Develop new course activities. Add case studies with critical thinking questions.

Identify web resources. Select multiple and varied web sites for linkages, links from the course home page to syllabus, instructor access, Electronic Grade Book, chat rooms, and course assessment tools.

Iplement delivery. Collect student and peer evaluations. Discuss recommendations and revise.

8. Quality and/or Transferability Plans and/or Strategies
The course content and nature of the on-campus version of MKT 333 should be easily transferable to a web-based course for distance learners. The quality of MKT 333 will remain high in the new distance delivery version and might even be improved by the interactive CD-ROM exercises and the broader range of studies involved.

Four types of peer review and acceptance will be implemented during this project.

1. The quality of the course will be insured by periodic peer review by volunteer marketing faculty in the School of Business at ISU.

2. The School of Business Curriculum Committee has mandatory monitoring responsibility for quality of course content delivered at ISU.

3. Acceptance will be fostered by engaging faculty from throughout Indiana and the Midwest via electronic discussion groups.

4. Acceptance will also be obtained from the nationally recognized Association of Business Simulation and Experiential Learning (ABSE). Visit their site at: http://www.towson.edu/~absel/

9. Information about How the Course Fits into Other Efforts in Indiana
An on-line MKT 333 course supports and strengthens DegreeLink, a statewide program that offers baccalaureate degree-completion opportunities and access to Vincennes University and Ivy Tech State College students and alumni. Support of DegreeLink encourages future partnerships among Indiana institutions and promotes the new “community college” initiative within Indiana. In addition, MKT 333 is a requirement for the marketing major at ISU, and is a useful, not yet available distance elective for a number of majors.

10. Marketing Plan
Prospective students will learn about MKT 333 from numerous sources. The DegreeLink partner institutions - Vincennes University, Ivy Tech State College and Indiana State University - have a stake in the marketing success of the DegreeLink Business Administration Program, and will be targeting their promotional effort toward distance learners. An Interinstitutional Marketing Committee, comprised of staff members from all three institutions, has developed and is implementing a marketing plan that includes statewide advertising, mailings, press releases, and distribution of marketing materials via the DegreeLink student service coordinators. Additionally, the School of Business employs an Assistant Director, Undergraduate Student Services and Advising, who travels throughout Indiana marketing the program.

11. Project Schedule

    Fall 1999: Write and submit the proposal.
    January 2000: Notification of grant awards.
    January May 2000: Evaluate technological needs and design learning components. Choose text. Develop content and general information into web format design. Develop experiential exercises. Enter quizzes. Peer review.
    Summer, May 2000: Pilot test and evaluate.
    Summer, June 2000: Complete necessary revisions. Peer review.
    Summer, July-August 2000: Finish minor course modifications.
    Fall 2000: Offer web-based course, asynchronous mode.
    December 2000: Evaluate, make suggestions. Identify revisions. Prepare: report, publications, presentations.

12. Key Course Development Personnel
Dr. Newell Chiesl, Professor of Marketing in the School of Business at Indiana State University, will be the Project Director for the development of MKT 333. Dr. Newell Chiesl is a graduate of the Course Transformation Academy, a semester-long faculty development program sponsored by ISU’s Center for Teaching and Learning, and the Office of Continuing Education and Instructional Services to help faculty with transforming their courses for distance delivery. Additional personnel requirements for this project would include Dr. Don Kaufman, Instructional Designer, Continuing Education & Instructional Services, serving as Project Manager, coordinating resources utilized in the design and development of the course.

Proposed Budget Narrative
Several pieces of computer software and input equipment will be necessary to complete the learning objectives. A digital camera will be used to take digital images in both still (Jpeg) and motion video (Mpeg). A CD-ROM writer will store (write) the digital images from the camera to CD-ROMs. A scanner will be used to scan images, such as photographs from processed film, pictures from magazines, and other printed images, which need to be digitalized. Adobe Photoshop 5.5 will be used to edit and enhance still digital photographs. Adobe Premiere 5.1 will serve as an editing media for digital video images. The prices of the equipment are quoted, as of today, September 1999. Prices might vary by January 2000. In the past, the computer industry has experienced rapid technological advances and improvements for their products. It is extremely likely, that the named computer equipment in this proposal will be replaced by technologically superior products in the same price range. (For example, Adobe Photoshop 6.0 should replace the 5.5 version.) Therefore, the project will use the following computer equipment, or their equivalency, at the stated budget amounts.

