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| Ibukun Amusan (Math & Sci) | |
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| Reba Rye (at large) | John Sedlacek (AFE) |
| Kimberly Sipes (at large) | |
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"text": "President Sipes shared with Senate information about the meeting held on 10/6/2016 between the Executive Committee and Academic Search, the firm hired to help with the presidential search. In order to put together appropriate search materials, Academic Search wanted to know perceptions on the strengths, challenges, and points of pride about KSU. Dr. Max Stewart (Provost at KSU from 2011-12) is leading the team for Academic Search.",
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"text": "In terms of strengths, the Executive Committee cited the university’s land grant status; its new use of etexts; its liberal arts focus; its HBCU heritage; and small class sizes. Challenges included too many interim positions; lack of institutional memory due to turnover; ambiguity about the budget; not enough spent on instruction. BASC and PCC gave Academic Search typed lists of qualities they wanted to see in a president. President Sipes suggested APC send along a list as well. Chair Moffett said he would.",
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"text": "President Sipes projected a list of members of the university’s presidential search committee. Chair Rye noted that there was not enough faculty representation. She cited AAUP’s position that such a committee should include more than one faculty representative. Several recent presidential searches at other public institutions across the state have had at least two, sometimes three, faculty members on the committees. Chair Rye pointed out that since faculty carry out the teaching mission of the university it makes sense for there to be more faculty committee members; this is not to mention it will help further strengthen the bonds between the faculty and administration after the recent period of much division.",
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"text": "Due to budget constraints, the university will not be able to hire career coaches. There is one professional advisor left from the old system; everyone else is new. Two of these new staff members have worked on improving the graduation rate for the 2010 cohort.",
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"text": "A motion to extend time for 10 minutes was passed unanimously.",
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"text": "A guest expressed concern about Academic Advisors being able to acquire enough knowledge about the particulars of a major, especially since some majors have many students and several options. Additionally, curriculum ladders can be faulty since certain courses may not be offered when planned for various reasons. Dr. Wheeler replied that some of these concerns were already being addressed. The Advising Center will start with seniors. She reiterated that faculty are welcome to come over and that the Center is glad to work with faculty in doing advising at certain times. Nursing, for example, is doing all advising at one time. Dr. Wheeler stressed that faculty would not be handing over all control; the Faculty Liaison will be working with the Academic Advisor to communicate any essential information / knowledge. President Sipes expressed concern about this process being achievable in the next two weeks.",
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"text": "Dr. Wheeler asked how many faculty have already had students pick their schedules. Two faculty members raised hands. A guest noted that faculty have specific advisees they work with. Dr. Wheeler said her office is working on cleaning up majors in Banner and part of the reason why a central advising center is helpful is so we can get reliable information on all students.",
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"text": "Regent McFayden asked if Dr. Wheeler's office is moving to Hathaway. She noted that it is not. Even though ASB is not student-friendly, it is centrally located.",
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"text": "A guest echoed the concern that the proposal sent by email by Dr. Wheeler suggested faculty would be evaluated on advising by staff. Dr. Wheeler stressed that was not the case. Chair Glass added that the requirements for an advising portfolio are onerous. Dr. Wheeler noted that staff will follow these guidelines, but what faculty do is up for review. The guest expressed appreciation for Dr. Wheeler's efforts but noted that anything having to do with faculty evaluation needs to come through Faculty Senate. Dr. Jackson confirmed that faculty will work together to define how advising fits into the tenure and promotion process. The guest noted that we need to establish metrics for review, and Dr. Wheeler replied that her office did get initial feedback from the Tenure and Promotion Committee. A senator pointed out that the approach taken with this initiative is evocative of the previous administration's unilateral way of operating. He suggested passing the issue to PCC for the committee to work on.",
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"text": "President Thompson agreed that anything having to do with evaluation should come through Faculty Senate and the Vice President’s office. We are going through a growing processes and we need to learn how to do things together; and we must avoid being haphazard. We need a better advising system in place. The 2014 cohort is where we have best bet of having a decent graduation rate. Performance funding is coming in two years and we must be prepared to deal with it. We need to have a management plan in to the state next month.",
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"text": "President Sipes confirmed with President Thompson that he was inferring that this change in advising could be postponed until the spring. President Thompson replied he did not want to override what others had done, but suggested the various parties should sit down and establish a workable procedure and timeframe.",
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"text": "Chair Andries pointed out that part of the problem is that this initiative was not mentioned until 10/3 saying it would take effect 10/1. Dr. Wheeler apologized and noted that she believed chairs had communicated the changes.",
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"text": "Chair Moffett discussed APC 15-16-05, a proposal for online courses. He noted that after discussion in the committee, APC added some minor points, including noting the Director of Online Programs should be provided with appropriate support and staff; faculty should indicate on syllabi when attendance requirements exceed those stated in the policy; and faculty should be allowed to choose if online course evaluations are used in annual review. A guest pointed out that PCC had passed an item in recent years that required all courses to be part of the annual review. President Thompson noted that online courses are becoming even more closely scrutinized than traditional courses. The committee therefore should strive to meet or exceed standards in course review. Chair Moffett agreed to take the item back to the committee. Senate voted unanimously to table the issue.",
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"text": "16-17-01 NUR 118 Independent Study",
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"text": "Chair Andries noted that this course is proposed since many new students recruited from ITT need to have their skills brought up to speed. Nursing faculty will work with students individually.",
