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Final Draft: Proposal for an ITDE Unit/Program

by
Cybele Wu
EDD 8012, CRN 50007

Nova Southeastern University


July 31, 2016
COURSE: EDD 8012
CRN: CRN 23056
SUBMITTED TO: Dr. David Graf

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STUDENT NAME: Cybele Wu
STUDENT EMAIL ADDRESS: cw1509@nova.edu
DATE OF SUBMISSION: July 31, 2016
TITLE OF ASSIGNMENT: Final Draft: Proposal for an ITDE Unit/Program
CERTIFICATION OF AUTHORSHIP: I certify that I am the author of this paper and that any
assistance I received in its preparation is fully acknowledged and disclosed in this paper. I have
also cited any sources from which I used data, ideas, or words, either quoted directly or
paraphrased in standard APA format. I also certify that this paper was prepared by me
specifically for this course.
STUDENT SIGNATURE: Cybele Wu

Introduction, Background, and Demographic Information


Virginia Polytechnic Institute and State University (Virginia Tech) is a land-grant university,
located in southwestern Virginia, about an hour south of Roanoke, Virginia, the largest town in
the area. It has the largest number of degrees in Virginia, including undergraduate, graduate, and
doctoral levels conducted at the main campus, off-campus, including a study-abroad site in
Switzerland (Virginia Tech, Self Study Report, 2012). Southwest Virginia, where Virginia Tech is
located comprises a relatively low income, low insurance numbers, and lower education levels.
The levels indicate a need for a public health program. The program not only serves the students
in the program but also the surrounding area. These low numbers have resulted in increasing the
health sciences for the past decade. In 2007, Governor Tim Kaine announced the partnership
between Virginia Tech and Carilion Clinic. The Carilion School of Medicine was formed in
2008. Virginia Tech already had a veterinary medicine school, along with the University of
Maryland known as the Virginia-Maryland Regional College of Veterinary Medicine. They were
interested in a One Health initiative oriented around a Masters of Public Health that included a
human and animal health focus (Virginia Tech, Self Study Report, 2012). The Masters Program
in Public Health began in 2010. Although data since the projected 2015 is not available, the
numbers show an increase in student enrollment in the department, with 48 students in 2010, the
first year, 26 new in 2011-2012, 33 in 2013-2014, and 40 new students were projected in 20142015. With these numbers, it clearly shows how enrollment numbers for the program will
continue to increase. The demographics for the faculty includes 54% male, which includes
African American, Caucasian, and international. For the students in the program, they consist of
African American, Caucasian, Hispanic/Latino, Asian Pacific Islander, Native American, and
International. The Masters of Public Health Degree is under the Public Health Program in the

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Population Health Sciences Department in conjunction with the Virginia-Maryland Regional
College of Veterinary Medicine. The program has two concentrations: public health and
infectious diseases. The Council on Education does accreditation for the program for Public
Health. None of the graduate-level courses are taught online, although there is an interest in
bringing them online. However, there are a few undergraduate courses that are taught by adjunct
faculty. Given that they do have a few undergraduate courses taught online, there is a high
probability that graduate courses or at least partially could be brought online. Regarding
instructional technology, the university, Virginia Tech, has a Distance Education Doctoral
program and a large Informational Technology Department, as well as policy for current distance
learning programs, new online programs, funding, and the proposal process. Currently, the
program within the university is contracting out instructional technology/design needs to the
informational technology department within the university. Although this may have worked in
the past, the interest in moving the program online will require someone on staff knowledgeable
about curriculum design, course design, and instructional technology that can be conducted
online, entirely or partially.
The Status Quo
The Master's of Public Health and the two concentrations: infectious diseases and public health
education are currently only taught in Virginia Tech's Blacksburg location. There is no current
use of distance learning or instructional technology. The program includes a 42-credit program,
which includes a 6-credit practicum and a capstone. There is no ITDE component in the
department. The current Masters of Public Health Degree is only conducted face-to-face.
Although they have expressed interest in moving their program online, they have not made any
steps toward that goal.

