Course and Program Approval Committee – Minutes
October 18, 2004
3:00 – 5:00
Meeting called to order by Chairperson Deb Parziale at 3:02 p.m.
Claire Ellis, Alyce Lentz, Deb Parziale, Rachel Sherman, Lesley Buehler, Bill Parks, Jon Degallier, Janice Jones, Phil Zahorsky, Chieko Honma, Chris Warden, K.G. Greenstein, Maria Ramirez, Carrie Dameron, Peggy Kauffman, Mark Barnby
Michael Bowman, Dr. Jim Wright, Walt Birkedahl
Stephanie Pintello, Heidi Barkow
Approval of Minutes: October 4, 2004. Motion to approve minutes of October 4, 2004: Lesley Buehler/second/Alyce Lentz. Motion carried.
§ CS 116 C++ Programming-An Object-Oriented Language – approved for Distance Learning w/correction from fax to bulletin board
§ CS 162 XHTML – approved for Distance Learning
CS/CAOT courses are under review this year using CurricUNET.
CAPAC Guidelines for General Education Plan A:
The General Education Plan A Subcommittee is a subcommittee of CAPAC. The main purpose of this permanent, on-going subcommittee is to advise CAPAC on courses meeting the General Education Plan A area definitions and student learning outcomes.
Any new course requesting status as a general education course will be forwarded to the General Education Plan A Subcommittee for an initial review. The subcommittee will submit its report to CAPAC for a final determination of the course’s general education applicability.
Course description, course objectives, and content outline, syllabi and other instructional materials must reflect the General Education Plan A area definitions and student learning outcomes focus.
All sections of a course being evaluated for a General Education Area must satisfy the General Education Plan A area definitions and student learning outcomes.
Re-evaluations of the General Education focus will occur during the year in which the course is scheduled for its regular curriculum review by CAPAC.
Motion to approve: Bill Parks/second/Janice Jones. Motion carried
Student Centered Learning:
CAPAC members will discuss the benefits of promoting “Student Centered Learning”. Discussion will focus on the paradigm shift from teaching to learning. Please review the article found at http://critical.tamucc.edu/~blalock/reading/tch2learn.htm to prepare for this discussion.
Moving from the Instruction Paradigm to the Learning Paradigm:
Deb Parziale: How would you foster learning environment to promote student success and learning?
Curriculum and testing online.
Create hybrid courses.
Carrie Dameron: Learned more about students online – using technologies to learn more about students before ever meeting them in person.
Jon Degallier: Teaches programming online – students tend to do better online – discussion board works better. Students interact just as well as the instructor. Happens when the need arises. Key is the Discussion Board. More difficult in person.
Chris Warden: Book driven classes go on discussion driven. Time period for test. Students help other students and it is interactive. Some students learn better in class.
Lesley Buehler: People tend to open up more online than in person. Online is a convenience for working students.
Phil Zahorsky: Groups worked together, energetic. Drill off the online environment.
Lesley Buehler: She turns the monitors off during the lecture part of class. What are thoughts on conventional teaching?
Carrie Dameron: Questioning what would the quality of nurses or nursing students who learn online.
Bill Parks: The value of online courses – you are reaching people in different areas. It is a good tool to have.
Peggy Kauffman: Facial expressions can tell if a student has the material or not. How do students make connections?
Lesley Buehler: Weekly contact – more speak up in emails or message boards. Discussions bring up if a student is getting it or not.
Bill Parks: The way we communicate is changing. Things are different now.
Carrie Dameron: We have to get used to communicating differently.
Lesley Buehler: It is all set up in how the course is created. It is not for everyone.
K.G. Greenstein: You spend a lot of time online with students. Instructors give personalized attention online. This is possibly not good with a large group. Marilena Tamburello teaches how to teach an online course and develop an online course.
Jon Degallier: More students the better. It requires participation. Evaluate from the message board.
Carrie Dameron: Set guidelines on response time for faculty. This would be so students won’t expect an instant response. Say something to the effect that instructor will respond between this time to this time and only during the week.
Ron Staszkow: Not all subject matter is conducive to online and some teaching/teacher comfort level. Classes are more effective when students are in class presenting most of the content. Each department has it own needs. Talking/teaching is better in class.
Deb Parziale: We want to promote student centered learning. What are some innovated ways we can focus on what student’s learn instead of what teachers teach?
Peggy Kauffman: Mini-discussions during lecture.
Ron Staszkow: Students teaching students. Need to develop support workshops.
Deb Parziale: Could provide lecture content online with discussions and activities in class.
Peggy Kauffman: Essay exams – no plagiarism.
Ron Staszkow: Students given choice, this gives students more interest.
Deb Parziazle: How could scheduling be changed to promote student learning. Now is the time to be creative and innovative and think of new ideas.
Jim Wright: Do away with MWF go thru M-Thur. Friday 1 time meeting classes. Convert to Friday only.
Deb Parziale: Encouraged CAPAC members to bring this discussion to your disciplines. Discuss what is working well and you want to strengthen? How can we do some things more effectively to promote student success? What can CAPAC do to facilitate student centered learning for courses and programs?
Ron Staszkow: Is there a section taught differently?
Deb Parziale: Let’s discuss how to evaluate/assess student success within courses and within different course sections.
Integrated Course Outlines:
CAPAC members discussed guidelines on writing an integrated course outline and reviewed a sample integrated course outline written by Chris Warden. The Official Course Outline is a “contract among the student, instructor, and institution giving the fundamental required components of the course which the student is guaranteed to receive from the instructor and institution. A syllabus of green sheet describes how the individual instructor will carry out the terms of that contract.” Components of a Model Course Outline of Record – Academic Senate for CA Community Colleges – Adopted November 1995.
CAPAC members were encouraged to develop samples for their Divisions.
Jim Wright says this should be faculty driven.
Adjourn: 4:25 p.m.