аЯрЁБс>ўџ 24ўџџџ1џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС%` №П8bjbj"x"x ; @@* џџџџџџЄ@@@@@@@Tи и и 8  T' Ж< < < < < < < < І Ј Ј Ј Ј Ј Ј $н hEИЬ @< < < < < Ь @@< < с † † † < v@< @< І † < І † † @@† < 0 €kчпбZЩи В ‚† І ї 0' † §4 §† §@† < < † < < < < < Ь Ь 4 R< < < ' < < < < TTT„и TTTи TTT@@@@@@џџџџ Minutes for CEPP meeting of November 24, 2008 In attendance: Dan Nathan (Chair), Erica Bastress-Dukehart, Terry Diggory, Susan Kress, Kyle Nichols, Rik Scarce, Claire Solomon ’10, Bob Turner Visitors: Beth DuPont, Director of Academic Technologies; Muriel Poston, Dean of the Faculty; Justin Sipher, Chief Technology Officer I. Minutes of November 10: deferred for later review II. Reports A. Dan reported on the Open Forum conducted by Terry on behalf of the Center Study Group, 21 Nov. Terry reminded CEPP that CSG is due to submit an interim report to the VPAA in February; the report will be shared with CEPP. B. Rik reported on the Responsible Citizen Task Force, on which both he and Claire serve responsibly. The report of the Task Force will soon be made available, pending consultation with members of the off-campus community who may be in a position to provide students with opportunities for civic engagement. C. Susan reported that she received the report of the UWW Working Group on 21 Nov. The entire report will be shared with CEPP within the coming month, and will be taken up at CEPP’s January retreat. D. Dan confirmed the CEPP retreat date 9 Jan. 2009. III. Online Courses Justin and Beth offered perspectives on online courses both as a means of instruction and as a mode of literacy that liberal arts students will be expected to apply in life-long learning. While the literacy goal might justify instituting a requirement that all students graduate with some experience in online instruction, the recognition that students have different learning styles argues for choice. Currently some online instruction is available to residential students in hybrid courses that employ Blackboard; out of 365 total full and part-time faculty, 153 of them are using Blackboard, almost half of the faculty. Approximately 60% of new faculty members coming to the College have some prior experience in Blackboard or a similar program. A recent survey of student culture reported to IRC indicated student resistance to online courses, but did not indicate the reasons for resistance. Justin offered to inquire among his counterparts at liberal arts colleges about conversations that may be occurring at their institutions regarding online instruction. Muriel raised the question of who teaches the courses, drawing the distinction between practitioners in a field who may not have teaching experience, and faculty with teaching experience and also expertise in the field. The former model has become common in online education, but raises questions about course quality relevant to Ш§вкЬхг§ЙйЭј’s willingness to accept transfer credit for online courses. Muriel reported that faculty being interviewed for positions at Ш§вкЬхг§ЙйЭј do not typically inquire about opportunities for online teaching, but they do inquire about the availability of IT resources. General discussion centered on the tension between the liberal arts paradigm of close student-faculty interaction and the association between online instruction and “distance learning.” The college will need to consider changes in the liberal arts paradigm as enrollment patterns shift; for instance, economic conditions may lead to an increase in the number of students completing two years of course work elsewhere before transferring to Ш§вкЬхг§ЙйЭј to complete a liberal arts degree. Economic pressures on faculty also need to be considered; for instance, a faculty member conducting sabbatical research at a distant location might find it attractive to extend the research opportunity while teaching online courses for a semester. Any move Ш§вкЬхг§ЙйЭј might make toward online teaching is likely to take the form of a small pilot program initially. Discussion to be continued. IV. Next meeting: December 1, 9:00 AM in Library 213 Meeting was adjourned at 10:00 AM. 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