Parity of Traditional and Non-traditional Term Courses (poster 4)
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Evidence of parity of student learning is important to ensure students enrolled in compressed term courses (online and face-to-face) is at least equivalent to student learning in traditional term courses. Given the significant growth in online and compressed term courses at Creighton over the last 5 years, examining evidence of parity is essential. Additionally, the University is required to show evidence of parity by Federal, Higher Learning Commission, and specialized accreditation regulations. The definition of course parity being used by Creighton University is as follows: Course Parity is defined as courses offered in both an online and on-ground format or offered in both a compressed term and traditional term in which both versions of the course have the same learning outcomes, equal or very similar seat-time/out of class time expectations and student outcomes. Evidence of parity for each course includes (1) number of contact hours or seat-time equivalent for online courses, (2) major topics, (3) course learning outcomes, (4) student course completion rate, (5) final course grade distribution, and (6) end of course evaluation data. This poster will illustrate the data points being used to provide evidence of parity as well as the process and timeline. Initial parity evidence metrics will be reported during the Fall 2016 semester.