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The Players
Currently, the ITDE unit for this program is non-existent. The Masters of Public Health is under
Department of Population Sciences and is interested in expanding to include an online
component to their current program options. They are looking at an undergraduate program and
possibly other programs that may bring in more funds. Being that they have a partnership with
Carilion, it would be expected that they would receive some funding from them. However, upon
speaking to the associate director, he indicated that they do not receive funding from Carilion.
Carilion Medical School was instrumental in approving this degree program and has worked
together with the Public Health Master's Degree Program in regards to internships and other
projects that they collaborate on. They do, however, occasionally win grants and contracts, which
flow into their budget (different from their base budget). Virginia Tech is a research institute with
a high-security protocol. Should they receive the funds from some of these upcoming programs,
an instructional technologist/designer may be needed with knowledge of how to get into different
Virginia Tech sites, as well as the Campus LMS. Current Informational Technology or Distance
Education departments have been contracted to deal with their Instructional Technology and
other technical issues.
Need for Change
Department of Public Health MPH currently is not offered other than in a F2F classroom format.
There is interest in having a truly global program, which would include DL format where
students that are residing in different global regions can take coursework. The current curriculum
requires that there be a practicum. Carillion Clinic has worked with the unit in securing
practicums for graduate students. As the unit is relatively small with a small budget, it may be
necessary to obtain funding for new staff from other sources. Finding other sources of funding,

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through grants and contracts may be the best way to not only find funding but also be a source of
support in their distance learning efforts. The Department of Agriculture Rural Development has
a grant that focuses on medicine (particularly telemedicine): Distance Learning and Telemedicine
Grant that may be a great option for them to fund their distance learning efforts:
http://www.rd.usda.gov/programs-services/distance-learning-telemedicine-grants. The Associate
Director is indicating adding an undergraduate program in addition to the current Master's Plan.
He mentioned that he thought this might provide funding for additional staff positions.
Suggested Change
The suggested changes include staffing changes according to current budget restraints. Given
their relatively small department with a small budget, as well as the current security protocol, it
is suggested that courses be designed in a blended format, meaning that coursework and
discussion are done online, while lab work and continued discussions are conducted face-to-face.
The least costly may be either to have student or adjunct faculty in the instructional technology
role.
However, they may not be skilled enough to provide ITDE needs for the whole program.
Currently, the informational technology department at the university offers their Distance
Learning efforts. Informational Technology Departments are not always well versed in the design
of online programs according to the curriculum of the program. Instead, it is suggested that an
Instructional Technologist/Designer position be created to build and maintain the Distance
Learning portion of the blended course. To fund this position, it is necessary to secure funding
through a grant from the USDA Rural Development on Distance Learning and Telemedicine.

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Mission Statements
Current Mission Statement: Protect, improve, and promote population health in Southwest and
Southside Virginia, the Commonwealth, Central Appalachia, the Nation, and the world by
training future public health leaders through learning, discovery, and engagement in public
health.
Proposed Mission Statement: Protect, improve, and promote population health in Southwest
and Southside Virginia, the Commonwealth, Central Appalachia, the Nation, and the world by
training future public health leaders through instructional and/or distance learning format that
promotes discovery, and engagement in public health.
Rationale for Proposed Mission Statement: Mission Statement should include the format of
instruction that also relates to the vision for the unit.
Unit Goals/Objectives
Changing from a purely face-to-face instruction format to a blended/hybrid format will mean a
change in staffing requirements. Of course taking the current syllabi and course requirement and
adapting them to an online environment will not be sufficient in providing excellence in this
environment. It will require using new technology and tools and using the ASSURE model to
match the goals and objectives of the lesson to the particular technology and tools of the lesson.
As instructors are not skilled in the technology skills or particular technology, nor in the design
of a blended format, it will require a new position to be created: instructional
technologist/designer. Goals and objectives for this position include:
Goal for Training:
1. Instructional technologist/designer will establish training guidelines for new and existing
instructors on new technology.

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a. Instructional technologist will conduct hands-on training at the beginning of each
semester and when there is updates/new technology incorporated to order to teach
instructors new tools and technology so that they can integrate them into their
class lessons
b. Instructional technologist/designer will design technology training sessions so that
all instructors have ample time to learn new technology, have their questions
answered, and can see technology demonstrated.
Goal for Design:
1. Instructional technologist/designer will create course design appropriate for public health
professionals. This includes:
a. Using the existing LMS, Canvas, instructional technologist/designer will
collaborate with instructors to create engaging content based on the lesson needs.
b. Instructional technologist/designer will stay apprised of technology and design
tools that can be incorporated into a public health online or hybrid format.
Goal for technology:
1. Instructional technologist/designer will evaluate and integrate technology into the
curriculum in the Masters of Public Health Degree in the blended format.
a. Instructional technologist/designer will evaluate existing technology and
equipment using a swat analysis and comparison chart for strengths and
weaknesses.
b. Instructional technologist will monitor and maintain the Canvas LMS, including
login information (assisting as needed) and essential upgrades.
Current Organization for Unit

