2009 sloan consortium awards · 2009 sloan consortium awards. presented at the 15th sloan-c annual...

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

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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


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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.

http://www.sloanconsortium.org/�


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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 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

Bruce N. Chaloux, Sloan-C President


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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 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.

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


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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 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.”

Jacqueline F. Moloney


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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 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.”

D. Randy Garrison


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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 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.”

Susan J. Wegmann


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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.

The Online Instructional Design Certification includes six short 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.

Front: Diane Cooke (Multimedia Producer/Instructional Designer); Ginger Zillges (Assistant Vice President of Online Learning and Technology); Lena Maslennikova (Instructional Designer and Trainer) Back: Chris Nickel (Instructional Designer); Julie Moustafa (Instructional Technologist); J. Darin Wales (Multimedia Producer); Mike Pregitzer (Instructional Designer and Consultant)


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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.

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.

GIS faculty and World Campus support staff


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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

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

SCAD eLearning faculty and staff


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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. 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.

Jennifer Richardson Phil Ice

http://www.communitiesofinquiry.com/�

http://www.sloanconsortium.org/node/1931�


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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.

ELATEwiki is intended to provide the means for members to post, share, enhance, and interact using a dynamic and evolving information exchange. The wiki approach facilitates rapid online communication 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.

Front: Ellen Stauffer, Program Coordinator, Division of Continuing Education, KSU; Roger McHaney, Professor, College of Business Administration, Department of Management, KSU; Lynda Spire, Assistant Dean, Division of Continuing Education, KSU. Back: Bettie Minshall, Program Coordinator, Division of Continuing Education, KSU; Ron Jackson, Program Coordinator, Division of Continuing Education, KSU.

http://www.sloanconsortium.org/node/1864�


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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

http://www.sloan.org/program/11�


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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

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.”

Cheryl J. Wachenheim, Associate Professor

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

http://chronicle.com/article/Teaching-Online-From/48677/�

http://chronicle.com/article/Teaching-Online-From/48677/�


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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 [email protected]

http://www.sloanconsortium.org/aboutus/awards.asp�


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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


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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


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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


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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

2009 sloan consortium awards · 2009 sloan consortium awards. presented at the 15th sloan-c annual...

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