whose course is this, anyway?! (or, peaceful coexistence between compliance & academic freedom)...
TRANSCRIPT
Whose Course Is Whose Course Is This, Anyway?! This, Anyway?!
(Or, Peaceful Coexistence Between Compliance & Academic Freedom)
Carolyn Holcroft, Foothill College
Nancy Persons, Santa Rosa Junior College
(Or, Peaceful Coexistence Between Compliance & Academic Freedom)
Carolyn Holcroft, Foothill College
Nancy Persons, Santa Rosa Junior College2011 ASCCC Curriculum Institute
Session OverviewSession Overview
Regulations
Compliance Rationale
Academic Freedom
Monitoring adherence
Regulations
Compliance Rationale
Academic Freedom
Monitoring adherence
2011 ASCCC Curriculum Institute
Regulations: Title 5 Regulations: Title 5 §55002§55002(a)(4)Conduct of course. All
sections of the course are to be
taught by a qualified instructor in
accordance with a set of objectives
and with other specifications
defined in the course outline of
record.
(a)(4)Conduct of course. All
sections of the course are to be
taught by a qualified instructor in
accordance with a set of objectives
and with other specifications
defined in the course outline of
record.2011 ASCCC Curriculum Institute
Rationale for Compliance: Role Rationale for Compliance: Role of the Course Outline of Record of the Course Outline of Record Rationale for Compliance: Role Rationale for Compliance: Role of the Course Outline of Record of the Course Outline of Record
Primary document for course and program planning
Legal contract between student, instructor, and institution
Content, level of rigor and expected outcomes for which students
across all sections of the course will be held accountable. Promotes
quality!
Basis of articulation
Title 5 §55003. Policies for Prerequisites, Corequisites and
Advisories on Recommended Preparation: 2) procedures to assure
that courses for which prerequisites or corequisites are established
will be taught in accordance with the course outline of record,
particularly those aspects of the course outline that are the basis
for justifying the establishment of the prerequisite or corequisite.
Primary document for course and program planning
Legal contract between student, instructor, and institution
Content, level of rigor and expected outcomes for which students
across all sections of the course will be held accountable. Promotes
quality!
Basis of articulation
Title 5 §55003. Policies for Prerequisites, Corequisites and
Advisories on Recommended Preparation: 2) procedures to assure
that courses for which prerequisites or corequisites are established
will be taught in accordance with the course outline of record,
particularly those aspects of the course outline that are the basis
for justifying the establishment of the prerequisite or corequisite. 2011 ASCCC Curriculum Institute
Academic FreedomAcademic Freedom From AAUP’s Statement on Professional Ethics:
◦ Professors, guided by a deep conviction of the worth
and dignity of the advancement of knowledge,
recognize the special responsibilities placed upon
them. Their primary responsibility to their subject is
to seek and to state the truth as they see it.
◦ As teachers, professors encourage the free pursuit of
learning in their students. They hold before them the
best scholarly and ethical standards of their
discipline.
◦ …professors seek above all to be effective teachers
and scholars
From AAUP’s Statement on Professional Ethics:
◦ Professors, guided by a deep conviction of the worth
and dignity of the advancement of knowledge,
recognize the special responsibilities placed upon
them. Their primary responsibility to their subject is
to seek and to state the truth as they see it.
◦ As teachers, professors encourage the free pursuit of
learning in their students. They hold before them the
best scholarly and ethical standards of their
discipline.
◦ …professors seek above all to be effective teachers
and scholars
2011 ASCCC Curriculum Institute
http://www.aaup.org/AAUP/pubsres/policydocs/contents/statementonprofessionalethics.htm
Adherence to the COR and Adherence to the COR and Academic Freedom are Academic Freedom are NOT mutually exclusiveNOT mutually exclusive
Essential to collaborate when writing/revising COR
◦ AAUP: “Professors do not discriminate against or harass
colleagues. They respect and defend the free inquiry of
associates, even when it leads to findings and conclusions that
differ from their own.”
◦ Reflection re: good vs. essential pedagogical practices for
discipline
◦ Cycle of learning outcomes assessment/reflection can inform and
strengthen teaching and learning
Wording is key (e.g. “may” vs. “will,” etc.)
“Is it still Hamlet?” e.g. are allowances for freedom still
satisfying regulatory elements?
Critical consideration: pre- or corequisite implementation
Essential to collaborate when writing/revising COR
◦ AAUP: “Professors do not discriminate against or harass
colleagues. They respect and defend the free inquiry of
associates, even when it leads to findings and conclusions that
differ from their own.”
◦ Reflection re: good vs. essential pedagogical practices for
discipline
◦ Cycle of learning outcomes assessment/reflection can inform and
strengthen teaching and learning
Wording is key (e.g. “may” vs. “will,” etc.)
“Is it still Hamlet?” e.g. are allowances for freedom still
satisfying regulatory elements?
Critical consideration: pre- or corequisite implementation2011 ASCCC Curriculum Institute
Which elements of the Which elements of the COR are probably off-COR are probably off-limits?limits?
Catalog description (units, lecture
hours, transferability, etc.)
