About ILI | TLS Services | RIT Online Services | ILI Website · Demand for Marketing and Digital...

Rochester Institute of Technology 1

We are so pleased to meet with you to fill you in on our progress and discuss possible collaborative opportunities.

We value your time and your input.

Presented by: Neil HairInterim Executive DirectorInnovative Learning Institute

About ILI | TLS Services | RIT Online Services | ILI Website


Mission of the Innovative Learning Institute (ILI)

The ILI is committed to the University’s mission to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well-prepared for their chosen careers in a global society. We support this mission by leveraging new technologies and innovative pedagogies to enhance curricular flexibility and strengthen RIT’s brand presence globally.

The ILI coordinates the development, adoption, and promotion of effective teaching and learning in higher education at RIT.



About the ILI

Through its two entities—the Teaching & Learning Services (TLS) and RIT Online—the ILI anticipates, assesses and responds to current trends in higher education by:

supporting faculty experimentation across disciplines

exploring flexible learning options

leveraging new technologies and pedagogies to strengthen RIT’s global presence

to ultimately provide exceptional learning experiences for our students

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About the ILI Units

Through TLS, the ILI encourages innovative teaching and learning projects in all RIT Colleges, including technology-enhanced and online course formats. TLS supports faculty in designing courses, applying appropriate academic technologies, developing media, and using classroom technology resources.

Through RIT Online, the ILI provides students with a robust, engaging, success-oriented experience; a growing portfolio of demand-based online products; and exceptional social and academic support. RIT Online’s system of modular courses, stackable credentials and accelerated options allows students to efficiently and affordably pursue an RIT degree, certificate or a new competency.



Execu&ve Director, ILI(Neil) Exec. Admin

(Dawn S.)

Finance(Lea)

Instruc&onal Design Researcher/Consultant

(Michael)

Mul&media Developer(Chris)

Manager Classroom Technology(Aaron)

Online Learning Support Specialist

(Jackie)

Data Analyst(Raychel)

Social Media Community Specialist

(Dan)

Director, RIT Online(Thérèse)

Manager AT Systems(Ken)

Assistant Director ILI TLS Opera&ons

(Ian)

SoNware Engineer(Open)

Manager Instruct Tech Prod (Joe)

AT Support Specialist (David Z.)

Opera&ons/Support Supervisor(Sherry)

Recruitment and Reten&on Specialist

(Open)


(Rebecca J.)


(Marty)

Opera&ons Systems Engineer (MaR)

Learning Environment Engineer and Designer

(ScoR)

Instruc&onal Technologist(Marybeth)

ID Program Coordinator(Jeremiah)

Student Experience

Instructional DesignClassroom Technology

Instructional Tech./Production

AT Systems



Teaching and Learning Services (TLS), a unit of the Innovative Learning Institute (ILI) at RIT, furthers faculty

teaching effectiveness and student learning.

TLSSupport Desk

InstructionalDesign

ClassroomTechnology

Instructional Technology

Media Production

myCoursesLMS



About Teaching & Learning Services (TLS)

TLS partners with RIT faculty to improve and expand their students’ learning experience with on-campus, online, and blended courses.

TLS supports faculty in designing courses, applying appropriate academic technologies, developing media, and using classroom technology resources.

Partner with us to: discover, design, develop, deliver, diagnose, disseminate & deliberate to create exceptional student experiences.



01Discover

Design

02

Develop

0304

Deliver

Diagnose

05

06Disseminate

07Deliberate

Followingthe 7 D’s

Draw on literature, conferences, the

new ways of enabling your students to achieve course objectives.

Envision your class: how you will work with your students and how they will work with each other to learn.

Create the components of your course: lectures, media, assignments, and assessments for students to gain knowledge and practice skills.

Engage your students using various delivery methods and activities in the learning process.

Assess what worked and what didn’t: what helped students learn and where you need to course-correct.

