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2009 Sloan Consortium Awards

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					2009 Sloan Consortium Awards

Presented at the 15th Sloan-C Annual International Conference on
 Asynchronous Learning Networks: Opportunities for Tomorrow
                    Thursday, October 29, 2009




      “Too often we fail to recognize and pay tribute
                  to the creative spirit.”
                       —Alfred P. Sloan, Jr.
2009 Sloan Consortium Annual Awards


   The Sloan Consortium is proud to recognize the following individuals and organizations for their
   significant contributions to the field of online education:


                     2009 Ralph E. Gomory Award for Quality Online Education
                             American Public University System (APUS)

                Most Outstanding Achievement in Online Learning by an Individual
                    Jacqueline F. Moloney, University of Massachusetts Lowell
                             D. Randy Garrison, University of Calgary

                                    Excellence in Online Teaching
                           Susan J. Wegmann, University of Central Florida
                       Excellence in Faculty Development for Online Teaching
                                          Regent University
                      Most Outstanding Online Teaching & Learning Program
                  Professional Masters Degree in Geographic Information Systems
                                The Pennsylvania State University
              Excellence in Institution-Wide Online Teaching & Learning Programming
                              Savannah College of Art & Design (SCAD)

                               2009 Sloan-C Effective Practice Awards

                           Phil Ice, American Public University System
                             Jennifer Richardson, Purdue University
                 for work conducted at American Public University System on
   Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and
                                 Continuous Quality Improvement

   Kansas State University: ELATEwiki: E-Learning and Teaching Exchange Wiki to Support Faculty
                                           Development

                                  2009 Sloan-C President’s Award
                                            Ellie Olazabal
                                   The Alfred P. Sloan Foundation

                                   2009 Board of Directors Award
                                       Cheryl J. Wachenheim
                                    North Dakota State University

                                                  2
2009 Sloan Consortium Annual Awards


   About Sloan-C
   The Sloan Consortium is an institutional and
   professional leadership organization dedicated to
   integrating online education into the mainstream of
   higher education, helping institutions and individual
   educators improve the quality, scale, and breadth
   of online education. Membership in the Sloan
   Consortium      provides    knowledge,      practice,
   community, and direction for educators. Originally
   funded by the Alfred P. Sloan Foundation, Sloan-C is
   now a non-profit, member-sustained organization.

   Join with Sloan-C to lead higher education in
   meeting social needs for affordable access, quality
   innovations, and teaching and learning excellence.

   The Sloan Consortium works to make education a part of everyday life, accessible and
   affordable for anyone, anywhere, at any time, in a wide variety of disciplines, by helping
   learning organizations continually improve quality, scale, and breadth of their online programs,
   according to their own distinctive missions. Sloan-C encourages networks among people as
   channels for sharing knowledge and effective practices in learning effectiveness, access, scale,
   student satisfaction and faculty satisfaction.

   Sloan-C serves a wide range of member institutions, consortia, and industry partners. Programs
   that adhere to Sloan-C quality principles are led by instructors, emphasize high levels of
   asynchronous interaction, and create online quality that is commensurate with face-to-face
   programs and industry standards. Sloan-C consultants assist institutions in learning about
   online methodologies; Sloan-C conferences and workshops help implement and improve online
   programs; Sloan-C publications—The Sloan-C View, the Journal of Asynchronous Learning
   Networks (JALN), and annual volumes in the quality series—inform and advise academic,
   government and private sector audiences.

   Applications for membership are welcome at http://www.sloanconsortium.org.




                                                   3
2009 Sloan Consortium Annual Awards
   Sloan-C Awards Statement

                                          The Sloan-C awards program, which recognizes
                                          outstanding achievements in Asynchronous Learning
                                          Networks (ALN), celebrates the creative spirit that
                                          improves the quality of online learning and program
                                          development.

                                          The Alfred P. Sloan Foundation began supporting ALN
                                          implementations and research in 1992. Much has
                            changed in the past decade, thanks to the efforts of ALN
    Bruce N. Chaloux, Sloan-C President

                            pioneers. Our understanding of how to teach effectively
   using new technologies has matured, and several communications channels
   document this understanding—conferences and workshops, the Journal of
   Asynchronous Learning Networks, volumes in the Sloan-C series on quality, and
   Sloan-C forums for sharing research and effective practices.

   Today, ALN is part of the mainstream of higher education, supplementing face-to-
   face learning and rapidly becoming the predominant delivery mode for distance
   education courses and programs in the United States. These annual Sloan-C
   awards pay tribute to trailblazers whose contributions are significant for the
   evolution of ALN.

   The investments made in online learning are paying real dividends as enrollments
   continue to soar. The 2009 recipients all have demonstrated exceptional
   leadership and real success in advancing online education. Sloan-C is particularly
   pleased to recognize the American Public University System with the Ralph E.
   Gomory award, honoring the leadership and support of retired President Gomory
   at the Alfred P. Sloan Foundation.

