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Who will develop and approve them? Policy and procedures. Who will develop and approve them? When? Details This section provides the details for each of the goals identified. • Goals. List and number each goal. For example, 1a, 1b, 2a, 2b, 2c, etc. • Recommendations. After careful review, comparison, and research, what is the recommendation […]

What support services will students need? Support issues. What course management systems (CMS) will be used? Can it interface with the school’s other systems? When will faculty have access to a shell for course development? What library changes will be needed to support remote students? How will access to other support services such as registration,

What training will faculty need? How will ongoing support be provided?  Faculty. How will faculty be trained? What training will faculty need? How will ongoing support be provided? How will this count toward faculty teaching loads? Who will monitor quality? • Courses and programs. What programs and courses will be offered in this delivery method?

How will students be oriented to these means of learning? Goals. What are the specific goals for this initiative in terms of students, faculty, programs, and so forth? This can include goals such as providing flexibility in helping students achieve their educational goals, targeting the adult and second-degree populations, and developing faculty. Areas to address

How does that fit with the mission of the college or university? Outline for a Strategic Plan for Distributive Education Executive Summary This section sets the background for the plan and generally includes the following subsections: • Introduction. This subsection sets the stage for why faculty and the school are doing this. It addresses what

Will these terms be used interchangeably or not? With such variations and overlap in these definitions, schools that offer distance or distributive education must consistently define these terms and the related required technology to implement the program or course. This process should answer the question, “Will these terms be used interchangeably or not?” If not,

Describe next steps in the process that would help assure the success of the initiative. Phase 4, which began in the late 1990s and continues to the present, saw advances in the internet and the development of Web 2.0 tools. This moved the focus from information retrieval to user-generated content, interactive learning, and virtual communities.

Discuss the pertinent laws that should be considered for this initiative. 1. Discuss the pertinent laws that should be considered for this initiative. 2. Describe next steps in the process that would help assure the success of the initiative. 3. Using what you learned in this chapter and by searching the web for distance learning

Generalized Anxiety Disorder According to the DSM 5, GAD is characterized by symptoms including restlessness, exhaustion, irritability, and muscular tension, as well as an inability to manage one’s worrying regularly for at least six months (DeMartini, Patel, & Fancher, 2019). Research using the GAD-7 as a diagnostic tool found that symptoms including an inability to

Major Depressive Disorder The DSM-5 defines MDD as the presence of five or more of the specified symptoms. A diagnosis of MDD may be made if five or more of the specified symptoms are present for two weeks, according to the DSM 5. Suicidal ideation can include symptoms such as a depressed mood (signs of