Day 3 Workshop Nelson Baker & Yakut Gazi, Georgia Tech Professional Education at Georgia Institute of Technology Workshop: Affordable Degrees at Scale: What Does it Really Take? Annual conference for the SUNY online teaching and learning community of practice. https://commons.suny.edu/cotehub/ March 6-8, 2019, Syracuse, NY. Conference website: http://opensunysummit2019.edublogs.org/ Program: http://opensunysummit2019.edublogs.org/about/program/ Recordings: http://opensunysummit2019.edublogs.org/mediasite/ Materials: http://opensunysummit2019.edublogs.org/registration/materials/ Open SUNY Online Teaching: http://commons.suny.edu/cote/

1. Degrees at Scale: What Does it Take?
Nelson Baker, Ph.D. & Yakut Gazi, Ph.D.

2. Yakut Gazi, Ph.D.
Assoc. Dean, Learning Systems
Sr. Academic Professional
IACEE Council Member
Nelson Baker, Ph.D.
Dean
Faculty, Civil & Environmental
Engineering
President-elect, UPCEA
Secretary General, IACEE

3. The Changing Face of the Georgia Tech Learner
GT Credit Seeking Students
GTPE Professional Development Students
GT Credit-Seeking Students
Online Credit Enrollments
Learners We Serve
Adult Learners Undergraduates K-12 Students&
Teachers

4. https://pe.gatech.edu/2018-impact-report

5. Structure of Workshop
• 4 sessions: part presentation, part Q/A
• Each session:
– Questions from room
– Questions from Slido activity
• Action Plan
– Have a document for you as an action plan to take
back.

6. Ask During the Session
http://www.slido.com with #T171

7. Action Plan Example
http://bit.ly/suny-action-plan

8. Section 1:
Rationale for
Programs at
Scale

9. Higher Education’s Iron Triangle
Accessibility
AffordabilityQuality

10. What is a Degree-at-Scale?
• High-demand fields?
• Non-credit to credit/ open
learning pathways?
• Collaboration with MOOC
platforms?
• Innovative business
models?
• Online?
• Address the iron triangle

11. EARLY EDUCATION
CHANGING DEMOGRAPHICS
IRON TRIANGLE
CHANGING NATURE/PLACE OF
WORK
NEEDS AND CAPABILITIES
SCIENCE & TECHNOLOGY OF
EDUCATION
The Changing Context

12. • Avg worker changes 10-15 jobs in
career
• 65% of schoolchildren will be employed
in jobs that haven’t been created
• Predicted that 50% of today’s jobs will
disappear by 2030
• In 1965: avg tenure on S&P 500 = 33
years
• By 1990= 20 years
• By 2026= 14 years
• ~50% of the S&P 500 will be replaced
over the next 10 years (Innosight
prediction)
Jobs will change
• Avg worker changes 10-
15 jobs in career
• 65% of schoolchildren will
be employed in jobs that
haven’t been created yet
• Predicted that 50% of
today’s jobs will
disappear by 2030
The Need for Renewal: Companies Won’t Last

13. Example of change - GM

14. Reports Suggesting Change
• National Academy of Engineering, Engineering,
Technology and the Future of Work
https://www.nae.edu/19582/Bridge/142833/145193.aspx
• Occupational Shifts
https://upcea.edu/occupational-shifts-and-higher-
education-credentials/
• Adult Training and Education
https://nces.ed.gov/surveys/gemena/pdf/ATES2016.pdf
• Nearly every conference, global engineering gathering
• So, what is new now?

15. Online Master of Science Enrollment History
876
4043
7636
10579
13836
20793
0
5000
10000
15000
20000
25000
FY 2014 FY 2015 FY 2016 FY 2017 FY 2018 FY 2019 (est)
OMS CS OMS Analytics OMS Cybersecurity
Online Master of Science
Enrollment History
Initiative
New products and Services

16. A Snapshot of OMS Learners
Demographics of OMS Analytics 1st Cohort of 284 Students
Growth of Degrees-at-Scale OMS Learners from Georgia
1,000 of the 10,000 OMSCS and OMS
Analytics learners in FY18 are from Georgia.
OMSCS: 10,000 learners
since 2014 and 1,000
graduates.
OMS Analytics: 1,200
learners since 2017.
32
states
represented
33%
from
Georgia
22
countries
represented
54%
of learners
are 30 or
older
97%
of learners
are working
professionals
37%
of learners
already have
graduate
degrees
Degrees-at-Scale Overview