Share what you have done with colleagues so they

your creativity and experience.

based on results, continually looking for ways to improve student outcomes and satisfaction.

7 D’s



Bloom’s Taxonomy



Course DesignCourse design consultations Course design learning events Course planning tools Online course design Flipped classroom ideas

Course DevelopmentCourse development supportOnline course materials supportCourse media captioningVideo recording & editingMultimedia developmentmyCourses consultationsAcademic technology consultationmyCourses & academic technology learning events

FacilitiesTLS Media StudioFaculty Computer Lab

TLS Services Breakdown

Course DeliveryTeaching & Learning Support Desk Classroom technology training Classroom technology delivery Equipment loansClassroom event supportOnline course exam proctoring

Other Faculty ServicesTeaching & learning research & development projects Grant-funded project support Faculty Learning Communities Classroom Observation Classroom technology usage resources Learning space design consultation

PoliciesInstructional DesignClassroom TechnologyStudio and Lab SupportAcademic TechnologyMedia Production



Flipped Classroom



TLS Updates Revised PLIG process – flipped and learning analytics

Completed LMS review – faculty satisfaction high

Completed first 8 of RIT Online accelerated courses using the new design and development process

Launched new TLS website – student support website soon to follow

Created 3 new innovative learning spaces – Steelcase, T.I.L.E and TLT Studio

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Custom Research & Demand Reporting for Online Opportunities

Marketing Supportfor Online Courses & Programs

Online Student TrackingReporting and Support

RIT Online provides marketing support; offers incentives to help refresh existing content; and provides customized

research analyzing market demand for online courses.



About RIT Online

RIT Online will build and maintain a demand based portfolio of online products by identifying sustainable market opportunities in the online space and aligning them with college programs.

RIT Online will provide marketing for online courses & programs.

RIT Online will provide tracking & reporting of online performance including regular outcome assessments of growth, retention and attrition in order to measure and improve online learning at RIT.

RIT Online will provide a superior co-curricular online student experience through the Virtual Campus and other support tools.



Custom Demand ReportingPreliminary ConsultationsNew Online Course Opportunity ReportingNew Online Program Opportunity ReportingExisting Online Course Demand ReportingExisting Online Program ReportingOnline Competitive Landscape Analysis

New Online Course/Program Proposal SupportDemand Assessment AssistanceVetting Process AssistanceFinancial Incentive AssistanceProposal Review Process Assistance

Online Performance Reporting Online Student Enrollments by ProgramOnline Student Enrollments by CourseOnline Course OfferingsOnline Outcome Assessments

RIT Online Services Breakdown

Design & Marketing SupportRIT Online Website Highlight FeaturesTarget Audience IdentificationOnline Course MessagingOnline Program Messaging“Try Before You Buy” Course ModulesPR Strategy Planning and ExecutionOnline Promotional Campaigns (Print & Web)Design of Digital Marketing CollateralVirtual Campus Highlight FeaturesSocial Media Planning and Marketing

Virtual Campus SupportNon-Degree Seeking Student Support Assistance with Online Orientation (TLS)Assistance with Online Resources (TLS)Virtual Campus Online Program Custom FeedsVirtual Campus Custom MessagingVirtual Campus Message Board Feedback



Custom Demand Reporting RIT Online is a member of the Continuing and Online Education (COE) Forum, a program of the Education Advisory Board.

As a COE Forum member, we can request demand reports exploring the viability of online course & program concepts.

Burning Glass, a COE partner, uses an artificial intelligence engine to mine over 80 million unique online job postings for intelligence on titles, skills, educational requirements, etc.. We use this data to gauge the size of occupational markets, align curriculum, define career paths, expand geographies and tap new student segments.



