Points to consider

Background

Based on the experience of the Engineering Continuing & Distance Education, we have compiled the following is a list of points that faculty or Departments should address/consider during the process of defining an educational Outreach program. In developing these points, we have made the following assumptions:

	the primary goal of a Penn State educational program is to create a high-quality learning experience for the student
	the outreach experience should also be a rewarding one for faculty
	department and faculty buy-in is essential
	as in any engineering project, proper planning will eliminate future problems

In planning your outreach program, please take some time to work through the following list. You may not be able to answer all questions in detail, but they are worth thinking about. Your consideration of the following points during the planning process should result in a higher-quality program that provides a better experience for both students and faculty.

The staff of the Engineering outreach office will be happy to assist you in your planning and delivery process. Chances are that we have experiences with similar programs. We can also help you connect with other Penn State outreach support and delivery units. Please contact Terry Reed at tjr10@psu.edu or phone 865-9362 or drop by our office in 410 Rider II Building.

Academic issues

	Name of the program?
	Credit or non-credit?
	What are the desired or expected outcomes?
	What is the proposed delivery mode/format?
	What are the courses in the program, and why these courses?
	Could this be a certificate program?
	Which are required core courses and which, if any, are electives?
	Will transfer credit be allowed, and under what conditions?
	What are the prerequisites or what prerequisite knowledge is assumed? If a group of students doesn’t have the prerequisite knowledge, will a ramp-up course be provided for them?
	Is the content of this program academically sound?
	Does this program have the support of the department and the faculty?
	What faculty or department goals does the program support?
	Who will teach these courses?
	What qualifications must the course faculty possess?
	Are the faculty either skilled in teaching via the proposed delivery mode or willing to adapt?
	What, if any, development time and funding is required? If so, who will provide these resources?
	What technology, software, tools, etc. must the student possess or have access to during the course?
	Are there laboratory requirements? If so, how will they be fulfilled?
	What is the plan for regular maintenance and updating of the materials? Who is responsible? How will this be tracked?
	What expectations do the faculty and academic unit have for this program?
	How will evaluation be performed and outcomes assessed?
	Are there opportunities for making this an interdisciplinary program with other departments or colleges to introduce different viewpoints and make it a better program?

Administrative issues

	Why are we doing this?
	What needs will this program satisfy or what problems will it solve?
	What will it take in resources and funding to do the program “right’? (If it can't be done right, don't do it.)
	What price will we ask for the program? Why?
	What does the price include? (Student fees, texts, print materials, software, delivery technology, etc.)
	What is the projected enrollment?
	If this is a credit course, does the price fit within existing tuition and pricing models or guidelines?
	Where and how will the program be delivered to the students? Options may include: a resident instruction format, a distance format, both, etc.
	What Outreach Delivery Unit should be involved? Who is the contact?
	What is the projected budget - per course and over several years (include special delivery costs and travel, if delivery is by distance technology)?
	Is this program financially viable?
	Who will manage/oversee the program?
	Who will provide student services? Who will be the students’ primary contact?
	Who is the primary contact with the delivery unit?
	If this is a certificate program, what is the mechanism for issuing certificates? Should the student apply for issuance of the certificate? Who verifies that all requirements have been met and authorizes issuance of the certificate? What is on the certificate, and how is it laid out?

Marketing issues

	Who is the audience?
	What is the size of the audience?
	What is the need? Has a market analysis been done? Should one be done?
	Where is the audience located, and for what kinds of organizations do they work?
	Why does the audience perceive a need for this program?
	How much can they afford to pay?
	If we offer the program, what is the projected enrollment by year for several years? Why?
	How will the program be promoted to the target audience(s)?
	Is there an opportunity to partner with a business or professional organization to meet their members’ needs? If so, what organizations(s)? Are they interested? What, are they willing to do, and what do they want? Do we have any relationships with the organizations?

Student issues

	What are the characteristics of a typical student/customer for this program?
	What are the customers’ expectations?
	Do the customers for this program have any special issues or needs - for example, help with registration, housing, etc.
	If this is a credit or degree program, who will provide student advising?
	Are we prepared to provide the level of customer service that is expected?
	How will we meet the customer needs and expectations? Who?
	Who will be the Penn State point of contact for the students?

Quality control and improvement issues

	How will we assess the quality of instruction?
	How will we assess the quality of delivery?
	How will we assess that desired outcomes have been achieved.
	How will we assess student and instructor perceptions so we can improve quality?
	Who will insure that assessments are performed on a regular basis?
	How will needs for improvement, expansion, or changes in curricula be identified?