17. Inaugural OMS Analytics class

18. Inaugural OMS-Analytics Students
Online
Part-time 95%
Median age 31
US Citizens 82%
# of countries 24
# of continents 6
11%
27%
u/r
minority
Female
• 7% Vice President or above at their companies

19. Current Status
• OMS CS
• Spring ‘19 unique enrollment exceeded 8,500
• Future enrollment growth will be modest (Steady state 9,000 to 9,500)
• Approach to assigning more support costs is being taken
• 28 courses are available
• 1,000+ graduates from the program
• To date, over 1,000 articles about the degree
• 7% more Americans will get this degree each year because of OMS CS
• Dozens of followers, but avg cost is $27K
• OMS Analytics
• Currently in second year (FY 19)
• More than a dozen courses currently available
• Spring 2019 students just under 2000
• Actual demand is far exceeding estimates; Fall applications up 55%
• Steady state enrollment projected at 3,500 to 4,000

20. • Program recently approved on July 6, 2018
• Launched January 2019
• Tuition rate of $310/hour and $194 SIF approved
• Cost of the degree will be about $12,000 – 32 hours
• Program structure more complex involving three colleges: Computing, Engineering and
Ivan Allen
• Three specialization tracks: Info security, Energy Systems and Policy
• Academic advising is critical
• Virtual lab environment
• Steady state enrollment will be more like OMS Analytics – 3,500
• More competition in this market
• Seed funding is uncertain, but promising
• Marketing support and efforts are critical
• Six OMSCS courses utilized
Current Status- OMSA
OMS Cybersecurity
Current Status

21. DEFINING WHAT’S NEXT
Read the report:
www.gatech.edu/ed-innovation
Who are we serving? What are we teaching? Where are we teaching?
LIBRARY NEXT
REALIZING THE GEORGIA TECH COMMITMENT

22. Reflection on Session
http://www.slido.com with #T171

23. Section 2:
Financial Models
and Partnerships for
Scale

24. Financial Factors to consider – Variable versus Fixed
• Program and curriculum
development
• Online instructional
design and video costs
• Course revisions and
maintenance
• Student services
• Financial Aid
• Career services
• How much will students pay
per course/credit/degree?
• Enrollment projections
• Faculty compensation for
development
• Instructional staff
compensation
• Number of course sections
• Marketing costs

25. How to Get from Ground Zero: Funding Start-up Costs
Partnership Models
• Corporate partners
• Platform partners
• Online Program
Management Companies
• Others?
Self-Funded Models
• Unit reserves
• Central institutional funds
• System funds
• New initiative investment
funds
• Others?

26. Sample Budget Template
Patrice Miles, Asst. Dean for Finance and Operations,
Georgia Tech Professional Education

27. Online Master’s in Science - Model Element Flow
Model Setup
Enrollment Setup Financial Model Model Summary
Cost Setup

28. Online Master’s in Science - Model Setup (1/3)
Salary Expenses, Other Cost & Sponsorship Setup
Salary Growth Rate
Extra Comp Fringe
Rate
Staff Fringe Rate
Other Costs
Personnel (fixed costs) % Time Base AY18 AY19 AY20 AY21 AY22 Program Hard Costs AY18 AY19 AY20 AY21 AY22
Program Co-Executive Director (A) Proctored exams
Program Co-Executive Director (B) Space Lab
Program Co-Executive Director (C) Marketing
Program Associate Director Supplies & equipment
Student Assistants (5 x 10hr/wk) Travel
Dir-Prof Master's Programs Independent Program Evaluation/Auditor
Academic Program Manager II State Authorization fees
Academic Advising Manager Misc.
Academic Advisor II
Academic Advisor II Proctoring Costs Cost $ Cost per x
Academic Coord II Proctored exam cost Stdt Exam
Dir-Financial Admin II Proctoring setup cost Enrollment
Financial Analyst III
Academic Advisor II MARKETING (feeds Program Hard Costs) AY18 AY19 AY20 AY21 AY22
IT / Lab Staff (Systems Support Engr Sr) Personal Services
HR Support Rolanda Powell
Asst Dir-Client Marketing II Chris Walker
Marketing Mgr Vender Services
Faculty Fringe Converge costs (estimating 5% annual fee increase)
Student Fringe Digital Ad Spend
Staff Fringe Video
Total Personnel (fixed Cost): Print collateral
Print Advertising
Study Portals
Photography
Stock art
T-shirts and other promo items
Other digital ads/3rd party emails
Total
Sponsorship & Support Estimate AY18 AY19 AY20 AY21 AY22
Corporate Investment/sponsor
Other Investment
Total