   Bruce N. Chaloux, President, Sloan-C
   October 2009




                                                       4
2009 Sloan Consortium Annual Awards
   2009 Ralph E. Gomory Award for Quality Online Education
   American Public University System (APUS)
   For implementing a data driven approach to creating a culture of excellence and values in online
   education

                                                                                                 American Public University
                                                                                                 System’s (APUS) top priority
                                                                                                 has always been engaging
                                                                                                 dispersed learners in high
                                                                                                 quality, collaborative learning
                                                                                                 experiences. The online for-
                                                                                                 profit university, originally
                                                                                                 known as the American
                                                                                                 Military University (AMU),
                                                                                                 started offering graduate
                                                                                                 degrees for officers in the
                                                                                                 United States Armed Forces
                                                                                                 in 1991.      In 2002, AMU
                                                                                                 reorganized as APUS and
    Front: Dave Becher, Jennifer Stephens, Wally Boston, Frank McCluskey, and Phil Ice; Back:
    Pete Gibbons, Karan Powell, Lisa Kessler, Carol Gilbert, Sharon van Wyk, and Harry Wilkins
                                                                                                 began serving the civilian
                                                                                                 market.

   APUS currently serves 53,600 students in all 50 states and 109 countries. The University offers 51
   certificates, 19 associate degrees, 32 bachelor degrees and 23 master degrees. Approximately 75% of
   the student base is comprised of military and public service personnel. Since 2000, APUS has
   experienced a compound annual growth rate in student enrollment of 66.9%. The current year growth
   rate is 44%.

   With adherence to the five Sloan-C Pillars, APUS makes extensive use of data across the institution to
   form a holistic map for continuous quality improvement. APUS utilizes a variety of methods to assess
   the quality of outcomes in the Pillar areas, including the 2009 Sloan-C Effective Practice Award-winning
   Community of Inquiry Framework (CoI). Driving this effort are Drs. Frank McCluskey, Phil Ice and
   Jennifer Stephens-Helm. In his former role as dean of online learning at Mercy College, Dr. McCluskey
   lead that institution in receiving the Alfred P. Sloan Award for excellence in online teaching and learning.
   At APUS the philosophy that drove the Mercy program to prominence has governed all phases of
   institutional improvement. Dr. Ice, a former Sloan-C Effective Practice award winner and co-developer of
   the CoI survey, has implemented a comprehensive quantitative analysis initiative, leveraging the CoI
   survey, to assess student satisfaction, course quality, instructor performance and technological
   integration. Dr. Stephens-Helm has applied her active involvement in the Transparency by Design and
   NSSE initiatives to conduct comprehensive data mining to assess a host of data points including student
   success, retention and inter-departmental gap analysis.


                                                                       5
2009 Sloan Consortium Annual Awards
   Most Outstanding Achievement in Online Learning by an Individual
   Jacqueline F. Moloney, University of Massachusetts Lowell
   For positively influencing the landscape of online teaching and learning

   Jacqueline F. Moloney, Executive Vice Chancellor of University of Massachusetts Lowell, receives the
   award for the 2009 Most Outstanding Achievement in Online Learning by an Individual in recognition of
                            her exemplary work and contributions to the field of distance and online
                            education.

                              Dr. Moloney’s vision for online education began with a concern for students’
                              access to education, services and different ways of learning. As a tenured
                              faculty member at UMASS Lowell since 1983, Moloney has modeled
                              innovative approaches to teaching and learning and experimented early-on
                              with web-based, blended, and online teaching to engage students while
                              conveying both her caring presence and high standards. Her work in program
                              development, faculty training and marketing has made the UMassOnline
                              program a model for other institutions across the country and the globe.

                                In addition to teaching and research in the Psychology Department and
      Jacqueline F. Moloney
                                Graduate School of Education, Moloney has served in many roles throughout
   her tenure at UMASS Lowell. She worked with a team of administrators from across the UMass System
   to launch UMassOnline, now an internationally-recognized online program with over 39,000
   enrollments annually. At UMassOnline, Moloney served as the founding Interim Chief Academic Officer
   and later served as Executive-In-Residence while simultaneously performing her responsibilities as Dean
   of Continuing Studies, Corporate and Distance Education at UMass Lowell. Prior to her work with
   UMassOnline, she served as Dean of University College and Director of the Centers for Learning. She has
   held the title of Executive Vice Chancellor since 2007. Most recently, Moloney was Principal Investigator
   for a $650,000 Alfred P. Sloan Foundation Grant for Local Blended Learning at UMass. This grant
   collaboratively engaged all five campuses of UMass and UMassOnline in a study, delivery, publication,
   and sustainability of Frank Mayadas’ concept of ‘localness’ across the UMass System. The grant
   transformed ten existing credit programs into Local Blended Programs, engaged new faculty, created
   new enrollments, all with the “Five Pillars of Quality Online Education” as a guiding framework. The
   grant efforts, led by Moloney, exceeded all of the metrics and expectations set for this initiative.

