5/10 has red edits with CU- specific info. Attached again here. If there’s to be a new “course’ file with row = student x course x term combination - Is the row really “course” (eg HIST 1234) or course SECTION (HIST1234-001, HIST1234-220)? If section, could be used to answer q’s about class size, recitations/lecture/lab sections, etc. If course, that should be sufficient for q’s on the table now unless we get into minutes of activity per week etc. Guess I’d opt for course, not section, right now. o No, think it has to be section – see below - Is the population of courses all credit courses, or all courses? I’d opt for credit (but definitely ALL of them, including cash funded) now. Unless adding non-credit could allow elimination of the extended studies B2 report (see below) or some other reason. - Is “course” what the kid enrolled in, or the sponsor of a combined? I’d go with what enrolled in - Allow a field for institutional student ID, and institutional course ID, both - Put in a CIP code for course discipline - Fold in what’s in the remedial report now (Dave’s idea!). In addition, fold n what’s in the extended studies B2 report now, if feasible. Don’t think I know enough about it to say, but it should be on the list to check. Relevant follow-ups from DAG Need standard way to report grades. We’d opt for 4-pt scale, numbers. What other states have course files, formats – Beth check Ellen has cash-funded that are RI. RI trumps State funded off campus – would be extended studies based on location but aren’t UCD public affairs western slope So RI-cashfunded-other may be ok as mutually exclusive, 3-level classification CDE getting course files starting 2013 from districts – BETH GET DETAILS Match format/var names if possible /reasonable Will be some fields that are specific to course x student Credit hours (because can be variable) Grade Completion status??? We DK what this means, and is there only one? Is this a matter of fields, or of rules combining values of fields??? Got COF ???? do we want this, or just whther course is COF eligible (probably the latter?? Not sure) And some that are specific to a course in a term CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 7 LMcC –Distance, online, SURDS, etc 8 - COF eligible. NO this won’t work, could have 1 section of a course eligible, another not. - RI, cashfunded, or other . Ditto - Detail on other, why other - All fields that were proposed or are on already as subdivisions of total credit hours for a student in a term – to do HLC, and IPEDS, and CCA, reporting and satisfy other CDHE needs - See doc OnlinePlus.docs Suggest we stay away from instructor and instructor status – too hard to agree on how. The characteristics in the postings http://www.colorado.edu/pba/course/IGroup_Detail.xlsx and http://www.colorado.edu/pba/course/gradesintro.htm are fair game per Boulder, tho I’d avoid instructor-related, and FCQ, now. Suggest NOT doing anything about meeting pattern – days, time, mintues, anything. This could take some months to work out a spec. Thanks CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 8 LMcC –Distance, online, SURDS, etc 9 Appendix – HLC – Title IV definitions and discussion from http://www.ncahlc.org/op-definitions.html Correspondence Education: Education provided through one or more courses in which the institution provides instructional materials and examinations by mail or electronic transmission to students who are separated from the instructor. Interaction between the instructor and the student is not regular and substantive, and it is primarily initiated by the student. Correspondence courses are typically self-paced. Correspondence education is not distance education. Distance Learning (Distance Education): Education that delivers instruction to students who are separated from the instructor and that supports regular and substantive interaction between students and the instructor synchronously or asynchronously using one or more of the following technologies: the Internet; one-way and two-way transmission through open broadcast, closed-circuit cable, microwave, broadband lines, fiber optics, satellite, or wireless communication devices; audio-conferencing; or videocassettes, DVDs, and CD-ROMs used in conjunction with any of the other technologies. HLC says they are maintaining federal definitions. The HLC definitions match those used by other accrediting agencies and those used by US Dept of Ed for Title IV audits. In fact, they come, word for word, from the HEOA. This helpful entry by WCET – WICHE Cooperative for Educational Technologies http://wcetblog.wordpress.com/2012/04/20/correspondence-definition/ lays all this out – it started with the HEOA – see federal regs CFR Title 34 Education, 600.2 