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Education Advisory Board

2445 M Street NW ● Washington, DC 20037 Telephone: 202-266-6400 ● Facsimile: 202-266-5700 ● www.educationadvisoryboard.com

© 2012 The Advisory Board Company

Changes in Jobs Postings Requiring Digital Marketing Skills Between January 2010 and December 2012

Program administrators face continuous changes in their program industries and update curricula annually to ensure graduates possess skills that meet employer demand and industry practices.

Methods to Align Program Curricula with Employer Demand and Industry Practices

The curriculum at University of Pittsburg includes client projects with nearby companies. Students form relationships with potential employers, employers identify top talent through review of the projects, and program administrators identify skills sets that employers desire through employer feedback on projects.

Program administrators at University of Pittsburg ask employers in the surrounding area to modify syllabi to reflect current skill requirements for job openings.

The program director at University of Minnesota requests professionals from their partner, the Sustainable Design Institute, to serve on their advisory board. Contacts observe advisory boards consist of industry leaders and faculty, but often remain inactive unless program directors actively solicit input and participation.

Program administrators at Duquesne University analyzed postings for jobs requiring web design and development skills in career search tools such as Monster, higheredjobs.com, and websites of program area organizations, such as interactive design. Burning Glass Labor/InsightTM, analyzed in this report, compiles similar information across job posting websites.

Project management programs partner with the Project Management Institute (PMI), which researches industry trends, projections for project management jobs, and desired skill sets.

The director of the project management program at UT-Dallas hosts two on-campus events per year for alumni to return to campus, share experiences, and suggest areas for modification to the program curriculum.

The project management program director at Western Carolina University surveys students on usefulness of curricula and effectiveness of instructors and pedagogy.

1,009

1,962

3,320 3,365

4,989 4,643

0

1,000

2,000

3,000

4,000

5,000

6,000

1/2010 -6/2010

7/2010 -12/2010

1/2011 -6/2011

7/2011 -12/2011

1/2012 -6/2012

7/2012 -12/2012

Form partnerships with industry professionals

Ask employers to review syllabi

Form an advisory board

Analyze job postings

Join professional memberships

Connect with alumni

Survey students

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Demand for Marketing and Digital Marketing Jobs are Projected to Expand in the Next Eight Years An analysis of job postings records that traditional marketing job postings include requirements for digital marketing skills, which is consistent with contact observations that traditional marketers require higher data proficiency. However, students with digital marketing skills may find specialized digital marketing jobs such as a digital marketing manager, specialist, and strategist or a digital advertising account executive, digital media planner, or social media specialist.1 Traditional marketing and advertising jobs expect a 14 percent growth rate in the next eight years, (same as average).2 However, analytics marketing jobs such as market research analysts expect a 41 percent growth rate in the next eight years, which is much faster than average.3 (Chart 10 in Appendix II lists further occupations for digital marketing jobs).

Number of Postings for Digital Marketing Jobs by Occupation Between February 2012 and February 2013

Top industries that desire digital marketing skills include advertising, retail, pharmaceutical, financial, and broadcasting. Advertising agencies and retail companies such as Dick’s Sporting Goods and American Eagle employ digital marketing students from University of Pittsburg. Urban Outfitters posted 14 jobs for directors of marketing and 11 jobs for marketing managers. Online retail companies seek a high number of digital markets: Amazon.com posted 26 jobs for marketing managers, seven jobs for user experience designers, and five jobs for heads of social media advertising.

Bayer Corporation, a pharmaceutical company, seeks digital marketing skills in job postings for sales representatives, digital mangers, and marketing managers. JP Morgan Chase, a financial company, recruits marketing managers, business analysts, and digital analytics platform architects. Time Warner, a broadcasting company, seeks marketing coordinators and directors of social media marketing. (Chart 11 in Appendix II lists top employers for jobs requiring digital marketing skills).