   Outside of UMass Lowell, Moloney is an active member of several higher education, and community
   boards. Her vision is well-noted among all levels of distance education, making her a sought-after
   speaker at national and local conferences to share her insights about online learning and teaching.

   Moloney’s impact on practitioners in the field of online education is best summarized by a colleague
   who states, “…her accomplishments in converting those who had not yet caught the vision, in inspiring
   many to seek to become leaders in our field, and in being a steadfast beacon of reasoned enthusiasm
   for us all in this field that qualifies her for recognition for this award. Many of the leaders in this field
   credit Jacquie with inspiring our careers in online and blended learning.”


                                                        6
2009 Sloan Consortium Annual Awards
   Most Outstanding Achievement in Online Learning by an Individual

   D. Randy Garrison, University of Calgary
   For contributions as a pioneer and leader in the field of online education

   Randy Garrison, Professor and Director of the Teaching and Learning Centre at the University of Calgary,
                                  receives the award for the 2009 Most Outstanding Achievement in
                                  Online Learning by an Individual in recognition of his work as a pioneer
                                  and leader in the field of online distance education.

                                    Throughout the course of his more than 30-year career adult and
                                    distance education, Dr. Garrison has served multiple institutions and
                                    organizations in formal leadership positions. These include President,
                                    Canadian Association for Studies in Adult Education; Director, Master of
                                    Continuing Education in Workplace Learning program; and Dean,
                                    Faculty of Extension at the University of Alberta. Since 1985 he has
                                    served on the Faculty of Continuing Education at the University of
                                    Calgary. He has served as the Director of the Teaching & Learning
        D. Randy Garrison
                                    Centre at the University of Calgary since 2001.

   In addition to his teaching and leadership roles, Garrison has successfully published seven books, 70
   journal articles, 43 book chapters, 32 conference papers and 117 conference presentations. The scope
   of his extensive work has focused on quality improvement (e.g. understanding distance education in the
   post-industrial era) and service (Director, Teaching and Learning Enhancement Centre). Most notable,
   however, is Garrison‘s commitment to writing about the leading edge of the field (e.g. Blended Learning
   in Higher Education) and theory development in a field criticized for its atheoretical practice. His work
   on a model of effective online learning, the Community of Inquiry, has sparked hundreds of research
   projects from graduate students and academics. According to Google scholar, there are 6,950 references
   to D.R. Garrison and online community of inquiry.

   Garrison’s service to the field is exemplary as evidenced by his extensive conference presentations,
   committee memberships, and work on advisory and development boards across nations, organizations
   and programs. He edited numerous journals, served on many editorial boards and frequently reviews
   books and book chapters. Garrison is a sought after speaker around the world and has won numerous
   awards for his scholarly and administrative contributions.

   Garrison’s impact on the field of online education is best summarized by a colleague who writes: “…it is
   fair to say that Randy’s work continues to shape the efforts of an entirely new generation of scholars
   investigating online learning. I can think of no other individual who has had a greater impact on the
   quality of online education than Randy Garrison.”




                                                        7
2009 Sloan Consortium Annual Awards

   Excellence in Online Teaching
   Susan J. Wegmann, University of Central Florida
   For designing a technology-based environment that empowers students to be active participants in the
   learning process

                                  Susan J. Wegmann, Professor in the School of Education at the University
                                  of Central Florida, receives the 2009 award for Excellence in Online
                                  Teaching. Dr. Wegmann teaches an undergraduate and graduate-level
                                  course entitled Literacy in the Content Area. The course, which is
                                  required for those seeking Middle and Secondary Education degrees,
                                  explores the notion that literacy learning extends to all subject areas and
                                  that the content area teacher can be the perfect choice to further
                                  literate knowledge. Students in her course comprise numerous majors
                                  including math, social science, music, physical education, English, and art
                                  education.

                                     The Literacy in the Content Area course is fully online and asynchronous
          Susan J. Wegmann          with the exception of a handful of meetings in Second Life throughout
                                    the course of the semester. The Second Life activities expose Wegmann’s
   students to Web 2.0 technologies though virtual instruction and interaction. In addition to the use of
   Second Life, students create digital stories that they upload teachertube.com and shared with the entire
   education community. This exercise exposes them to the peer and broader audience criticism process.
   Students in Wegmann’s course also create a global Literacy class wiki that is a database of the literate
   practices of 43 nations. If possible, students make contact with international experts during the course
   of the class project and interview them about how they deal with literacy instruction.

   Wegmann uses video streaming to make class announcements and to build an environment she terms
   “Contact Stance.” Students are expected to fully participate in discussion boards involving the whole
   group as well as discussions with a smaller group. Wegmann uses a rubric to evaluate a Respond, React,
   and Reply interaction pattern for discussions. This process causes students to wonder, question and
   challenge in an open climate with the objective of high participation and engagement.