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The current organization, the Master's of Public Health Degree, is in the Public Health Program,
in the Population Health Sciences Department. It is part of the Maryland-Virginia School of
Veterinary Medicine, focusing on a One Health initiative for human and animal alike. The
Carilion School of Medicine works with the unit in different projects, including in arranging for
internships. The primary faculty for the unit includes a Public Health Director, Public Health
Associate Director, under which lie the two concentrations: Public Health and Infectious
Diseases. There are two faculty members under the Public Health Concentration and four faculty
members under the Infectious Diseases Concentration. There is also a Public Health Assistant
Director. Although the organizational chart does not include a Adjunct Faculty members, there
are at least two Adjunct instructors that teach some of the current online coursework, but not at
the Masters level (Redican, personal communication, 2016). The organizational chart does not
indicate Adjunct employees.

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Current Organizational Chart

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Public Health
Director

Public Health
Associate
Director

Public Health
Concentration
Coordinator

Public Health
Assistant
Director

Infectious
Disease
Concentration
Coordinator

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor
This organizational chart does not show the external advisory board or committees (public
policy, curriculum, admissions, and assessment) where the board and committees all have chairs.

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Proposed Organization for the Unit

Public Health
Director

Public Health
Associate
Director

Public Health
Concentration
Coordinator

Public Health
Assistant
Director

Infectious
Disease
Concentration
Coordinator

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor

Faculty
Instructor

Instructional
Technologist/De
signer

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Current Budget Needs/Assessment


The current budget is $1,200,000. This budget covers current faculty and
staff salaries and operating budget. As the current budget specifics have not
been revealed, it is unclear at this time whether the current budget has
ample space for hiring additional staff. It may also be possible to combine
instructional technology/design needs with other departments. Combining
efforts may help to have a more cohesive teaching strategy and may be
more cost effective as well. Knowing more about the budget can assist in
determining the best plan of action. The next section lays out the options for
staffing. Much of this, however, is due to the amount of funds that are
available, as some options are more costly than others.
Proposed Budget

Budget
Items
Source of
Funds
Tuition & Fees
State
Appropriation
(start-up)
University &
College Funds
Grants/Contract
s
Indirect Cost
Recovery
Other (Aday
Award)
Other (Center
for Public Health
Practice and
Research)

Current
Budget
(20112012)

2012-2013
(budgeted)

Proposed
Budget
20162017

337,257

610,095

3,050,475

321,000

163,000

163,000

32,169

42,391

42,391

597,233

663,142

*713,142

2,000

2,800

2,800

3,390

3,700

3,700

75,000

75,000

75,000

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Sources of
Funds, Total

1,368,04
9

1,560,12
8

1,560,128

682,372

917,155

917,155

46,792

45,012

135,036

51,887
26,635

82,050
22,050

82,050
22,050

56,993

61,876

61,876

Expenditures
Faculty Salaries
& Benefits
Staff Salaries &
Benefits
Operations
Travel
Student Support
Total
Expenditures

864,679

In decided what budget lines that needed to be included, the budget stayed
the same, except for a couple of lines, including the grant from USDA Rural
Development. The possible funds for this grant range from $50,000 to
$500,000. Because they are a relatively small department, the possibilities of
the larger amount I believed were rather small so went with the lower
number to be safe. Not knowing what kind of equipment this department
uses, I went with a rather low number for technology/equipment. This figure
can be adjusted for the needs of technology for this particular program. It is
likely that equipment may not be needed, as this will be a blended program.
However, in the case that it is necessary, there are some funds for that
reason. As there has not been data regarding budgetary needs in several
years, the tuition has been adjusted as such.
Public Relations Plan

