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Preamble
This policy is designed to be a guide for those faculty who
plan to use distance education (DE). Cal Poly will continue
to encourage responsible innovation in teaching, embracing experimentation
whose goal is to improve the quality of education. While Cal
Poly should remain receptive to innovative forms of teaching
such as distance education, the University must also ensure
that there is proper oversight and review to uphold the standards
of quality already established at Cal Poly. The basic principle
is that best teaching/learning practices will drive the technology
that will be considered and used in the curriculum. We must
continually discuss and address the questions:
- How can information technology assist Cal Poly to gain/preserve
what it most wants/needs in order to be true to its mission
and identity?
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How can information technology help Cal Poly not lose
what it most needs and wants?
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How can information technology strengthen Cal Poly’s
core institutional characteristics, such as: polytechnic,
“learn by doing,” undergraduate focus, teaching
emphasis, residential, competitive admission, statewide service
area, and graduates who are competent and employable on graduation?
"At Cal Poly, we have placed considerable emphasis
on securing up-to-date information technology for students
and faculty. However, as I and Provost Paul Zingg have stated
clearly on previous occasions, we embrace this technology
primarily as a means to enhance teaching and learning on
our campus. We want teachers and learners to have access
to the burgeoning Internet resources, to be able to contact
the library and other information sources 24 hours a day,
and to be able to use the revolutionary software and Web
products that serve as important educational tools. This
technology is not intended to provide impetus that will
transform Cal Poly into a “virtual university,”
offering a large number of courses on-line or through telecommunications
networks to our core student body.
We should keep in mind, however, that these resources may
offer opportunities to bring our special expertise to practicing
professionals with continuing education needs and perhaps
even enhance funding for our academic departments. At the
same time it should be noted that any expansion in distance
learning will be determined by faculty and departments,
and this activity will not be allowed to impact the quality
or kind of learning on which our reputation is based."
—Warren Baker, Outlook, April 1998
"Yes,
like the solo bowler, some of our students, out of choice
or circumstance, will learn alone. The new information technologies
increasingly available to them and us means that we can
accommodate them more readily. I urge, though, that no matter
which learners we serve or what technologies we employ,
we explicitly aim to foster collaborative learning, social
discourse, and other attributes of effective learning communities."
—Paul Zingg, “Learning Alone Should Not Mean
Learning Apart”
Definition
Technology Mediated Instruction (TMI) is defined by the Academic
Senate of the California State University as “all forms
of instruction that are enhanced by or utilize electronic
and/or computer-based technology. It specifically includes
distance education, instructional modules delivered via mass
media, and computer assisted instruction" (AS-2321-96).
This policy focuses on the Distance Education component of
Technology Mediated Instruction, referred to here as DE, in
which some students are geographically separated from the
instructor while classes are being conducted.( See S and A
Below)
Chancellor's Office Definitions for Academic Planning Data
Base (APDB)
F
= Course section is conducted "Face-to-Face," i.e.,
the students meet with an in-person instructor in a contained
space setting.
S
= Course is not conducted Face-to-Face, but it occurs at a
regular scheduled time, e.g., a televised broadcast. Such
a method of instruction is known as "Synchronous"
mode.
A
= Course is not conducted Face-to-Face and does not occur
at a regularly scheduled time, e.g., student self-pace instructional
material accessed via the web. Such a method of instruction
is known as "Asynchronous" mode.
Applicability
This policy shall apply to all new and existing credit-bearing
courses and programs offered using DE by Cal Poly, including
those offered through the Open University. (Open University
is a part of Continuing Education at Cal Poly through which
members of the community can register for Cal Poly courses
on a space available basis. This is a non-degree registration
option.) Whenever a department or faculty group proposes to
initiate a degree program in which more than half of the units
are offered through distance, approval in advance from the
Western Association of Schools and Colleges (WASC) is required
under the latter’s Substantive Change Policy. In addition,
a department or faculty group is expected to address, in its
self-studies and/or proposals for institutional change, the
following policy guidelines. The
manner in which it does so will be reviewed by the University
and perhaps by the Western Association of Schools and Colleges
(WASC). WASC has developed guidelines for distance education.
The guidelines are an extension of the principles developed
by the Western Interstate Commission for Higher Education.
The language used in the WASC guidelines set forth as of 3/8/00
has been incorporated into this policy, when deemed appropriate,
but has been adapted to reflect conditions at this University.
For the text of the WASC guidelines, please refer to the WASC
website.
Instructional Methods and Academic Responsibility
Cal Poly faculty have final responsibility for determining
the pedagogies and instructional methods most appropriate
for the instructional modules, courses, and/or academic programs
which the University offers. Among the factors to be considered
in determining the suitability of a particular course for
DE are the following: (a) Can it be demonstrated that the
use of DE--in enhancing teaching effectiveness, achieving
the desired learning outcomes, suiting students’ different
learning styles, or increasing student access to education—produces
a course that is at least equivalent in quality to curricular
offerings currently approved at Cal Poly? (b) Does sufficient
student demand exist? (c) Are the necessary instructional
and student support resources available to facilitate the
use of DE, e.g., access to advising and information sources,
information technology infrastructure, etc.?
Quality
While the University prizes academic freedom and wishes to
encourage innovation in instruction, the faculty also have
a collective responsibility to ensure the academic quality
and integrity of the University's courses, programs, and degrees.
This responsibility extends to those courses and programs
offered using DE. The quality of instructional modules, courses,
and academic programs delivered by or using DE must be at
least equivalent to the quality of curricular offerings currently
approved at Cal Poly.