Course outcomes and objectives*
Catalog description (units, lecture
hours, transferability, etc.)
Course outcomes and objectives*
2011 ASCCC Curriculum Institute
How can pedagogical How can pedagogical flexibility be built into the flexibility be built into the COR?COR?Course content:
◦ If content is specified on
COR, expectation is that
it is included in the
course
◦ Individual instructors
may NOT omit any info
listed on the COR
◦ Individual instructors
may choose to add info
in their section
Course content:
◦ If content is specified on
COR, expectation is that
it is included in the
course
◦ Individual instructors
may NOT omit any info
listed on the COR
◦ Individual instructors
may choose to add info
in their section
May (or may not)
choose to specify on
COR, e.g.:◦ Content Topic A
1. 2.
◦ Content Topic B 1. 2.
◦ May also include Topic C 1. 2.
May (or may not)
choose to specify on
COR, e.g.:◦ Content Topic A
1. 2.
◦ Content Topic B 1. 2.
◦ May also include Topic C 1. 2.
2011 ASCCC Curriculum Institute
How can pedagogical How can pedagogical flexibility be built into the flexibility be built into the COR?COR? Methods of instruction section is a great place to grant
flexibility (or not!)
Should be appropriate for and align with course objectives
Title 5 requires types/examples to be specified, but does
not mandate a comprehensive list of instructional methods.
Therefore faculty have the academic freedom to choose
methods to best suit different teaching and learning styles
Discipline faculty must collaborate to determine if any
particular method is absolutely essential to the discipline
If a specific method isn’t absolutely imperative, consider
using the verb “may” rather than “will”
Methods of instruction section is a great place to grant
flexibility (or not!)
Should be appropriate for and align with course objectives
Title 5 requires types/examples to be specified, but does
not mandate a comprehensive list of instructional methods.
Therefore faculty have the academic freedom to choose
methods to best suit different teaching and learning styles
Discipline faculty must collaborate to determine if any
particular method is absolutely essential to the discipline
If a specific method isn’t absolutely imperative, consider
using the verb “may” rather than “will”
2011 ASCCC Curriculum Institute
Wording Options for Wording Options for “Methods of Instruction” “Methods of Instruction” section of CORsection of COR
Course objective Methods of Instruction
“Interpret & compare dramatic texts as both written plays and in live performance…”
“MoI will include:•In-class reading of dramatic texts followed by instructor-guided interpretation and analysis•Attendance at required performance preceded by instructor-modeled performance review methods and followed by in-class and small group discussions and analysisMoI may include:•In-class student performances of selected dramatic texts followed by instructor-guided interpretation and analysis”2011 ASCCC Curriculum Institute
Wording Options for Wording Options for “Methods of Instruction” “Methods of Instruction” section of CORsection of COR
Course objective Methods of Instruction
“Describe the major physiological roles of vitamins and minerals and relate the effects of deficiencies and excesses to their metabolic functions in humans.”
MoI may include:• Lecture presentations• Small group case study
analyses followed by presentations of analyses to the class
“Student will be able to utilize aseptic technique”
MoI may include:• Lecture presentations• Instructor demonstration of
aseptic techniqueMoI will include:• Small-group practice of
aseptic technique with instructor and peer feedback
2011 ASCCC Curriculum Institute
How can pedagogical How can pedagogical flexibility be built into the flexibility be built into the COR?COR?
Methods of evaluation are another obvious place to
incorporate pedagogical flexibility (or not)
As with methods of instruction:
◦ Title 5 only requires inclusion of types/examples, not a
comprehensive list.
◦ MoE should be appropriate for and align with the
course objectives. Should require critical thinking.
◦ Discipline faculty need to collaborate to determine if
any particular method is absolutely imperative, and
may choose to be as specific and/or comprehensive as
the deem necessary
◦ Word choice is key: “may” versus “will”
Methods of evaluation are another obvious place to
incorporate pedagogical flexibility (or not)
As with methods of instruction:
◦ Title 5 only requires inclusion of types/examples, not a
comprehensive list.
◦ MoE should be appropriate for and align with the
course objectives. Should require critical thinking.
◦ Discipline faculty need to collaborate to determine if
any particular method is absolutely imperative, and
may choose to be as specific and/or comprehensive as
the deem necessary
◦ Word choice is key: “may” versus “will”2011 ASCCC Curriculum Institute
Wording Options for Wording Options for “Methods of Evaluation” “Methods of Evaluation” section of CORsection of COR
Course objective Methods of Evaluation
“Student will be able to prepare and deliver a persuasive argument speech in front of peers”
“MoE will include:•Instructor evaluation of in-class persuasive argument speech•Instructor evaluation of formal written outline of persuasive argument speech”
“Describe the major physiological roles of vitamins and minerals and relate the effects of deficiencies and excesses to their metabolic functions in humans.”
“MoE may include:• Written exams to include
case study analysis• Short formal paper
documenting small-group case study analysis”
2011 ASCCC Curriculum Institute
Keep in mind: may help substantiate need for pre- or corequisites
How can pedagogical How can pedagogical flexibility be built into the flexibility be built into the COR?COR?
