1. Whose Course Is 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 College 2011 ASCCC Curriculum Institute

2. Session Overview Regulations Compliance Rationale Academic Freedom Monitoring adherence Regulations Compliance Rationale Academic Freedom Monitoring adherence 2011 ASCCC Curriculum Institute

3. Regulations: Title 5 §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. 2011 ASCCC Curriculum Institute

4. Rationale for Compliance: Role 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. 2011 ASCCC Curriculum Institute

5. Academic 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

6. Adherence to the COR and Academic Freedom are NOT 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 implementation 2011 ASCCC Curriculum Institute

7. Which elements of the COR are probably off-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

8. How can pedagogical flexibility be built into the 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. 2011 ASCCC Curriculum Institute

9. How can pedagogical flexibility be built into the 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

10. Wording Options for “Methods of Instruction” section of COR Course objectiveMethods 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 analysis MoI may include: In-class student performances of selected dramatic texts followed by instructor-guided interpretation and analysis” 2011 ASCCC Curriculum Institute

11. Wording Options for “Methods of Instruction” section of COR Course objectiveMethods 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 technique MoI will include: Small-group practice of aseptic technique with instructor and peer feedback 2011 ASCCC Curriculum Institute

12. How can pedagogical flexibility be built into the 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

13. Wording Options for “Methods of Evaluation” section of COR Course objectiveMethods 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

14. How can pedagogical flexibility be built into the 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)

15. Monitoring adherence 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? 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

16. How do we know whether the COR is being followed 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

17. What happens if an instructor is not teaching 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