   Wegmann’s teaching has gained national recognition and she receives numerous invitations to present
   her teaching skills to diverse organizations. She was invited to write a chapter for the Encyclopedia of
   Distance and Online Learning (2009) and co-authored an article in 2006, entitled The Reading Teacher,
   which was published in the journal of the International Reading Association (IRA).

   The impact of Wegmann’s course is best summarized by a former student who writes, “Dr. Wegmann’s
   course demonstrates excellence in her teaching abilities as it not only made an online course feel
   personable but was exceedingly creative and fun. This course was the highlight of my semester and I
   look forward to seeing how she will build upon her successful online courses in the future.”




                                                       8
2009 Sloan Consortium Annual Awards

   Excellence in Faculty Development for Online Teaching
   Regent University
   For tireless support of faculty development in online instruction

   Regent University receives the 2009 award for Excellence in Faculty Development for Online Teaching.
   Throughout the past decade, Regent University’s Center for Teaching and Learning (CTL) has been
   central to the development of quality undergraduate and graduate online and blended degree programs
   through their tireless support of faculty development in online instruction. CTL has developed a number
                                                                            of certification programs which
                                                                            have been promoted for faculty
                                                                            development,       including  a
                                                                            certification in Blackboard, an
                                                                            Online Instructional Design
                                                                            Certificate, and a Quality
                                                                            Matters Rubric course based on
                                                                            the MarylandOnline Quality
                                                                            Matters project.       Over 400
                                                                            faculty and academic support
                                                                            staff have completed the
                                                                            Blackboard Certification since
                                                                            2005.
   Front: Diane Cooke (Multimedia Producer/Instructional Designer); Ginger Zillges (Assistant
   Vice President of Online Learning and Technology); Lena Maslennikova (Instructional
                                                                            The Online Instructional Design
   Designer and Trainer) Back: Chris Nickel (Instructional Designer); Julie Moustafa
                                                                            Certification includes six short
   (Instructional Technologist); J. Darin Wales (Multimedia Producer); Mike Pregitzer
   (Instructional Designer and Consultant)                                  learning modules that cover
                                                                            objectives, visual elements,
   connecting with online students, meaningful assessments, instructional strategies, and organizing online
   courses. Over 200 faculty and academic support staff have participated in the online design modules
   and 113 have completed the certification by finishing all six modules. The Quality Assurance Certification
   helps faculty identify the essential standards of a quality online course (based on the Quality Matters
   Rubric, which was developed by the University of Maryland Online and endorsed by the Sloan
   Consortium). This certification has been offered five (5) times since implemented in 2007. Ninety-six
   participants have completed it and offered positive feedback.

   While the certification programs are on-demand training opportunities for individual faculty, the Master
   Instructor Program (MIP) more challenging, collaborative, and personal. The program was developed to
   support the diffusion of innovation at Regent University through faculty mentoring. Each year a select
   number of faculty members participate in the program. Upon completion, participants become mentors
   for faculty within their particular schools. MIP is currently being re-designed.

   Besides certification courses, CTL offers faculty development courses throughout the year that focus on
   current pedagogical issues as well as best practices for utilizing technology within instructors‘ courses.
   CTL also offers a variety of consultation services.

                                                                       9
2009 Sloan Consortium Annual Awards

   Most Outstanding Online Teaching & Learning Program
   Professional Masters Degree in Geographic Information Systems,
   The Pennsylvania State University
   For creating a rigorous, high-quality online graduate program that meets the growing need for
   individuals with individuals with an advanced level of GIS education

   The Professional Masters Degree in Geographic Information Systems at the Pennsylvania State
   University receives the 2009 award for Most Outstanding Online Teaching & Learning Program.




                                   GIS faculty and World Campus support staff

   Geographic information systems (GIS) combine the specialized software, data and expertise needed to
   make maps and other information products upon which many public agencies and private businesses
   depend. Industry analysts estimate that the annual shortfall of individuals with an advanced level of GIS
   education is 3,000 to 4,000 in the U.S. alone. In response, Penn State’s Department of Geography
   created a professional masters degree program in GIS offered online through the University’s World
   Campus in 1999 as a four-course, non-credit Certificate Program that was one of the World Campus’
   earliest offerings. By August 2009 the combined MGIS and Certificate programs consisted of 26 online
   courses that have attracted nearly 9,000 enrollments by 3,000 students from all 50 U.S. states and seven
   continents. The Department has conferred nearly 1,300 certificates and 55 Master of GIS degrees. About
   130 students are currently active in the MGIS program, along with some 300 more who seek a
   Certificate of Achievement.

