ࡱ> gif` &bjbj 4:<<<<X,i2iiiiiii$jhmv&iggg&i;ig.igib |h 'B<:8d<iQi0itdmmx|hm|hL6,>)&i&i|igggg << CURRICULUM COMMITTEE MEETING Wednesday, February 1, 2006 FINAL MINUTES Present: Ken Alexander (Chairman), Ed Bolds, Scott Cabral, Kiran Kamath, Marie Karp, Shalini Lugani, Delores McNair, Heather Nichols, Earl Ortiz, Elizabeth Pearman, Madeline Puccioni, Georgette Pulos-Fulk (Secretary), Gil Rodriguez, Clayton Smith, Myra Snell, Janice Townsend, Eileen Valenzuela, Nancy Ybarra Guests: Jeff Frates, Laurie Huffman, Thais Kishi Announcements and Public Comments Ken welcomed back the committee. Introduction of Heather Nichols, new student representative on the Curriculum Committee Ken distributed a list with dates of Curriculum Committee members who would represent the committee at Academic Senate Meetings and give a report No public comments Assignments Volunteers to develop a Committee mission statement for the Committee Website (to be presented at the March 1 meeting), The following members will work on the mission statement: Ken Alexander Janice Townsend Nancy Ybarra Volunteers (with appropriate experience and expertise) to develop a customer satisfaction survey similar to the environmental survey fielded by the District. The following members will work on the survey: Shalini Lugani Myra Snell This will involve designing a survey on the committee website. Further discussion for the survey included: Perhaps having the survey come up automatically online when the faculty downloads a COOR form as to what their opinion was on the new forms. Are they happy and satisfied with the paperwork? Perhaps select a few people who have gone through the new COOR process to participate in the survey It was suggested that two or three committee members with the help of Cherry to design the survey and put it online. Discussion As a result of our Committee and other College workgroups in the Fall, 2006 semester, numerous curricular issues related to online instruction emerged. Some of these were generated through our own discussion, and some were directed to us by the Academic Senate. Due to time constraints and Committee workload, these were tabled or otherwise postponed until todays meeting. They are (in no particular order of importance): Possibilities and challenges of degrees earned completely online Scheduling patterns and proportions for online vs. face-to-face sections Compatibility between the discipline and an online delivery Modes of instruction employed in online classes Assessment of learner outcomes in an online environment The discussion that followed was free-form and organic. Next, you will find an edited listing of points brought up and elucidated at the meeting, which was defined as an information-gathering-opportunity rather than for specific decision making. Clayton distributed a list of all blackboard courses that are being taught at this time both partially or completely online The Distance Ed Mission Statement handed out at the Academic Senate meeting was discussed. Distance Ed is going to be added as a reporting group at the next SGC meeting. The new reformulation of this committee authorized by the SGC is: Five faculty members One Student Services Representative Two classified representatives Two students appointed by the Academic Senate The Distance Ed Committee is the larger group from which the advisory committee to Curriculum Committee is drawn. We need to augment the charge to our sub-committee to address the match between CSLOs and online delivery in addition to its current charge of verifying appropriate student contact hours. The Curriculum Committee retains the regulatory purview over final course approval for online delivery. The Distance Ed Advisory Committee maintains a supporting role that should be respected with the trust of the Curriculum Committee as a whole. If courses fail to meet Committee standards, they will not be forwarded with Advisory Committee approval. The Distance Ed. Committee should have a representative in the Teaching Learning Project (TLP). There were concerns about the possibility of a new instructor taking over a course that doesnt have the necessary online technology. Quality of instruction must not suffer a COOR (with or without an online component) specifies course content and structure, independent of who teaches it. Staffing is a departmental decision. They must decide who is qualified to teach. Perhaps there could be instructor mentoring for a new instructor. Subcommittee looks at online supplement forms. They dialogue with the author of the course. Can the online supplemental form be tweaked (again)? We need to look at complete COORS. The technology of online evolves daily how does the Curriculum Committee learn about and begin to understand this technology and how it works, both here as well as beyond Ӱɴý? It was suggested that those interested should forward appropriate articles or research to the Committee for distribution with the meeting agendas. More data provides more knowledge and better decision-making criteria. How do we arrive at consensus regarding the feasibility of teaching certain subject matter or meeting specific CSLOs in a completely online environment? Perhaps we could institute a pilot Proficiency Exit Exama completely online section compared to a more traditional face-to-face section. What are the outcomes? How would they be measured? As online conversions have proliferated, the hardest issues, revolving around the oral components in GE, speech and foreign language-based courses have emerged first, and we have encountered the most difficulties in this region. Perhaps these courses could be passed as hybrid courses first. What is doable in the short term by the end of the semester? Identify which SLOs can be met in an online environment and give examples of learning activities for criteria. The following issues specific to COORs were discussed: Should we add the mode of instruction page checkbox for online in the COOR? Courses are to be reviewed every five years. The enables this and future Curriculum Committees to completely review all courses with online components eventually. Would a change to mode of instruction on original OOR form present any articulation problems? Perhaps for articulation issues we note that some sections of a course may be offered online on the COOR. Eileen will send out a query to UCs about any articulation issues, possibly to elicit language acceptable for continued course acceptance. At this point, the supplement for online curses is not submitted to UCs for their feedback. A copy of the COOR should be requested to come along with the online supplemental form for the better knowledge of the Committee. Regarding assessment of current online offerings, the following issues were noted: Enrollment Success rates Grade spread Ethnicities What percentage of students are out of the area? Research topics and database Marie Karp will act on her suggestions as a source of helpful information. Modes of Instruction as impediments to a completely online degree program: Some classes may not be suitable for online; possible examples could be: Auto Tech; Math; Speech; Science; PE and some Art classes. Delta, DeAnza and Ohlone Colleges are offering an online Associates Degree. Can we research them to see how they are doing this? Does the online aspect hinder some students from enrolling in some classes? There are not textbooks needed for online courses. Ӱɴý Library has a large collection of E-Books on line for student success. Assignments The Distance Ed Committee is working to finalize their structure, policies and reporting relationships. Clayton will continue as the representative to the Curriculum Committee from the Online Advisory sub-committee and report to us any issues or policies from the Distance Ed. Committee as a whole. 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