Whose Course Is This, Anyway?! (Or, Peaceful Coexistence Between Compliance & Academic Freedom)...

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


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


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*


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


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


may NOT omit any info

listed on the COR


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.


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”


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


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”


Keep in mind: may help substantiate need for pre- or corequisites



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?


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?


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


◦ 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


◦ 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


◦ 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


Whose Course Is This, Anyway?! (Or, Peaceful Coexistence Between Compliance & Academic Freedom)...

Documents

Transcript of Whose Course Is This, Anyway?! (Or, Peaceful Coexistence Between Compliance & Academic Freedom)...