How can pedagogical How can pedagogical flexibility be built into the flexibility be built into the COR?COR?
Last, but not least: “Assignments and/or Other Activities”◦ COR must specify types or examples of
assignments◦ Must require critical thinking◦ Should be appropriate and clearly connected to course
content and objectives◦ Should help substantiate unit value of course (Students
are expected to spend a minimum of three hours per unit per week in class and on outside assignments)
Might influence pre- or corequisite implementation so wording is again key (WILL vs. MAY)
Last, but not least: “Assignments and/or Other Activities”◦ COR must specify types or examples of
assignments◦ Must require critical thinking◦ Should be appropriate and clearly connected to course
content and objectives◦ Should help substantiate unit value of course (Students
are expected to spend a minimum of three hours per unit per week in class and on outside assignments)
Might influence pre- or corequisite implementation so wording is again key (WILL vs. MAY)
Monitoring adherence to Monitoring adherence to the CORthe COR Title 5 §55003. Policies for Prerequisites, Corequisites and
Advisories on Recommended Preparation: 2) procedures to
assure that courses for which prerequisites or corequisites
are established will be taught in accordance with the
course outline of record, particularly those aspects of the
course outline that are the basis for justifying the
establishment of the prerequisite or corequisite.
How do we know whether the COR is being followed
across all sections taught?
What happens if/when an instructor is not
teaching to the COR?
Title 5 §55003. Policies for Prerequisites, Corequisites and
Advisories on Recommended Preparation: 2) procedures to
assure that courses for which prerequisites or corequisites
are established will be taught in accordance with the
course outline of record, particularly those aspects of the
course outline that are the basis for justifying the
establishment of the prerequisite or corequisite.
How do we know whether the COR is being followed
across all sections taught?
What happens if/when an instructor is not
teaching to the COR?
2011 ASCCC Curriculum Institute
How do we know whether How do we know whether the COR is being followed the COR is being followed across all sections taught?across all sections taught? Part of formal evaluation process (negotiated?)
Student feedback/complaints
Additional comments from breakout discussion:
◦ Syllabus review should be part of evaluation – following or compliance to the COR is
implied, but often not required
◦ Multi-College Districts: the other colleges in the District are supposed to review CORs
from sister colleges before the go to the Curriculum Committee, but department
chairs at these schools often don’t attend to this task, CORs wind up being adopted
without actual review, then problems ensue with regard to courses used for
prerequisites from other colleges.
◦ Local senate could pass a resolution that all instructors receive the current COR for
each class taught each semester – it is a department chair responsibility to do so.
◦ Use a Moodle shell (for example) for all classes, include the COR in each shell for
each course.
Part of formal evaluation process (negotiated?)
Student feedback/complaints
Additional comments from breakout discussion:
◦ Syllabus review should be part of evaluation – following or compliance to the COR is
implied, but often not required
◦ Multi-College Districts: the other colleges in the District are supposed to review CORs
from sister colleges before the go to the Curriculum Committee, but department
chairs at these schools often don’t attend to this task, CORs wind up being adopted
without actual review, then problems ensue with regard to courses used for
prerequisites from other colleges.
◦ Local senate could pass a resolution that all instructors receive the current COR for
each class taught each semester – it is a department chair responsibility to do so.
◦ Use a Moodle shell (for example) for all classes, include the COR in each shell for
each course.2011 ASCCC Curriculum Institute
What happens if an What happens if an instructor is not teaching instructor is not teaching to the COR?to the COR? Assume the best of your colleagues… perhaps they simply don’t know about
the COR and/or its significance?
Dean has right of assignment, can simply not assign course to someone if not
adhering
Additional comments from breakout discussion:
◦ Make sure instructors are all on same page, department chair or dean should be
supplying the COR every semester
◦ Emphasize the importance of the above with regard to establishing prerequisites – this
offers an opportunity remind all faculty of the importance of the COR.
◦ If senates pass a resolution, include importance of academic freedom and follow with
emphasis on adhering to COR. A strong academic freedom statement emphasized in a
resolution will help faculty recognize the value
◦ The COR is created by faculty, it is an example of collective academic freedom.
◦ Participants in this session of the Curriculum Institute wanted clarification regarding
LMS usage and how they could work with it
Assume the best of your colleagues… perhaps they simply don’t know about
the COR and/or its significance?
Dean has right of assignment, can simply not assign course to someone if not
adhering
Additional comments from breakout discussion:
◦ Make sure instructors are all on same page, department chair or dean should be
supplying the COR every semester
◦ Emphasize the importance of the above with regard to establishing prerequisites – this
offers an opportunity remind all faculty of the importance of the COR.
◦ If senates pass a resolution, include importance of academic freedom and follow with
emphasis on adhering to COR. A strong academic freedom statement emphasized in a
resolution will help faculty recognize the value
◦ The COR is created by faculty, it is an example of collective academic freedom.
◦ Participants in this session of the Curriculum Institute wanted clarification regarding
LMS usage and how they could work with it
2011 ASCCC Curriculum Institute