   Since Penn State’s Board of Trustees approved the new MGIS degree, the combined MGIS and
   Certificate programs have generated over $2 million in net tuition revenue which has been returned to
   the Department as discretionary income. Enrollments in the MGIS Program have remained strong. For
   this reason, the MGIS program’s success has become increasingly important to sustainability of the
   Department of Geography’s campus-based operations. Penn State’s College of Earth and Mineral
   Sciences (of which Geography is a part) has established an “e-Education Institute” to help other
   departments realize similar benefits. The success of the MGIS program is thus directly responsible for
   the College’s commitment to online learning that is clearly expressed in its strategic plan.


                                                           10
2009 Sloan Consortium Annual Awards

   Excellence in Institution-Wide Online Teaching & Learning Programming

   Savannah College of Art & Design
   For providing access to quality online art and design education to students around the world

   The Savannah College of Art and Design (SCAD) receives the 2009 award for Excellence in Institution-
   Wide Online Teaching & Learning Programming.

                                              SCAD-eLearning is a comprehensive online program that has
                                              expanded the quality and standards of excellence distinguished by
                                              SCAD as an on-ground institution, by providing equal quality and
                                              breadth in online programs. SCAD-eLearning established a
                                              framework that focused on scalable development of
                                              instructionally sound and visually appealing courses and programs
                                              by designing systemic and structured course development and
                                              delivery processes. The implementation of these processes has
                                              allowed SCAD to cost effectively and efficiently build a solidified
                                              core foundation from which continuing development and delivery
                                              of courses has allowed expansion of a unique assembly of degree
                                              offerings. In just six years the College has expanded its online
                                              offerings from 2 initial degree programs at the master’s level to
                                              our current offerings of 28 programs that span from the graduate
                                              level to non-credit programming.
                                              The College’s online programs range from traditional studio art
                                              courses in subjects like painting to complex new media and
                                              technology programs such as motion media. In addition to the
         SCAD eLearning faculty and staff studio oriented programs the College also offers degrees in subjects
                                          such as historic preservation, arts administration and teaching of art.
   The range of subjects offered online by the College has also diversified in terms of the scope of degree
   levels through offering undergraduate (B.A. and B.F.A.), graduate (M.A .and M.F.A), design and
   preservation certificate programs and a full 6 level English as a Second Language program.
   As a student-centered institution, SCAD recognizes the importance of effective teaching and learning
   and takes seriously the role of the institution to educate our students. SCAD-elearning’s master course
   model is implemented for all online courses, utilizing easy navigation, clear goals and outcomes, and rich
   course materials.
   The College’s online art students range in age, technology experience, location, professional background
   and experience as online learners so the College ensures that the SCAD-eLearning student service and
   support team are proactive in assisting and guiding students. The College’s average retention rate for
   online students is 85% and the overall course completion rate of on ground campus students and online
   students nearly 90%.
   SCAD-eLearning provides access to an unmatched arts education and career preparatory experience by
   maintaining a high level of dedication to student learning and instructional effectiveness in a manner
   that is cost effective for all stake holders of the institution. The end result being strong relationships
   between fiscal oversight, marketing, strategic intent, faculty development, student learning,
   instructional design and art education



                                                        11
2009 Sloan Consortium Annual Awards
   2009 Sloan-C Effective Practice Award
   Phil Ice, American Public University System
   Jennifer Richardson, Purdue University
   Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation and Continuous Quality
   Improvement

   Phil Ice, American Public University System and Jennifer Richardson, Purdue University receive the 2009
   Effective Practice Award for work conducted at American Public University System.




                                                                       Jennifer Richardson
                             Phil Ice

   Though several models seek to explain the online learning process, the one that has gained the most
   attention is the Community of Inquiry Framework (CoI). Originally conceptualized by Garrison, Anderson
   and Archer (2000), the CoI is a process model that describes collaborative, constructivist online learning
   as being a function of the intersection of three presences: teaching, social and cognitive. In 2007, the CoI
   was operationalized as a survey instrument and validated, on a multi-institutional basis, by eight
   researchers in the United States and Canada [1]. The CoI Survey instrument is free for use and
   available at www.communitiesofinquiry.com.

   Following three semesters of beta testing, American Public University System (APUS) began utilizing the
   CoI survey, plus four additional items, as the end of course survey. Given the wealth of data that the
   surveys would yield, two of the eight creators of the CoI survey (Phil Ice, Director of Course Design,
   Research and Development, American Public University System and Jennifer Richardson, Associate
   Professor of Educational Technology, Purdue University) developed a set of protocols for multi-level
   data analysis for use at American Public University System. The process encompasses a broad range of
   analyses across Schools, Programs, Courses, and Instructors. Additionally, survey data is used to assess
   the efficacy of Instructional Design trends, Technology implementations and Retention patterns. The
   process has yielded a wealth of data that informs continuous quality improvement across all levels at
   APUS.

   For more information visit http://www.sloanconsortium.org/node/1931.


   1. Arbaugh, J., Cleveland-Innes, M., Diaz, S., Garrison, R., Ice, P., Richardson, J., & Swan, K.
   (2008).Testing a measure of the Community of Inquiry Framework using a multi-institutional sample.
   The Internet and Higher Education. 11 (3-4), 133-136.