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Those that will be affected by the new plan and changes are those that are
currently teaching the graduate level face-to-face courses, the directors of
the program, and of course the students. The students have been taking a
face-to-face program. They will need a time of adjustment and an orientation
to the new program: what will be taught online versus what is conducted in
person on campus. Part of this plan will be advertising for the instructional
technology/design position. No additional funds are needed for this scheme
to take effect. However, it will be necessary to contact department heads via
email and if needed newsletter to notify about the changes.
Professional Development/Training
At this time, there is not a need for additional equipment. However, moving
from a purely face-to-face format to a blended or hybrid format will require
additional training for the existing staff. Training will be needed to learn new
technologies and how to incorporate technologies within the curriculum and
course syllabi. Training can be conducted during staff development meetings
or after regular working hours, depending on what training needs to be
performed and the contract of those involved.
Proposed Staffing Needs for the Unit
Due to the current budgetary concerns, there are some different options for
increasing the staff and productivity for the unit. As the associate director
indicated, should new programs be added, they could afford to hire an
instructional technologist on staff. Although they work with Carillion, they
reported that proposing for funding for additional staff for an instructional

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technologist from Carilion was not an option. Another option is to hire
adjunct or student employees for instructional technology or design needs.
However, finding quality instructional technologists/designers in the adjunct
or student pool may prove to be difficult. Courses could also be offered in a
blended format, partially F2F, partly DL. By providing courses in a blended
format, they can test how well they operate. There is a possibility for funding
by way of grants, such as the one from USDAs Rural Development on
Distance Learning and Telemedicine. At the low end, they could earn
$50,000, or as much as $500,000.
Timeline
As the current funding cannot support an instructional technologist, funding
will need to be requested. The application for the Distance Learning and
Telemedicine Grant must be filed by January 2017 to take advantage of
funding for 2017. If funding is coming from the undergraduate program,
timing on it will take quite a bit longer. There are usually bumps along the
road in a new program in the first year so do not expect a profit until at least
year, or perhaps as long as it takes for the first class to graduate, which
would take at least four years. Therefore, the better option is to apply for the
grant. Should the grant not be accepted, they can begin with the
undergraduate program.
Fall 2016

Begin working on undergraduate curriculum and course list


Begin process for applying for DL and Telemedicine grant

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January 2017

Apply for grant for the Distance Learning and Telemedicine form USDA

RD.
Start Undergraduate Public Health Program
Write PR plan as to what will happen and when

June 2017

Receive word of whether grant was received


o If accepted begin process for hiring instructional
technologist/designer
o If not received, continue with undergraduate program

July 2017

*Begin Interviewing candidates for Instructional technologist/designer

position
Continue with undergraduate program

August 2017

*Hire Instructional Technologist/Designer


*Instructional Technologist/Designer meets with Informational

Technology Department to learn about security protocol


Continue with undergraduate program

Fall 2017
Instructional technologist develops online program for blended format
Instructional technologist meets with faculty members one-on-one to
learn about course content to decide how to use the content in online

format
Instructional technologist meets with different technology vendors to

learn about software/tools


Begin process for applying for grant for 2018

January 2018

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Apply for grant for DL/Telemedicine


Blended format of Masters program begins
Instructional Technologist meets with instructors to get status update

on online part of program


Instructional Technologist makes changes to course design as needed

May 2020

First undergraduate class graduate


First class of Hybrid Masters program graduate
I have prepared this proposal to be submitted to the Associate Director
of the Masters of Public Health Degree. The Associate Director has
been instrumental and providing information about the department,
the budget, as well as the degree program as a whole. He should,
therefore, be responsible for making decisions for the degree program
for a blended format. It will also be sent to the other heads of the
degree program who can add their input and help with the decisionmaking process.

Resources

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Distance Learning and Telemedicine Grant:
http://www.rd.usda.gov/programsservices/distance-learning-telemedicine-grants
Master of Public Health Website: https://www.vetmed.vt.edu/academics/mph/
Redican, Kerry, personal communication. fact gathering session , June 30,
2016.
Virginia Tech, Virginia Tech Public Health Program, Self-Study Report for the
Council on
Education for Public Health, 2012.

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Appendix
Description of Position
The Instructional Technologist/Designer position will be selected to design
and maintain the technology and systems required to conduct an
online/blended course in public health.
Required Qualifications

At least a Masters Degree in Instructional Technology or design


At least two years of experience in instructional

technology/design/distance education
Stays up to date on existing and upcoming educational technology
Is a team player works well with others. This position requires
collaboration among department members, informational technology,

and students
Experienced in training position will require to conduct training of
new software or other technology tools to instructors

Preferred Qualification

Knowledge
Knowledge
Knowledge
Knowledge
Knowledge

of
of
of
of
of

Public Health
Canvas LMS
both PC and Mac operating systems
Adobe Suite of Products
Microsoft Office