Developing your budget

In developing the budget for your proposal, you will want to think about each step of the pathway you propose. You will want to consider two key questions: 1) how will I reward instructors for completing each stage? and 2) what costs are there besides incentives for instructors (materials, for example)? The information below will help you determine how much time the work of the grant will take. To convert that time into money, it may be helpful to consider the time as a percentage of a course overload or reassignment. While this can vary by College, it can be a helpful metric for laying out the incentives for instructors.

To break down the time, consider the factors below. The levels will vary widely but some factors to consider are:

  1. Level of instructional design applied to the courses
  2. Level of "media richness"
  3. Whether many of the resources have already been developed (for a face-to-face course, for example)
  4. How much time will instructors have to dedicate to building their courses?
  5. What percentage of a course reassignment will the work of this grant be? (This will help you convert the time spent into dollars.)

Professional Development

Depending on your preference, the rough time estimates for this stage are:

Modality Time estimate
Asynchronous Training or Professional Development 15-20 hours
Special Session of Online Teaching Fellows 15-20 hours
Ad hoc Trainings variable, depending on need (anywhere from 5 to 25 hours)

Course Planning and Course Design

Taken together, these stages will vary depending on:

  • Level of instructional design - the more intensive the design, the higher quality the course, but the longer the time to develop. (You will likely get this time back in not having to re-design as much in subsequent semesters.)
  • Level of "media richness" (videos, graphics, simulations, interactive exercises) - increased richness can lead to better instructional outcomes and increased student engagement, but there can also be increased costs of time associated with developing these elements and purchasing any materials.

Rough time estimates

The number of hours to develop a course covers a wide range, from about 70 up to 600 hours. The average amount of time is about 250 hours (spread among the instructors and CATL staff).

Here is a rough breakdown of the time estimates for the various levels of instructional design:
  • Content upload for delivery: On the low end, uploading materials in to the LMS (Canvas) that the instructor has developed for face-to-face delivery. This level assumes there is little instructional design to re-purpose materials for the online environment. (60-80 hours)
  • Basic instructional design: In this scenario, instructors work with CATL to restructure face-to-face material for the online environment. (160-280 hours)
  • Higher-level instructional design: In this model, instructors work with CATL to move beyond re-purposing material and develop courses that have the same rigor as a face-to-face class but are built for online delivery from the get-go. Online classes will be more than ersatz face-to-face classes. (280-plus hours)

Quality Assurance

Costs for this step will vary widely depending on the strategy the program chooses.

As a guideline for the peer review or community of practice model, UWGB used to pay $150 to each peer reviewer for courses that earned Quality Matters certification.

This page borrows heavily from the Center for Educational Innovation at the University of Minnesota, Twin Cities