                                                       12
2009 Sloan Consortium Annual Awards
   2009 Sloan-C Effective Practice Award
   Kansas State University
   ELATEwiki: E-Learning and Teaching Exchange Wiki to Support Faculty Development


   A small team at Kansas State University recently launched an e-learning and teaching exchange to
   enhance and support faculty development. This project was initially intended to serve the K-State
   community but has been broadened for use by all institutions of higher learning.

   The ELATEwiki site is constructed using wiki technology, which permits access, multimedia
                                              expressiveness, remote collaboration, tracking, and
                                              reversibility of postings. Taken holistically, these
                                              attributes make a wiki approach ideal for sharing
                                              ideas and encouraging synergistic improvement of
                                              teaching practices. Articles posted on the wiki can
                                              include text, videos, images, and embedded Web
                                              applications and may be shared via RSS feeds. Other
                                              tools on the site are derived from MediaWiki and its
                                              open-source capabilities. The wiki includes an overall
                                              ontology, templates, categories, seeded entries,
                                              input boxes, and menus that all ensure users can
                                              easily use and join the community.
   Front: Ellen Stauffer, Program Coordinator, Division of
   Continuing Education, KSU; Roger McHaney, Professor, College
                                                       ELATEwiki is intended to provide the means for
   of Business Administration, Department of Management, KSU;
   Lynda Spire, Assistant Dean, Division of Continuing members to post, share, enhance, and interact using
                                                       a dynamic and evolving information exchange. The
   Education, KSU. Back: Bettie Minshall, Program Coordinator,
   Division of Continuing Education, KSU; Ron Jackson, Program
                                                       wiki approach facilitates rapid online communication
   Coordinator, Division of Continuing Education, KSU.
                                                       and has already been used in a variety of ways. First,
   it allows expert teachers to share their knowledge in a fast and effective way. It allows these experts to
   correct and improve on ideas contributed by others. Second, novice teachers can use ELATEwiki to learn
   new techniques and explore ideas for improving their teaching. They can also contribute cutting-edge
   ideas and ensure new knowledge is made available to more established teachers. Third, ELATEwiki
   supports classroom access to material. Not only is the material on ELATEwiki available as a student
   resource, it can be used as a site for developing and posting student projects that are visible to the
   entire world. This sense of moving a project beyond the classroom and making it a valuable artifact
   tends to motivate performance and encourage collaboration between student team members, peers,
   experts outside the classroom, and teachers. And finally, ELATEwiki’s access feature ensures that
   meaningful and effective access will follow the student as they move from academic to professional life.

   For more information visit http://www.sloanconsortium.org/node/1864.




                                                                  13
2009 Sloan Consortium Annual Awards



   2009 Sloan-C President’s Award
   Ellie Olazabal
   The Alfred P. Sloan Foundation


   For dedicated and exceptional service to the Sloan Foundation and support of the development and
   expansion of online learning in the United States

   For fourteen years, as an administrative assistant at the Alfred P. Sloan Foundation, Ellie Olazabal served
   a key role in the Foundation’s Anytime, Anyplace Learning initiative, helping to conduct grant reviews
   and arranging collaborations for grantees, the Foundation and the Consortium during the years that saw
   online education emerge from its beginnings into the mainstream of higher education.


                                                Due largely to its value as a teaching and learning method
                                                for those in circumstances that render it difficult or
                                                impossible to attend regularly scheduled college classes,
                                                online learning continues its global growth trend. It is also
                                                due to the dedicated work of individuals. Ellie Olazabal’s
                                                contributions have helped the Alfred P. Sloan Foundation
                                                and the Sloan Consortium lead the field in making high-
                                                quality education and training available anytime, anyplace
                                                for anyone who is motivated to learn.




               Ellie Olazabal




                                                       14
2009 Sloan Consortium Annual Awards


   2009 Board of Directors Award
   Cheryl J. Wachenheim
   North Dakota State University


   For inspirational online teaching at North Dakota State University while serving with the Army National
   Guard in Iraq during 2008-2009


                                   Cheryl Wachenheim is an Associate Professor in the Department of
                                   Agribusiness and Applied Economics at North Dakota State University
                                   (NDSU) in Fargo. She received her M.B.A. and her doctorate in
                                   Agricultural Economics from Michigan State University, and taught at
                                   Illinois State University from 1993 until joining NDSU in 1998. She teaches
                                   undergraduate courses in agrisales, commodity marketing, and macro-
                                   and micro-economics and team teaches a graduate course in strategic
                                   marketing and management. See

                                 She is also a captain in the Minnesota Army National Guard. In August
                                 2008, she deployed to Balad, Iraq, for a 10-and-a-half-month stay.
                                 Remarkably, wearing the required body armor and M-16, she continued
                                 teaching courses online from a fortified medical supplies trailer. Read
        Cheryl J. Wachenheim,
          Associate Professor   more about the experience in The Chronicle of Higher Education, Teaching
                                Under Fire and Online From 'Mortaritaville' in Iraq.

