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Online Undergraduate Course Launch Process

Purdue Online and the ITaP Instructional Design team provide consultation and training to Purdue instructors interested in developing online versions of courses. The Undergraduate Online Course Development Program funds the transformation of selected face-to-face courses to an online format, provides training and support, and follows up with research and assessment focused on how the online environment supports student success. It is expected that courses developed under this program will be offered at least three times. Purdue Online provides some limited subsidies for instructional costs for some courses developed through the Online Course Development Program.

1. Exploratory Phase (Weeks 0-11)

(All times are approximate. This timeline represents the best case scenario.)

  • Week 0-11
    Project Discussion

    Steps:

    Faculty Driven Initiative:

    1. Purdue Online advertises this program through:
      1. Purdue Today article
      2. Direct contact to partners
      3. Application live (link to Qualtrics Survey)
    2. Faculty, Department Head reaches out to Purdue Online to present idea for a new version of an online undergrad course.

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  • Week 4-11
    Online Portfolio Management

    Steps:

    1. Proposals are submitted early each Fall semester.
    2. Late in the Fall, Purdue Online and the PO Faculty Advisory Committee review and approve proposals using the following criteria.

      Criteria for 10000 – 40000 level courses:

      • Serves a large number of students
      • Enrolls students from a variety of majors
      • Existing sections operate at or near capacity, or have a substantial wait list
      • At least one online section will be offered in the fall and the spring
      • At least one online section will be offered as an 8-week course in the fall and spring
      • Can be taught by different instructors as demand dictates

      Criteria for 50000 level courses:

      • Courses that are commonly taken in fulfillment of undergraduate degrees as well as by graduate students
      • Courses that are in high demand
      • Courses that meet requirements for dual credit teachers in high schools who need 18 graduate credits in their teaching discipline
      • Courses that can be taken by students in more than one major
      • Courses that count towards a certificate program

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