The bulk of the award requested from IPSE will provide funding for the Project Director's salary and benefits. To develop this course for distance delivery will take more hours than teaching two summer courses. However, compensation equivalent to two summer courses equals $10,595 + fringe benefits. Dr. Chiesl is requesting compensation for only $8,000 + corresponding fringe benefits. The remainder of the salary and benefits will be contributed as in-kind. ISU's contribution to the project will be instructional design and staff assistance from the Faculty Computing Resource Center. The rationale for the basis of the budget relating to the Project Director's salary and specific elements of the institutional contribution follow.

Approximately 12 hours of overall design, development, testing and revisions are needed to transform one hour of student learning in an on-campus course to one hour of on-line distance learning. A semester contains 45 student learning hours (3 hours/week x 15 weeks). Then, (45 x 12=) 540 hours are needed to transform an existing course into an on-line course. CEIS feels this is a reasonable estimate.

The 540 hours contain the following tasks. The Project Director and the Instructional Designer must identify and then recreate verbal teaching and classroom learning experiences into an asynchronous, on-line learning experience. This includes: lectures, classroom discussions, in-class explanations, and in-class experiential exercises. This interactivity must be replicated with interactive, internet based learning materials and CD-ROM exercises. Another activity entails designing formative and summative evaluations for the on-line course in order to obtain feedback from students. The Faculty Computing Resource Center (FCRC) staff will be involved with transforming printed materials, such as handouts, on-reserve readings, and study guides, into on-line learning exercises. The FCRC staff will also transform tests, quizzes, and surveys into on-line material. The last step consists of editing, proofreading, and making the revisions as recommended by the course editor.

The breakdown for the institutional matching expenses for an average course transformation, follow.

Instructional designers @ $50/hour 200 hours $10,000
Faculty Computing Resource Staff @ $30/hour 200 hours 6,000
Course Editor @ $25/hour 20 hours 500
Miscellaneous office expenses 500
Total of Institutional Match $17,000

Appendix A: Summary of Lead Faculty Member’s Experience

Dr. Newell Chiesl, the Project Director, earned a Ph.D. in Marketing at the University of North Texas in 1974. For the past 20 years, he has taught MKT 333, New Product and Pricing Strategy, at Indiana State University. He is a graduate of the Course Transformation Academy at ISU, a semester-long program sponsored by Continuing Education and Instructional Services (CEIS) to assist faculty with transforming their courses for distance delivery. Dr. Chiesl has extensive computer skills and serves as the Webmaster for ISU’s Marketing Program. He has published numerous articles and has presented papers at National conferences on the topics of marketing, experiential learning and pedagogy. Dr. Chiesl has also served as an expert trial witness in a “New Product” legal action. Besides conducting consulting projects, he has been the recipient of more than twenty grants, and remains fascinated with the pedagogical delivery of quality instruction for the distance student.

A sample of conference presentations follows:

“Commercial Clutter and the NFL,” Proceedings, Marketing Management Association, 1999, Chicago, IL, March 17-20, 1999, pp. 201-202.

“Business Failure and its Avoidance,” Proceedings, 19^th Decision Sciences Institute, 1998, Las Vegas, NV, November, 1998, pp. 114-117.

“Small Business Productivity in the Construction Industry,” Proceedings, 27^th edition, Western Decision Science Institute, Reno, NV, 1998, pp. 672-674.

“Teaching Ethics in the Business Curriculum,” Proceedings from the Marketing Management Association Fall Educators Conference, St. Louis, MO, 1998.

“Student Ratings of Instruction: A Casual Analysis of Process Variables,” with Paswan, Audhesh K., and Young, J., Decision Science Institute, Las Vegas, November, 1998.

Chiesl, Newell and Czyzewski, Alan B. “Building A Foundation for Successful publishing In Marketing Journals,” Western Decision Science Institute, Chicago, 1998.

Chiesl, Newell and Dallman, Bruce. “Small Business Productivity In The Construction Industry,” Marketing Management Association 1998 Proceedings, Chicago, 1998.

“Integrating the Marketing Curriculum Using Collaborative Learning,” Developments in Business Simulation & Experiential Exercises, Volume 21, ABSEL Conference, Maui, 1998.

"Don't Just Teach Ethics To Business Students," ABSEL, San Diego, 1994.

"The Use of a Non-Business Simulation to Assist in the Teaching of Marketing Management" ABSEL, Las Vegas, Developments in Business Simulation & Experiential Exercises, Volume 15, 1992.

"Technological Transfer for Pacific Asian Countries" International Symposium on Pacific Asian Business, Oahu, 1990.