   The selection committee recognizes her exceptional dedication to her profession, acknowledging also
   the many others who go above and beyond the call of duty to teach students in online courses. Her
   actions represent exceptional dedication to her students and her institution, and provide tangible
   evidence of how far online education has advanced in the past 15 years. She is, said a committee
   member, “our new hero.”




                                           Captain Cheryl J. Wachenheim,
                                         Minnesota Army National Guard, Iraq



                                                           15
2009 Sloan Consortium Annual Awards


                                      2009 Selection Committee

   The Sloan-C Excellence in Online Teaching and Learning Awards Selection Committee for 2009 was
   comprised of
           Meg Benke, Dean of the Center for Distance Learning at Empire State College, State University
           of New York (recipient of the 2007 Sloan-C Award for Most Outstanding Achievement in Online
           Teaching Learning by an Individual);
           Catheryn L. Cheal, Assistant Vice President of E-Learning, Oakland University;
           Gary E. Miller, The Pennsylvania State University, emeritus (recipient of the 2008 Sloan-C Award
           for Most Outstanding Achievement in Online Teaching Learning by an Individual);
           Michelle Pacansky-Brock, Director of their Online and Hybrid Support Center, California State
           University East Bay (recipient of the 2007 Sloan-C Award for Excellence in Online Teaching);
           Thomas Ramage, President, Parkland College; and
           Karen Swan, Stukel Distinguished Professor of Educational Leadership, University of Illinois
           Springfield (recipient of the 2006 Sloan-C Award for Most Outstanding Achievement in Online
           Teaching Learning by an Individual).
           Burks Oakley II, Visiting Research Professor, University of Illinois Springfield (recipient of the
           2003 Sloan-C Award for Most Outstanding Achievement in Online Teaching Learning by an
           Individual), non-voting committee chair.
   Effective practice awards were selected by effective practices editors. Details about the awards are
   available at http://www.sloanconsortium.org/aboutus/awards.asp.

   The Sloan Consortium is an institutional and professional leadership organization dedicated to
   integrating online education into the mainstream of higher education, helping institutions and individual
   educators improve the quality, scale, and breadth of online education. Membership in the Sloan
   Consortium provides knowledge, practice, community, and direction for educators. Originally funded by
   the Alfred P. Sloan Foundation, Sloan-C is now a non-profit, member sustained organization. Join with
   Sloan-C to lead higher education in meeting social needs for affordable access, quality innovations, and
   teaching and learning excellence.


   Sloan-C Contact:
   Burks Oakley II
   Visiting Research Professor
   Center for Online Learning, Research, and Service (COLRS)
   University of Illinois Springfield
   burks.oakley@sloanconsortium.org




                                                      16
2009 Sloan Consortium Annual Awards



              Sloan-C Awards for Excellence in Online Teaching and Learning
                                       2001−2009

   Most Outstanding Achievement in Online Learning by an Individual
   2009 Jacqueline F. Moloney, University of Massachusetts Lowell
   2009 D. Randy Garrison, University of Calgary
   2008 Gary E. Miller, Penn State University
   2007 Meg Benke, SUNY Empire State College
   2006 Karen Swan, Kent State University
   2005 Charles Dziuban, University of Central Florida
   2004 Starr Roxanne Hiltz, New Jersey Institute of Technology
   2003 Burks Oakley II, University of Illinois
   2002 Ray Schroeder, University of Illinois at Springfield
   2001 John R. Bourne, Olin and Babson Colleges

   Excellence in Online Teaching
   2009 Susan J. Wegmann, University of Central Florida
   2008 Jeannette Riley, University of Massachusetts Dartmouth
   2007 Michelle Pacansky-Brock, Sierra College
   2006 Bill McCarthy, Quinsigamond Community College and Susan Oaks, SUNY Empire State College
   2005 Joan Cannon, University of Massachusetts Lowell
   2004 Jason Scorza, Fairleigh Dickinson University
   2003 William Pelz, Herkimer County Community College
   2002 Mary Ann Koory, University of California Berkeley Extension Online
   2001 Lorelei Lambert, Salish Kootenai College

   Excellence in Faculty Development for Online Teaching
   2009 Regent University
   2008 University of West Florida
   2007 Maryland Online
   2006 University of Maryland University College
   2005 University of Massachusetts Lowell
   2004 University of Nebraska
   2003 University of Central Florida
   2002 –University of Illinois
   2001 SUNY Learning Network

   Most Outstanding Online Teaching & Learning Program
   2009 Professional Masters Degree in Geographic Information Systems, The Pennsylvania State
   University
   2008 Online Graduate Behavioral Intervention in Autism Program, UMass Lowell, UMass Medical Shriver
   Center, UMassOnline


