2025-2026 MELA Minutes

Buffy Matthews provided the following insights:

 While her institution’s complaint process is not listed in parallel with others, it follows a similar structure.  The complaint process is currently included under the eLearning section with a statement outlining the procedure.  Buffy also mentioned plans to add the NC-SARA complaint process for additional details and clarity. Angel emphasized that the complaint process should ideally be listed in at least two locations within the catalog to ensure accessibility for students. c. Ghost Students: Buffy Matthews (MGCCC) raised concerns about identifying and managing ghost students in technical courses. She shared the following observations and suggestions:  Ghost students are typically found in Technical online courses.  Buffy suggested adding a statement to the Policies and Procedures Manual to help identify these students earlier, preventing issues such as impacts on financial aid eligibility .  She also recommended that we look at updating the no-show dates in online courses to avoid these ghost students getting financial aid awards before the no-show drop date.  Buffy noted that her institution has successfully flagged some ghost students before classes even begin , though she is not directly involved in the identification process.  Once identified, these students are flagged within the system to restrict their ability to register for additional classes .  One recommendation that Buffy uses in her online courses is to require students to submit a video introduction within the first week. If students fail to participate , they are automatically dropped from the course . She further added that after reviewing the issue with the consortium, it may be necessary to address this challenge further. The group continued to discuss this issue among themselves. d. Respondus (LockDown Browser): Erin Richardson brought up that, years ago, the consortium purchased LockDown Browser for consortium-wide use. She shared insights from a recent pilot program conducted over the summer at her institution:  Instructors used LockDown Browser not only for fully proctored online testing but also for non-proctored exams with time constraints and even for certain assignments in face-to-face classes.  Results from the pilot showed that grades improved when LockDown Browser was used for non-proctored exams with time restraints.