29. Online Master’s in Science - Model Setup (2/3)
Enrollment, Program, Student Services, & Course Setup
Enrollment Estimates Delivery Support
OMS Space Start Enrollment Students per TA/Grader
Student Growth Rate %TA
%Grader
Stipend Increase YoY
TA Monthly Stipend
Waivers
OMS Space Rate Charge Info Grader hours per week
Program Grader Hourly Rate
Credit hours Summer Weeks
$ per credit hour Fall Weeks
Fee- SIF Spring Weeks
Fee- Student Tech Summer Months
Average credit hours per course Fall and Spring Months
Courses Per Student, Fall & Spring avg. Fringe Rate (Grad Students)
Courses Per Student, Summer Student Fringe Increase YOY
Proctored exams per term
Course Offering & Development Devlp. Convert Offer
Quick
Update Content Development,
Delivery and MaintenanceFall 2017
Spring 2018 Creator
Summer 2018 Instructor - Course Delivery
Fall 2018 Instructor Content Maint.
Spring 2019 Fringe Rate (extra Comp)
Summer 2019 Fringe Rate (Full Time)
Fall 2019 Faculty Fringe Increase YOY
Spring 2020 Production Cost per Course
Summer 2020 Production Cost per Course Annual Growth
Fall 2020 Finished Hours per Course
Spring 2021 Studio hours per Finished hour
Summer 2021 Editing Hours per Studio hour
Fall 2021 Quality Assurance Hours per hr
Spring 2022 Instructional Design per Finished Hour
Summer 2022 Online delivery Staff Hours per Video
Course Maintinance Rate
Course Maintinance Extra Comp

30. Online Master’s in Science - Model Setup (3/3)
Course Production & Support
OMS Space Course-Level Costs
Area Item (Unit)
Course Development (per course) LMS Conversion (per course) Term Support (per course)
#Units Rate/ Unit $ # Units Rate/ Unit $ # Units Rate/ Unit $
Production Studio - incl. staff (hours)
Production Video Editor/graphic/creative
TA Stipend and waiver
I.D. Instructional design (hours)
Delivery Online delivery staff (hours)
Delivery Closed caption/encoding svc
Dev. cost/course: Conv./course: Conv./course:

31. Online Master’s in Science - Model Enrollments
OMS SPACE ENGINEERING ENROLLMENT ESTIMATOR
AY19 AY20 AY21 AY22
Fall 2018 Spr 2019 Sum 2019 Fall 2019 Spr 2020 Sum 2020 Fall 2020 Spr 2021 Sum 2021 Fall 2021 Spr 2022 Sum 2022
Infosec New students
Students from previous term
Graduates
Semester Drops
Program Drops
Term Enrollment Estimates
Energy Systems New students
Students from previous term
Graduates
Semester Drops
Program Drops
Term Enrollment Estimates
Policy
New students
Students from previous term
Graduates
Semester Drops
Program Drops
Term Enrollment Estimates
OMS Space Term Enrollment Estimate
SPECIALIZATION
INITIAL
ENROLLMENT
TERM-OVER-TERM
GROWTH RATE I
TERM-OVER-TERM
GROWTH RATE II
Infosec
Energy Systems
Policy
Term Drop Rate % of all enrollments that drop each term
Permanent Drop Rate % of drops each term that are permanent (equates to about 2% of enrollment)
Summer % of Spring % of spring enrollments that return for summer
Percent of students who start OMS Space who graduate after n terms...
Terms after start (n)
% of cohort graduating in term
**Assumption: n% of a starting cohort graduate and graduation is distributed over a few semesters**