                                                   17
2009 Sloan Consortium Annual Awards
   2007 AS Veterinary Technology Distance Program, St. Petersburg College, and the Stevens China
   Program, Stevens Institute of Technology
   2006 Basic and Advanced Certificates in Turfgrass Management and BS in Turfgrass Science,
   Pennsylvania State University
   2005 MBA Program, University of Maryland University College
   2004 Master of Engineering in Professional Practice, University of Wisconsin
   2003 Master of Distance Education, University of Maryland University College
   2002 Graduate Medical Education Core Curriculum, University of Illinois at Chicago
   2001 LEEP Program, University of Illinois at Urbana-Champaign

   Excellence in Institution Wide Online Teaching & Learning Programming
   2009 Savannah College of Art & Design (SCAD)
   2008 Fort Hays State University
   2007 University of Illinois at Springfield
   2006 [not awarded]
   2005 University of Massachusetts Lowell
   2004 eArmyU
   2003 Stevens Institute of Technology
   2002 SUNY Learning Network
   2001 University of Maryland University College

   Ralph E. Gomory Award for Quality Online Education
   2009 American Public University System (APUS)
   2008 University of Central Florida
   2008 University of Illinois at Springfield

   2009 Sloan-C President’s Achievement Award
   Ellie Olazabal, The Alfred P. Sloan Foundation

   2009 Board of Directors Award
   Cheryl J. Wachenheim, North Dakota State University

   2008 Special Recognition
   Eric E. Fredericksen, University of Rochester


          Sloan-C Awards for Effective Practices and Program Profile 2002-2008
   2008 Sloan-C Effective Practice Awards
   Susan Wegmann
   University of Central Florida
   Content Area Vocabulary Digital Stories

   Edward Gehringer
   North Carolina State University
   Engaging Students through Electronic Peer Review

   Brian J. Beatty


                                                      18
2009 Sloan Consortium Annual Awards
   San Francisco State University
   Using the Hyflex Course and Design Process

   2007 Sloan-C Effective Practice Awards
   Andrea Han and colleagues
   Miami University
   Using Quality Matters to Guide Online Course Development

   Philip Ice and colleagues
   West Virginia University, University of North Carolina Charlotte, Virginia Tech;
   Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community

   2006 Effective Practice Awards
   Albert Ingram, Kent State University
   Combining Effective Individualized and Group Instruction

   Dennis Pearl, Ohio State University
   The Statistical Buffet

   Bruce Kingma, Syracuse University
   Rae-Ann Montague, University of Illinois, Urbana-Champaign
   WISE: A Collaborative Distance Education Model for Library and Information Science

   2006 Program Profile Award
   University of Michigan
   College of Engineering and GM Technical Education Program
   Master of Engineering in Global Automotive and Manufacturing Engineering

   2005 Effective Practices Awardee
   Barbara Benjamin and Boria Sax, Mercy College
   Using Cohorts to Build an Online Learning Community

   2004 Awardees for Effective practices
   Rogue Community College
   Discipline-Specific Online Writing Lab with 24/7 Access and Asynchronous Peer Tutoring

   Devon Cancilla
   Western Washington University
   Integrated Laboratory Network: Better Access to Scientific Instrumentation

   Gerd Kortemeyer
   Michigan State University
   Effective Feedback to the Instructor from Online Homework

   eArmyU
   Providing anytime, anywhere online access to higher education for a highly mobile learner population



                                                     19
2009 Sloan Consortium Annual Awards
   Maria Puzziferro
   Florida Community College at Jacksonville
   Supporting Online Adjunct Faculty: A Virtual Mentoring Program

   Sloan-C 2003 Awards for Effective Practices
   Jimmy Reeves
   University of North Carolina, Wilmington
   Doris Kimbrough
   University of Colorado,
   Anytime Anywhere Chemistry Experience

   Olin Campbell
   Brigham Young University
   Cost-Effective Distributed Learning with Electronics Labs

   Melody Thompson
   Pennsylvania State University World Campus
   Faculty Self-Study Research Project

   Jeremy Dunning
   Indiana University
   Repurposeable Learning Objects: the TALON Learning Object System

   James Theroux
   University of Massachusetts
   The Real-Time Case Method: Access to Real-Time, Real-World Cases
   2002 Effective Practice Awards

   Boria Sax
   Mercy College
   Wizards: Student Tutors Help Peers Learn

   John T. Harwood and William L. Harkness
   The Pennsylvania State University
   Mixed Delivery Model Proves Cost-Effective

   Carol J. Scarafiotti and Patricia S. Case
   Rio Salado College
   Systems Approach to Online Learning

   UniSCOPE
   The Pennsylvania State University
   Multi-Dimensional Model for Review of Scholarly Activity

   David Sachs and Nancy L. Hale
   Pace University
   Online Support Services: Focus on Student Satisfaction


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