Definitions, Correspondence course in http://ecfr.gpoaccess.gov/cgi/t/text/text- idx?c=ecfr&sid=0900b7322acc5a5a10c558b8fe15ad7b&rgn=div8&view=text&node=34:18.104.22.168.1 .1.23.2&idno=34. The phrase “Correspondence courses are typically self-paced” is the key. From the CFR cited above: - any self-paced where the student is “separated from the instructor” is Formatted: Indent: Left: 0.5" "correspondence" whether print or online (but independent study and dissertation and thesis hours are NOT correspondence, they're tied to a term, never even considered in the definition) - other online are "distance" whether internet, TV, video, etc. CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 9 LMcC –Distance, online, SURDS, etc 10 This matters because, from a US DOE audit of one institution (cited in the WCET entry), “According to Section 102(a)(3)(B) of the HEA, an institution is not eligible to participate in the Title IV programs if 50 percent or more of its students were enrolled in correspondence courses during its latest complete award year.” IPEDS definitions Looking to 12-13 changes, we will report on students in "distance education." As of April 26 2012, the IPEDS glossary definitions of “distance” and “correspondence” are TOTALLY at odds with the definitions introduced in HEOA Section 102(a)(3)(B), now in CFR Title 34 600.2, and shown in the “HLC – Title IV” section. http://nces.ed.gov/ipeds/glossary/ Correspondence A method of instruction with students receiving structured units of information and accompanying material completely through the mail. Distance Education that uses one or more education technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor synchronously or asynchronously. Technologies used for instruction may include the following: Internet; one-way and two-way transmissions through open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio conferencing; and video cassette, DVDs, and CD-ROMs, if the cassette, DVDs, and CD-ROMs are used in a course in conjunction with the technologies listed above. Distance A course in which the instructional content CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 10 LMcC –Distance, online, SURDS, etc 11 education course is delivered exclusively via distance education. Distance A program for which all the required education program coursework for program completion is able to be completed via distance education courses. Formatted: Font: 16 pt, Bold Related IPEDS change for 2012-13 – Formatted: Font: 16 pt on Fall enrollment : Get headcount in any distance ed, and headcount exclusively in Formatted: Underline distance ed by grad/UG and in CO, in US not CO, outside US. : Formatted: Underline https://surveys.nces.ed.gov/ipeds/ViewContent.aspx?contentId=22 FTE policy excerpts http://highered.colorado.gov/Publications/Policies/current/v-partb.pdf (May claim) 5.01.03 Credit hours offered within the geographic boundaries of the campus as defined in statute (C.R.S. 23-1-109). CCHE defines geographic boundaries to include credit hours earned from any Internet course or interactive television course delivered by a Colorado public institution of higher education. (May claim) 5.01.04 Credit hours explicitly approved by the Commission for general fund support or not explicitly excluded in Section 5.02 or limited by conditions in 5.01.05. (May not claim) 5.02.02 Course enrollments that are generated under enterprise operations, i.e., those exempt from Tabor (Article XX of Colorado Constitution). RYAN proposal for addition to SURDS (email 5/8/12) New Field: Credit Hours Attempted - Online/Distance File(s) to be applied: ENROLLMENT Proposed Field Definition: CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 11 LMcC –Distance, online, SURDS, etc 12 Definition: The total academic credits attempted by the student during the report period as defined as online/distance education. Definition of Interactive and On-Line Enrollments Interactive televised course is a course that is delivered live using technology that allows the student to see the instructor and discuss issues the televised sessions (I.e., the student at the remote site can immediately respond to a question posed by the instructor at the host site during the class). To be eligible for FTE funding, 51% of the scheduled course meetings must be interactive. Internet courses is a course in which the student actively participates in a course using computer software to view demonstrations, hear lectures, participate in threaded conversations, and respond to assignments on the web. To qualify for FTE funding, all class meetings must be delivered on the web, excluding the midterm and the final examination. All other distance education courses are reported in the right