The purposes of DE are to increase the
quality of instruction and to increase the access of students
to faculty, to educational resources, and to each other. For
example, there may be only one expert on a particular subject
in the system, and technology can make her available to all
CSU students. If DE results in increased class sizes or student-faculty
ratios beyond traditional classroom and curricular standards,
additional resources or workload adjustments necessary to
maintain the quality of instruction must be provided in accordance
with established collective bargaining agreements.
In some
cases, DE may offer the opportunity for cost savings, increased
student access, or other benefits. While these are laudable,
care should be taken to ensure that these advantages do not
come at the expense of quality education.
Assessment
Criteria for assessing the quality of technology-mediated
instruction shall be developed bythe academic units from which
the instruction originates. DE courses, sections, and programs
shall be held to the same standards as traditional classroom
instruction when reviewed by department, college, university
curriculum, and program review committees. Any new course
that includes, or any existing course being changed to include,
a DE component that will replace 33% or more of face-to-face
time shall have this indicated on the Course Description form
to be reviewed by the curriculum committees as part of the
regular curriculum review process. (Face-to-face time is defined
as interaction between the instructor and the students, with
the instructor present in the same classroom at the same time
as the students.)
Program Review committees shall evaluate
the educational effectiveness of DE programs (including assessments
of student-based learning outcomes, student retention, and
student satisfaction), and when appropriate, determine comparability
to campus-based programs. This process shall also be used
to assure the conformity of DE courses and programs to prevailing
quality standards in the field of distance and distributed
education. DE courses and programs shall be consistent with
the educational missions and strategic plans of the Department,
College, and University.
Curriculum and Instruction
Each course or program using DE shall provide the opportunity
for substantial, personal, and timely interactions between
faculty and students, and among students. Interactions may
be face-to-face, or via synchronous or asynchronous e-mail
or other means. Tenured
or probationary faculty shall direct any culminating experience
or capstone of a DE program.
Cal
Poly faculty assume responsibility for and exercise oversight
over DE courses and programs, ensuring both their rigor and
their quality of instruction. This includes:
Ensuring
that standards consistent with established University policies
and collective bargaining agreements are followed in setting
workloads and procedures.
Selecting
and evaluating the faculty who create the courses.
Maintaining
approximately the same ratio of tenured/probationary faculty
to adjunct/part-time faculty in DE programs as in campus-based
programs.
Ensuring
that the technology used suits the nature and objectives of
the courses and program.
Ensuring
the currency of materials, courses, and program.
Ensuring
the integrity of student work and the credibility of the degrees
and credits the University awards. It is the responsibility
of the faculty to ensure that reasonable safeguards are in
place to prevent academic dishonesty.
Contracting
The University shall not agree in a contract with any private
or public entity to deliver or receive DE courses or programs
for academic credit, or not for credit, without the prior
approval of the relevant department and college. Ideally,
the impetus for such a contract should originate with the
Cal Poly faculty, who would decide whether there is an instructional
need and how best to fill it.
Intellectual Property Rights
Ownership of materials, faculty compensation, copyright issues,
and the use of revenue derived from the creation and production
of software, telecourses, or other media products shall be
agreed upon by the faculty and the University prior to the
initial offering of a DE course or program, in accordance
with established CSU and Cal Poly policies and collective
bargaining agreement.
Resources
Students shall have adequate access to library resources,
and to laboratories, facilities, and equipment appropriate
to the DE courses and programs. Students shall have adequate
access to the range of student services appropriate to support
DE courses and programs, including admissions, financial aid,
academic advising, delivery of course materials, and placement
and counseling. Students shall be provided with technical
advice on how to solve hardware and software problems, and
with an adequate means for resolving student complaints. The
University shall offer appropriate training and support services
to faculty who teach DE courses and programs through professional
development programs, technical support programs, equipment
acquisition, library resources, staff resources and development,
and the construction of appropriate instructional facilities.
Forms
of technology-mediated instruction frequently rely on technology
infrastructure (computers, networks, help desk, etc.) that
may not be employed in current course delivery at Cal Poly.
Therefore, development of an appropriate infrastructure to
support DE is a basic university responsibility prior to offering
the courses. Needs for enhancement in areas such as access
to library resources, information technology, instructional
design and technical support, faculty development in the use
of DE, computer and network support, and student services
should be identified at the department, college, and university
levels. Cross-unit and cross-institutional sharing of learning
and resources should be encouraged.
Any
DE course or program must receive resource approval from the
respective college dean(s) prior to commencing operation;
faculty need to make certain they identify their intention
and needs with sufficient lead-time to allow administrative
units to evaluate whether appropriate infrastructure exists
or can be in place prior to the DE offerings.
Admissions
Admissions criteria shall be comparable for students on and
off campus. Agencies providing funding for DE courses or programs
shall not acquire any privileges regarding the admission standards,
academic continuation standards, or degree requirements for
students or faculty.
Truth in Advertising
Faculty and students have a right to know the modes of delivery
and technological requirements of each course, program, and
degree offered by the University. At a minimum, this information
will be indicated for DE courses in the schedule booklet each
quarter.
Impact on Faculty Personnel Decisions
Faculty personnel decisions (hiring, retention, tenure, promotion,
and post-tenure review) should value and reward course and
curriculum development and professional development activities
that result in improved instruction. However, no ranking of
instructional methodologies or modes of delivery is to be
used as a basis for personnel decisions. The role and value
of DE should be made explicit in the personnel policies of
departments and colleges.
Final Note
Technology mediated instruction is an optional mode of instruction.
Nothing in this policy shall imply that DE is a preferred
or required mode of instruction. Implementation
of this policy must comply with existing campus policies and
collective bargaining agreements where applicable, e.g., workload
and faculty rights.
Academic
Senate resolution AS-581-02/CC
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