1 Master of Science in Digital Marketing, Sacred Heart University, http://www.sacredheart.edu/academics/johnfwelchcollegeofbusiness/graduateprogramscertificates/msindigitalmarketing/degreerequirements/. 2 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Advertising, Promotions, and Marketing Managers, accessed February 28 2013, http://www.bls.gov/ooh/management/advertising-promotions-and-marketing-managers.htm. 3 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Market Research Analysts, accessed February 28 2013, http://www.bls.gov/ooh/business-and-financial/market-research-analysts.htm.

203204265

3921,024

1,2353,262

Industrial Production ManagersSearch Marketing Strategists

Web DevelopersGeneral And Operations Managers

Public Relations SpecialistsMarket Research Analysts

Marketing Managers

Occupational and Employer Demand

n= 10,180 job postings with 370 unspecified 30 of 32




Chart 9: Number of Postings for Digital Marketing Jobs by Desired Skill Between February 2012 and February 2013

Chart 10: Number of Postings for Digital Marketing Jobs by Occupation Between February 2012 and February 2013

9179259279681,0031,0541,0991,108

1,2031,2151,264

1,3541,472

1,5781,7251,7351,740

1,8322,625

5,551

Web Site DevelopmentProduct Management

Marketing CommunicationsSearch Engine Marketing (sem)

BloggingCustomer Relationship Management (crm)

Adobe PhotoshopBusiness Development

Google AnalyticsMarket Research

Search Engine Optimization (seo)Email Marketing

Content ManagementMarketing Management

Electronic CommerceMarket Strategy

Web AnalyticsOnline Marketing

MarketingSocial Media

64708184869596103112128136138173201203204265

3921,024

1,2353,262

Computer Systems Engineers/ArchitectsCustomer Service Representatives

Graphic DesignersAdvertising Sales Agents

Sales ManagersInformation Technology Project Managers

Management AnalystsComputer Systems Analysts

Web AdministratorsFirst-Line Supervisors Of Retail Sales Workers

Public Relations And Fundraising ManagersOnline Merchants

Executive Secretaries And Admin. AssistantsSales Representatives

Industrial Production ManagersSearch Marketing Strategists

Web DevelopersGeneral And Operations Managers

Public Relations SpecialistsMarket Research Analysts And Marketing Specialists

Marketing Managers

n= 10,180 job postings with 0 unspecified

n= 10,180 job postings with 370 unspecified

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Changes in Jobs Postings Requiring Digital Marketing Skills Between January 2010 and December 2012

Program administrators face continuous changes in their program industries and update curricula annually to ensure graduates possess skills that meet employer demand and industry practices.

Methods to Align Program Curricula with Employer Demand and Industry Practices

The curriculum at University of Pittsburg includes client projects with nearby companies. Students form relationships with potential employers, employers identify top talent through review of the projects, and program administrators identify skills sets that employers desire through employer feedback on projects.

Program administrators at University of Pittsburg ask employers in the surrounding area to modify syllabi to reflect current skill requirements for job openings.

The program director at University of Minnesota requests professionals from their partner, the Sustainable Design Institute, to serve on their advisory board. Contacts observe advisory boards consist of industry leaders and faculty, but often remain inactive unless program directors actively solicit input and participation.

Program administrators at Duquesne University analyzed postings for jobs requiring web design and development skills in career search tools such as Monster, higheredjobs.com, and websites of program area organizations, such as interactive design. Burning Glass Labor/InsightTM, analyzed in this report, compiles similar information across job posting websites.

Project management programs partner with the Project Management Institute (PMI), which researches industry trends, projections for project management jobs, and desired skill sets.

The director of the project management program at UT-Dallas hosts two on-campus events per year for alumni to return to campus, share experiences, and suggest areas for modification to the program curriculum.

The project management program director at Western Carolina University surveys students on usefulness of curricula and effectiveness of instructors and pedagogy.