column -- Not claimed for state support. Codes/Notes: For example, code 12 credit hours as 120; code 1.5 credit hours as 015. Missing Value: Blank if no credits Edit Specs: Error if < 0 or > 30 Format: AlphaNumeric, 2 place integer, 1 place decimal (99V9) (the decimal point is implied); SURDS Remedial file layout Field #/Starting Field Name Length Valid Choices Position 1/1 Record Type 1 7 The unique 4-character code designated to each 2/2 Institution Code 4 Colorado postsecondary institution 3/6 Record Period 5 1-5 4/11 Student ID Number 9 The official 9-character number that uniquely CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 12 LMcC –Distance, online, SURDS, etc 13 identifies a student at an institution 5/20 Student Id Type 1 See Field Definitions Course Prefix 6/21 Course Number 12 See Field Definitions Course Sequence 7/33 Credit Hours 3 See Field Definitions 8/36 End of Term Completion Status 1 See Field Definitions CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 13 LMcC –Distance, online, SURDS, etc 14 CU ISIS and practice notes L:\IR\course\Online\CorrespDistance.sas UCB OFA says self-paced are Title IV ineligible unless student promises completion, and OFA checks up to make sure did complete, takes back aid if not. (may be, completes by time X). UCB OFA worries about correspondence/self-paced a lot. OFA does not know or care about IPEDS, just Title IV and HLC. Operationalizing in ISIS for Boulder – - Financial Aid must make the distinction - Coding is in instructional mode but also related to session and section numbers and even “room” - Boulder uses “rooms” including “CEONLINE” and “CAETEON” - But instructional mode should be able to carry the burden – we’d prefer to use it alone. Boulder 11-12 full FY all credit enrollments w/o non-graded labs/recs Instrctn_Mode_CD IMName Frequency Percent -------------------------------------------------------------------- Title IV Correspondence, clearly self-paced, trumps all else OS Online Self Paced 3827 1.26 PS Print Self Paced 210 0.07 Title IV Clearly Distance DL Distance Learning 75 0.02 OL Online 688 0.23 OT Online Term Based 5660 1.86 Put in title IV Distance – see below HY Hybrid Online/Classroom 256 0.08 Clearly not distance or correspondence for Title IV CD Candidate for Degree 1846 0.61 HN Honors Thesis Courses 564 0.19 IS Independent Study 778 0.26 P In Person 290096 95.43 Hybrid – 15 sections, half in summer. All are through CEPS, in evening or contract. Scattered course subjects – Art history, religious studies, education, SLHS, more. Total enrollment only 256. Our CEPS blurb for evening http://conted.colorado.edu/programs/boulder-evening/whats-new/ says “Some of our courses are in a unique format where students do part of the class work online and part in the classroom. Please read the course description carefully to determine if your course is a “hybrid” offering. These courses require consistent and dependable Internet access. “ CEPS course listings identify these courses as, e.g., ARTS 1010 Boulder evening Classroom, Online. With this text in the description: A portion of this section will be taught online. Students CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 14 LMcC –Distance, online, SURDS, etc 15 must be comfortable using the Internet and have reliable, weekly access to the Web. Each course is assigned a room and meeting pattern. I would put all HY into Distance. They’re definitely not self-paced. The description says a portion is “taught online.” The percentage is unknowable and probably variable. The number is vanishingly small. Implications for our files: CES and CCIF – have instructional mode. Might consider derived aggregations of it based on all above TES Hours (units) fields – now ENR_CRED_UNITS ENR_CRED_MAIN_UNITS ENR_CRED_ESP_UNITS ENR_CRED_RPT_UNITS ENR_CRED_FACSTF_UNITS Enr_Cred_SA_Units ENR_NOCRED_UNITS CU_COF_ELGB_HRS CU_COF_CAL_STP_HRS CU_COF_ADJ_STP_HRS CU_COF_ACC_INV_HRS CU_COF_ACC_RCN_HRS ENR_CRED_RPT is not currently calculated correctly it’s CRED_MAIN minus CRED_SA (study abroad) (no, must be minus credit SA *main* ??). needs to exclude “global studies” which are main campus not-COF-eligible, taught abroad, not study abroad, courses. E.g. London Finance. On CES I see ENR_CRED_RPT_FLG but I don’t see anything about COF. If COF eligibility is an attribute of every course, and has to be right, why shouldn’t we piggyback on it? Afraid we’d need, in addition, if we keep up the TES model rather than an enrollments-file model, hours in all of 1 1b 2 3 (may not exist) 4 5 5b Unless wanted HY hybrid separate which would mean even more This is sounding as silly as many additional hours fields on SURDS enrollment CU-Boulder PBA – LMcC LMcC– Document1 – 8/7/2012 - Page 15