President's Page

Phi Kappa Phi Forum, Summer 2006 by Ferlazzo, Paul J

Approximately 2.3 million students are enrolled in distance-education programs across the United States. Many of these programs are professional-training or career-enhancement programs, and many of these students are not seeking a college degree. However, many other distance-learning students are enrolled in college courses and are seeking advanced degrees from accredited institutions of higher education. In fact, nearly every Phi Kappa Phi institution offers distance-education courses, and many offer entire programs and degrees to students who rarely attend classes on campus.

Distance-learning students enroll in classes, participate in lecture/discussion sessions, take exams, and submit reports, papers, and other class assignments to their instructors and to other students through a technological environment. Very commonly students receive their instruction and exchange class materials over the Web, but also via cable, satellite, or closed-circuit television, or through some combination of technologies. Students may participate in these courses from home or from a classroom located in a nearby high school, community center, or even from a naval ship halfway around the world. A great variety of locations may serve as a classroom as long as they are appropriately connected. Campus residency may not be required or may be required only in a very limited way.

Many faculty and administrators embrace this new method of delivering courses as a positive response to the changing needs of our students, the changing demographics of the student population, and the increasing costs associated with new campus construction and maintenance. However, some faculty members are wary of the quality of the teaching/learning experience or are concerned about the loss of a face-to-face experience for their students. Nevertheless, growing numbers of students appear to value distance education for the relief that it offers from the financial burdens of travel and campus residency. It allows them to receive an education while maintaining necessary living and working arrangements that require them to remain away from a campus.

Distance education is a growing trend. Realistically speaking, it is not likely to completely replace the traditional classroom-learning environment, although some futurists have enjoyed making sweeping statements to that effect. But two facts cannot be ignored. First, our institutions are investing heavily in distance education through technology infrastructure and faculty-development programs. second, increasing numbers of students consider it a viable option for them.

These facts prompt me to ask this question: What role should Phi Kappa Phi play in this rapidly expanding field of higher education? This question grows out of my concern that Phi Kappa Phi must remain responsive to change in higher education and relevant to the needs of our students and faculty. We must do these things while maintaining our ideals and high standards.

Therefore, early in my term as president I formed a committee chaired by our immediate past-president, Dr. Wendell McKenzie, and made up of Phi Kappa Phi members from around the country who had interest and expertise in distance education - Yaw A. Asamoah, Catherine Clark-Eich, Marylin Musacchio, and Diane G. Smathers. I asked them to explore the issues and challenges that our chapter officers may face as distance-education students and faculty become a greater part of their campus environments.

What are the problems and complexities of which we should be aware? How can we become an effective force in support of high quality distance-education programs? What are the barriers to identifying candidates from the distance-education branch of our campuses who may be worthy of membership into Phi Kappa Phi?

I asked the committee to factor into their considerations available research and current best practices in the field of distance education. The committee has been discussing these and other questions in the context of our values and traditions as a premier honor society. At the moment committee members are preparing a document that I trust will improve our understanding of distance education and offer practical guidelines to our chapter leaders. The document must eventually be reviewed and approved by the Board of Directors. My expectation and hope are that the committee's work will prove beneficial to the future of Phi Kappa Phi. The document they produce will be made available for wide distribution to the membership beginning with our triennial Convention in Orlando scheduled for August 2007.

Paul J. Ferlazzo

President of The Honor Society of Phi Kappa Phi

Paul J. Ferlazzo, PhD, is a professor of English at Northern Arizona University. He can be reached at paul.ferlazzo@nau.edu.