1,009

1,962

3,320 3,365

4,989 4,643

0

1,000

2,000

3,000

4,000

5,000

6,000

1/2010 -6/2010

7/2010 -12/2010

1/2011 -6/2011

7/2011 -12/2011

1/2012 -6/2012

7/2012 -12/2012

Form partnerships with industry professionals

Ask employers to review syllabi

Form an advisory board

Analyze job postings

Join professional memberships

Connect with alumni

Survey students



College Identified Opportunityor Other (EMCS, RIT Online...)

Demand Report

RIT Online Credential ReviewDraft

Program Action Plan

New Credential

Opportunity

5. Write and Sign Documentation

Dean Approved?

1. Identify Market Demand

Key

Process

Document

Decision

Sub-Process

Comment

Review Demand Report with Provost

2. Identify RIT Campus Programs

Provost Approved?

List of Potential Credential Programs

3. Discuss Credential w/ Dean

NoNo

Credential Agreement (Provost, Dean, Dept.)

NYSEDApproval Process

Yes

Yes

Credential Approved

6. Program Planning/Review

RIT Process within Academic Affairs

4. Action Plan Development

New Online Course/Program Proposal Support

Once an online opportunity is identified through demand research, it is then aligned with college programs (draft of process below).



Design & Marketing Support RIT Online is the outward facing unit that will be responsible for the marketing of the online courses and programs at RIT.

RIT Online marketing tools and services to promote online courses and programs include:

RIT Online Website, Virtual Campus, PR Campaign Strategy, Social Media Marketing, “Try Before You Buy” Course Modules, Brand Messaging, Design of Digital Promotional Materials

RIT Online will work cooperatively with the Office of Part-time & Graduate Enrollment Services to ensure an integrated approach.



Change Agent Snapshot: Kevin Surace

“I believe at the heart of our economic future lies creativity and disruptive innovation. So inspiring, encouraging, and rewarding creativity is a huge part of being a change agent in the world today.”

Career highlights: Surace, who has been awarded 23 U.S. patents, was named Inc. magazine’s Entrepreneur of the Year in 2009. The following year, CNBC named him one of 15 Leading Innovators for the Next Decade, and the World Economic Forum named him a Tech Pioneer.

Current position: CEO of Appvance (www.appvance.com), a provider of web app validation software and services. Appvance’s technology drives scalability and performance in business and consumer websites and apps.

Career path: Surace served as chairman, CEO and president of Serious Energy (formerly Serious Materials) from 2002 to 2012. The company received widespread acclaim for developing innovative, energy-efficient building materials and software and completed some 70,000 projects including the Empire State Building. Before joining Serious Materials, Surace held executive and technical positions with Perfect Commerce, General Magic, Air Communications, National Semiconductor, and Seiko-Epson.

RIT Degree: BSET Electrical Engineering Technology (1985) plus a concentration in music.

What led you to choose RIT?As a kid, I was really interested in electronics. I started my career in consumer electronics and saw the opportunity in business applications. I wanted a deep understanding about the technology to be effective in marketing and sales roles. What attracted to me to RIT is that the RIT course offered practical, hands-on experience — and placed less emphasis on the theoretical aspects of electronics. I was interested in designing things, so this was a perfect fit.

Tell us about your experience at RITIt was an incredibly rigorous program — I think the attrition rate in my program was 50% because the courses were so demanding. We were all surprised by how hard it was. But I think the way the courses were designed challenged us to think through problems and approach them from different angles — a skill I was able to apply later to develop solutions at a broad scale.

I was also lucky enough to be able to combine the EET degree with a concentration in music — this was a perfect balance for me. In fact, many of the creative thinking skills that I learned with my music professor have continued to be useful in my professional life.

How did RIT prepare you for early changes in you professional career?As a newly minted RIT graduate, I already had five years’ sales experience in electronics plus co-op at IBM. That, coupled with my technical training at RIT was a great combination in Silicon Valley in the late ’80s. It’s certainly true that RIT gave me core skills and knowledge that I could instantly apply to solving problems, and I think this skill, above all, has helped me to advance and to be an active and vocal contributor at National Semi, General Magic and Serious Energy.