32. Online Master’s in Science - Financial Model (1/2)
Courses & Enrollments AY19 AY20
Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total
Courses Under Development
Courses Converted
Sections Delivered
Term Enrollment Estimates
Term Registration Estimates
Revenue AY19 AY20
Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total
Total Tuition + SIF
Tuition
SIF
Other Investment/Sponsor
Corporate Sponsor
GT Funding
Revenue & Funding Total
Expenses
AY19 AY20
Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total
Course Development Expenses
Content Creation Extra Comp
Course Maintenance Extra Comp
Faculty Fringe
Content Production & Maint.
Faculty Personal Services Costs
Course Delivery Extra Comp
Faculty Course Use Fee
Faculty Fringe

33. Online Master’s in Science - Financial Model (2/2)
Expenses Continued AY19 AY20
Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total
TA Cost
TA Stipend
TA Waiver
TA Fringe
TAs Needed
Graders Cost
Grader Compensation
Student Fringe
Graders Needed
Proctored Exam Cost
Exam Cost
Exams Needed
Setups Needed
Staff Personal Services Total
Program Staff Personal Services
Program Staff Fringe
Program Costs Total
Space lab
Marketing Services
Supplies & equipment
Travel
Independent Program Eval/Audit
State Authorization fees
Misc
Expenses Total
Term and AY Net

34. Online Master’s in Science - Financial Model Summary
Online Master of Science in Space Engineering
The degree is comprised of n courses (x total credits) with y total courses being offered in steady state.
AY18 AY19 AY20 AY21 AY22
Annual Enrollments (Fall, Spring, Summer) # # # # #
Revenue & Funding
Tuition and Institutional Fee $ $ $ $ $
Gifts and Reallocation of Institute Resources $ $ $ $ $
Total Estimated Revenues $ $ $ $ $
Expenses/Costs
Course Creation & Maintenance $ $ $ $ $
Course Delivery $ $ $ $ $
Program Staff $ $ $ $ $
Operations, Materials & Supplies $ $ $ $ $
Independent Program Evaluation/Auditor $ $ $ $ $
State Authorization fees $ $ $ $ $
Total Estimated Expenses $ $ $ $ $
AY Gain/Loss $ $ $ $ $
Cumulative Gain/Loss $ $ $ $ $

35. Reflection on Session
http://www.slido.com with #T171

36. Break

37. Section 3:
Design, Quality,
Teaching at Scale

39. Course Team
• Faculty
member(s)
• Instructional
designer
• Interactive media
producer
• Graphic designer
• Teaching
assistant*
Process
• Academic Programs
formal kick-off
• 6-8 months before
launch
Longer if course is new
• Pre-production
• Production
• Post-production

40. In-House Learning Design & Production
• 40+ year experience in teaching/learning at a
distance
• ID team: 7, IT team: 3, Producers: 5, Graphics
Designer: 1, Dig. Lrn. Support Spec: 1.
– 20+ more in other support roles
• 2 black-box studios, one self-service, one audio
studio (Whisper room), one studio with Lightboard
• 15 distance learning-equipped classrooms

41. In-house production
Master Control Facility

42. Black box studio (2)

43. Audio booth (Whisper Room)

44. ”Self-service” Studio

45. Course Design/Development Process
1. Project initiation/Partnership/Team Assignment
2. Course kick off meeting
3. Background information created
4. Work session(s)
5. Course outline/ timeline/ blueprint
9. Quality reviews
10. Implementation
• Beta-test
• Forum monitoring
• Revisions
11. Course refresh in 3 years
6. Recording/Production begins
7. Editing/media post-production
8. Platform build

46. • All course team members
are responsible
• Degree use versus open
access
• Does the faculty own the
materials?
• Does the editor/publisher
limit what the author(s) can
do?
• Public Domain/ Fair Use/
Teach Act
• “I use it in my F2F class”
• Consult with the library
often/ attend webinars

47. Quality Matters ©
Higher Ed Rubric Standards
• Focus Alignment
• Learning Objectives
• Assessments
• Instructional Materials
• Activities & Interactions
• Course Technology
• All work together to ensure
desired learning outcomes are
achieved
Continuing and Professional
Ed Rubric Standards
• Assist in the evaluation of
various structures and
modalities for non-credit
bearing courses

