Section 1: Program Design
A holistic look at TCU program offerings and discussion of how college teams, led by the deans, will extend TCU’s connected campus curricular and extra-curricular student experiences across virtual domains
Planning at the college level aims to uphold the first key tenet of the TCU Connected Campus Plan: Horned Frogs will continue to experience high-quality, personalized learning, academic progression and personal growth, despite disruptions to campus. This means our programs need to be designed to enable continued academic progression and extracurricular engagement within virtual domains.
To facilitate this outcome, the Deans will lead their colleges in examining the curricular and extra-curricular experiences that comprise the “Horned Frog Experience” during a typical semester on campus. They will then identify solutions for continuing these experiences, as much as possible, if and when the university must transition to the Modified On Campus, Dual or Online delivery modalities.
The solutions will be part of College Connect Plans, which will be used to set student expectations if delivery modality changes. Plans will also be used to identify equipment and facility preparations required to support delivery mode changes.
To uphold this promise across the four delivery modalities, deans will lead their faculty and staff in developing College Connect Plans to include the following enumerated components, according to a timeline summarized in Table 1.
College Connect Plans
- Identification of a College Connect Team to assist with carrying out the College Connect Plan. Teams will include people skilled with educational pedagogies and assessment, technologies, and student success and experiences. E.g., teams could likely include student affairs and IT professionals as well as appropriate DEI representation at the college level. It’s important the Deans assemble diverse teams who can make all faculty feel comfortable seeking assistance. Deans should seek to assemble diverse support teams in recognition that some faculty may feel intimidated by this process because of age, gender, sexual orientation, as well as race and ethnicity.
- Identification of College eTrainers. Described further in later sections, College eTrainers will participate in Koehler Center “Train-the-Trainer” development and will assist Koehler Center staff in delivering their Hybrid Course professional development to all instructors (over 1,000) teaching summer and fall courses. College eTrainers will be key members of the Deans’ College Connect Teams.
- Identification of Course Design Models. Described further in the following sections, course design models illustrate how TCU’s high-quality, personalized course experiences will be maintained across virtual delivery domains. Herein we describe example course models. Colleges will create their own course models to guide instructors and will provide one-on-one course redesign assistance to instructors, particularly for resolving course elements that do not easily transition between modalities. Course designs should identify curricular components that may vary substantially with online delivery. Course designs also articulate additional instructor or student needs for various delivery domains.
- Identification of Academic Program Progression variances. Deans will examine degree programs and create scaffolding needed to bolster course elements or academic progression requirements that may not be feasible across delivery modes. This could include identifying replacement experiences for required internships, clinicals, performances, lab projects, community engagement, research and other course or program requirements that cannot be continued in the typical way at the typical time.
- Identification of TCU Connected Campus Experiences. Deans will examine extra-curricular services and opportunities and create scaffolding needed to enhance student access to advising, student success, and health and wellness services as well as opportunities for social, extra-curricular and other connected-campus experiences (e.g., virtual team rooms, virtual affinity group gatherings, virtual mentoring).
- Identification of equipment and facility preparations needed to support the College Connect Plan, particularly at the course and program level. For example, technology, supplies and equipment needed to facilitate employee work at home or student project work off campus; larger classrooms or scheduling of additional timeslots to accommodate larger class sizes for Modified On Campus mode.
- An assessment plan to ensure that all courses and programs are complaint with regulatory and accrediting guidelines including HEA, SARA and SACSCOC. A plan for formative assessment at the course and program level that will inform continuous improvements needed to support students and instructors, particularly if the pandemic mandates movement between course delivery modes. All assessment reports and compliance data shall be provided to the Office of Institutional Effectiveness to ensure institutional level academic compliance.
- A plan to support instructors as they complete Koehler Center training and course redesign during summer 2020 and during delivery of their first TCU Connected Campus courses during fall 2020.
Table 1. College Connect Plans: Tentative Development Timeline
|May 13||Provost Office provide College Connect Plan reporting template to Deans|
|June 3||College Connect Plans – first draft due to provost office, includes
• College Connect Team
• College eTrainers
• College Course Design Models
• Instructor Support
|June 4 to June 10||Deans and provost office vet plans|
|July 1||College Connect Plans – second draft due to provost office, includes
• Academic Program Progression variance
• TCU Connected Campus Experiences
• Resource needs
|July 1 to July 8||Deans and provost office vet plans|
|July 29||College Connect Plans – third draft due to provost office, includes refinements of all components|
|July 29 to Aug. 5||Deans and provost office vet plans|
|Aug. 17||College Connect Plans complete|