In terms of attributes that helped advance me from sales engineer to CEO, I think the most valuable skills I learned at RIT were team-building and interpersonal skills developed through team study. You often hear that it’s important to build teams of independent thinkers — and I agree with that. But I think it’s equally true that a good leader will help lead team members to great ideas by inspiring confidence and risk-taking. A good team can build on those ideas and solve big problems. I’ve seen this over and over again.

What are the key ingredients to enable change?I believe that creativity — inspiring and encouraging people and teams to be creative and think out of the box —is a huge part of being a change agent. But when you think about it, creativity is really about taking risks. In other words, change agents have to be risk-takers. The problem I’ve seen in companies that struggle with the creative process is that people are afraid to take risks. For many of us, that’s outside our comfort zone and that stagnates innovation. Having the audacity to stand up, say what you think, and suffer the potential shame and ridicule: that’s hard. In this age of fast-changing complexity, a great risk-taker is not necessarily braver; he or she is just better informed about the consequences of his or her choices.

So what I focus on is making risk a natural part of the corporate culture — embracing risk. You can’t tell people to take risks, of course. But you can make it okay to pursue an idea and fail. You can make it safe to fail by fostering a corporate culture that embraces risk, and by making it clear that everyone is encouraged to take risks — that it’s actually expected of them. You also have to make it clear that the organization embraces failure, because from failure comes success. The best thing you can do as a CEO it to tell people that taking smart risks will not only ensure you have a job but will move you up the corporation.

Tell us more about creativity. How do you inspire and harness it?RIT encouraged me to be an experiential person and not just a theoretical person, and this has served me well throughout my career. I look for people who are willing to use experiential and theoretical techniques to take smart short cuts. Why? Because acting on a creative hunch that’s informed by theory can lead to disruptive innovation. Sometimes it’s better to combine a few chemicals in the lab than to spend several days calculating what might happen by using a controlled theoretical simulation. I like to say: try it in the lab and see what happens.

As I said a moment ago, you enable creativity by inspiring people to take risks. At its most basic level, this can be as simple as saying “What problem are we trying to solve? Let’s evaluate as many different ways as possible to solve it. Are there other ways we can solve this pain point?” The role of a good leader is to lead your team to asking the right questions and then letting them develop a wide range of answers.

Of course, great creativity leads to lots of great ideas. But it’s important to remember that a good CEO needs the courage to choose the best course — or at least what looks like the best course, given what we know right now. You cannot separate leadership from decision-making—the team needs you to make a decision. Execs who cannot make decisions quickly lose their way in this economy faster then they find it. Good leaders know how much risk to take and when. There is no gain without risk.

Last question: what have you learned about leadership?Today’s leaders—especially those in Silicon Valley—face a massive challenge every day: disruption. Entire industries are changing more rapidly each year. This means you must continually challenge your team and your business to evolve, because if you don’t disrupt your own business today, you’ll probably be out of business tomorrow.

A successful leader must care about his people and gain their trust—to the point that they will follow you to the grave. They have to believe in the team’s ability to achieve, even when you set the bar impossibly high. By that same token, a good leader must know when to seek guidance and help from those who have been there before. People who think they know everything and don’t need help will never make good leaders. We all need help, everyday, and forever. Learning every single day is a great skill and in the end brings great joy.

KEVIN SURACE

“If you don’t disrupt your own business today, you’ll

probably be out of business tomorrow.”

Tell us about your experience at RIT:It was an incredibly rigorous program. But I think the way the courses were designed challenged us to think through problems and approach them from different angles—a skill I was able to apply later to develop solutions at a broad scale.



OPPORTUNITYAt RIT, we have the expertise to help you upgrade your career. We understand the tragedy of being stuck, and we’re here to point you in the right direction. We believe in a design-centric approach while creating the framework to help you create, critique, and pitch your ideas.