51. Learner Engagement
• 1/50 TA/student ratio
• Real-time office hours, Q&A sessions, exam
debriefs
• Course forums
– Student-created and run forums
– Rich discussions in forums - adult learners with
work experience

52. Engagement – OMS-CS
Canvas
Account Provisioned
and Courses Enrolled
canvas.gatech.edu
Udacity
Account Provisioned
and Courses Enrolled
udacity.com
Udacity
OMS-CS Video
Orientation
udacity.com
Udacity
Non-Graded
Programming
udacity.com
Udacity
Non-GradedExercises
udacity.com
YouTube
Video Lectures
Bonnie CLI
Graded Programming
bonnie.udacity.com
MOSS
Code Plagiarism
Detection
Peer Feedback
Peer Review
peerfeedback.gatech.edu
Piazza
Discussion Tool
(LTI)
ProctorTrack
Virtual Proctoring
(LTI)
Custom Scripts
Faculty/TA Functions
Banner
Grade Publishing
Yellow items are student-facing

54. Challenges -
• Gradebook on edX vs Canvas
• Accessibility features
• Integrations
• Blue Jeans / WebEx / YouTube Live /
Google Hangouts
• Discussion tool(s)
• Piazza forum / Canvas

55. Challenges -
• Multiple programs, multiple shells, multiple business
models, multiple cohorts, multiple content types
– OMSCS, OMS Analytics, OMS Cybersecurity now sharing courses
– edX audit, verified and degree track | content types
• Different assessments for different cohorts/content types
• Create in Spring, shorten for Summer, then apply
improvements to Fall à it never ends
• What does not scale?
– Group Assignments / Peer Review
– Skip Days (Specific Professor)
– Intro threads

56. Challenges
• 60+ social media sites created by students
• Attract and retain talent in Atlanta market
• Slow state business processes
– Procurement restrictions

57. Reflection on Session
http://www.slido.com with #T171

58. Section 4:
Strategic Collaborations
versus
Do-It-Yourself

59. Legacy of the
Year of the
MOOC
We learned a whole lot….
(and still learning)

60. • Industry needs
• Learner Persona
• Competition
• Key Messages /
Positioning Statement
• Email Nurturing
• Social Media
• Press
• Constant Monitoring
Market Research and Marketing

61. Business Plans
Online Master of Science in Space Engineering
The degree is comprised of n courses (x total credits) with y total courses being offered in steady state.
AY18 AY19 AY20 AY21 AY22
Annual Enrollments (Fall, Spring, Summer) # # # # #
Revenue & Funding
Tuition and Institutional Fee $ $ $ $ $
Gifts and Reallocation of Institute Resources $ $ $ $ $
Total Estimated Revenues $ $ $ $ $
Expenses/Costs
Course Creation & Maintenance $ $ $ $ $
Course Delivery $ $ $ $ $
Program Staff $ $ $ $ $
Operations, Materials & Supplies $ $ $ $ $
Independent Program Evaluation/Auditor $ $ $ $ $
State Authorization fees $ $ $ $ $
Total Estimated Expenses $ $ $ $ $
AY Gain/Loss $ $ $ $ $
Cumulative Gain/Loss $ $ $ $ $

62. Learning Design across programs/platforms
• OMS-CS design and development
transitioned to GTPE from Udacity in 2018
• All Coursera MOOCs, PMs, OMS Analytics,
OMS Cyber and traditional distance
programs
• Integrated instructional design and
production team
• Learner differences
• Content variations

64. Institutional Readiness and Partnerships
• Many teams and areas of expertise
– Marketing
– Finance
– Design/development
– Learner services
– Technology
• What is strategic? What should not be
outsourced? What should be built within?

66. The culture, capabilities, and conditions needed for Georgia Tech to
succeed in attracting, developing, and retaining the workforce of the
future.
Vision Inclusive of Ourselves

67. Reflection on Session
http://www.slido.com with #T171

68. Action Plan
• What assets (expertise, units, resources) are in place?
• How to scale existing assets, processes, policies?
• How to engage universities?
• How to engage the system?
• How can the work be shared?
• What components might be best positioned at the system?
http://bit.ly/suny-action-plan

69. Thank you!
Continue the conversation
nelson.baker@pe.gatech.edu
yakut@gatech.edu