Front-end design is the first point-of-contact with the end user. It’s critical that the interface makes sense—why do a button? We help define the problem, use current principles, customize, and defend the solutions. You will develop a critical eye while learning the importance of design and aesthetics. Visual design is the cornerstone of our program, and you will learn how to reflect the brand and provide a clear message. From designers to programmers, directors to CEOs, there are many within the organization who touch the user experience. This course will provide a huge boost in acceleration of understanding, creating a fast track to better UX capabilities.

BIG PICTUREThe user experience design and development advanced certificate is based on a concept that UX and UI design is NOT platform-agnostic. In fact, we believe that each platform has its own design principles and guidelines that need to be followed. We introduce a whole new set of skills, giving you a new process and vocabulary while focusing on a mobile-first strategy. The course content fosters research, critical thinking, problem solving, and creativity across a full spectrum of media. Your enhanced critical eye will lead you to new places and create new designs. You will develop the skills to achieve job mobility in the fields of digital design from the user experience to computer application, web and mobile design and development, marketing, and advertising.

FACULTY According to Adam, moving to mobile is key. “Stop resizing your desktop for mobile. It is about having a mobile-first strategy.”

WHY CHOOSE RIT ONLINE At RIT, we create experience directors. We help you define a vision, bring it to life, critique it, rework it, and pitch it. We examine all sides, and if it’s round, we reach the center. Our alumni work at Google, Apple, RGA, Crispin Porter + Bogusky, IDEO, Tesla, Ogilvy & Mather, IBM, Kleiner Perkins, Yahoo!, and startup design incubators.

User Experience Design & Development - New Messaging



Virtual Campus Support A Virtual Campus experience comparable to the on-campus experience which includes multiple levels of social interaction and feedback mechanisms for adult online learners.

The Virtual Campus features include:

Dynamic Student Profile, Resources, RSS Feeds from Program, Virtual Concierge, Student Network Map, Technical Support, Student Search, RIT Online Channel, Message Board, Idea Factory, Program Messaging, Hot Courses and much more

Virtual Campus (beta) launches in October & goes live in January.



RIT Online Updates

The Best Schools ranked RIT Online the #1 online college in New York State.

Their selection of schools was based on: academic excellence, faculty strength, online teaching methods, reputation, awards & number of online degree programs offered.

RIT Online ranked 11th out of the 30 Best Online Colleges for 2014 by The Best Schools.

RIT ranked as one of the nation’s best online colleges for 2014 by U.S. News and World Report.



RIT Online by the Numbers

20% growth in graduate online course enrollments since fall last year

35% growth in graduate online course enrollments since fall 2012

29% growth in online course enrollments (graduate and undergraduate) since Fall 2012

Identified & supported 2 new online programs

Identified & supported 21 new online courses

Researched & produced 12 custom demand reports

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RIT Online Updates Created process for the identification of online students

Created prospective online student workflow (non-degree seeking student gap)

Built infrastructure for online 8-week class scheduling

Won 5 awards for the RIT Online website including a gold Addy Award

Worked on RIT awareness & online marketing campaign with Match CMO

Developed social media & PR strategies

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TeachingElements

Grants & Awards

OnlineInnovation

The ILI coordinates the development, adoption, and promotion of effective teaching and learning in higher

education at RIT. Learn more at rit.edu/ili

FlippedClassroom

TeachingStrategies

FacultyCommons

The ILIPoll

Video Newsletter



Thank you for your time.For More Information Please Contact:

Neil HairInterim Executive DirectorILI

Ian WebberAssistant DirectorTLS

Thérèse HanniganInterim DirectorRIT Online


Download the ILI Presentation: www.rit.edu/ili/press-and-documents/presentations

About ILI | TLS Services | RIT Online Services | ILI Website · Demand for Marketing and Digital...

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Transcript of About ILI | TLS Services | RIT Online Services | ILI Website · Demand for Marketing and Digital...