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{
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"text": "16-17-02 NUR 699 Applied Statistics in Nursing",
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{
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"text": "This course is needed for the Doctor of Nursing Practice program.",
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{
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"text": "16-17-03 NUR 708 Psychopharmacology",
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{
"page": 7,
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"location": {
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"text": "Chair Rye asked if we have faculty to cover the courses. Chair Andries affirmed we do. Chair Rye then asked if the independent studies will serve as an overload. Chair Andries replied that they would be. A guest asked if faculty will be compensated for the overload, to which President Thompson replied that faculty have volunteered to do these independent studies. Chair Andries noted that this extra work may need to last only a couple semesters by which point the new transfer students should be up to speed. President Thompson added that at his previous institution, once some had taught a number of courses like independent studies, they would be granted a course release. He indicated we could consider if that would be workable here. Chair Rye noted there is already a provision that specifies that a number of overloads add up to a course release.",
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{
"page": 7,
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"text": "The items all passed by unanimous vote.",
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{
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{
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"text": "Chair Andries then introduced other items:\n16-17-04 Certificate of Food Safety, AFE: Nutritional Science and Food Systems Option\n16-17-05 Certificate of Human Health and Nutrition, CAFSSS\nChair Andries shared that the intent is that these certificates would serve as intermediate recognition for students working toward AFE degrees. They also serve as credentials for individuals seeking such, and also for those in industry who might need professional development. A senator asked if these certificates are driven by demand. Chair Andries affirmed that there is indeed demand for them among professionals and employers. Another senator inquired about the pre-requisites for the 400 level courses. A guest noted that there were very few pre-requisites generally.",
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"text": "The proposals passed unanimously.",
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"text": "A quorum was lost at 4:58pm, after which time conversation proceeded informally.",
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"text": "Respectfully submitted,\nJoe Moffett, Faculty Senate Secretary",
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"text": "Academic Policies Committee Meeting (October 3, 2016)",
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"text": "Members Present: Joe Moffett (Chair), Ashok Kumar (Vice Chair), Ibukun Amusan (Secretary), Nancy Capriles, Maheteme Gebremedhin, Nkechi Amadife",
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"text": "Meeting called to order at 3:16",
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"text": "The Agenda was approved.",
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"text": "The chair mentioned that Caroline Gibson is a new member of APC.",
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"text": "Work on the revised online program proposal was completed and approved.",
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{
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"text": "A question was asked about how the online course readiness assessment tool would be implemented. Chair Moffett said he spoke with Jennifer Miles who said a proposal to purchase license for SmarterMeasure has been sent to administration. The assessment would probably be done through Ms. Miles' office. It would measure the readiness of students to take online courses. She was fine with it being something like a tutorial and not necessarily a punitive measure.",
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{
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"text": "Faculty are encouraged to include any attendance requirements on their syllabus. The director should have an office that handles all technology issues about online teaching and learning. Faculty may request to include evaluations of their online courses as part of their annual reviews.",
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{
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"text": "The draft KSU Handbook on Academic Policies and Procedures was discussed.",
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{
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"text": "A senator who reviewed the policies about research involving human or animal subjects said that it is a comprehensive document. It has clear wording about compensation, conflicts of interest, and other rules relating to students and researchers. It is generally a good document for covering liability.",
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{
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"text": "The Registry team that put the document together met once with APC in Spring 2016 but most of the work was independent of APC. It was mentioned that recently approved proposals may be missing from the document and it was suggested that all approved academic related proposals should go in this handbook, including calendar and attendance policies.",
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{
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"text": "Regarding attendance policy, the current one was handed down from a previous administration and was not approved by APC. There is no knowledge that the APC proposal two years ago that had suggestions about attendance policy was approved.",
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{
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"text": "The handbook should be shared with faculty senate and chairs for more suggestions. APC's goal is to complete the first draft and send to faculty by January for review, and have the final draft completed by April.",
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{
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"text": "It was suggested that the handbook should be kept under the VPAA's office on the internet. Also, the general counsel should approve the document, for legal purposes.",
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{
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"text": "APC was asked to provide two members for a subcommittee that will work together with VPAA, senate president, and two members of PCC on the faculty handbook. Joe Moffett and Ibukun Amusan volunteered to serve on the subcommittee.",
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"text": "The faculty senate executive committee will meet with the president search committee soon to provide suggestions on qualities/qualifications that the next KSU president should have. APC members suggested that the person should be outside-looking. He/she should have connections and be involved in the community, doing fundraising, scholarship galas, and help bring money to the university. The person should not be a micro-manager. He/She may delegate the day to day running of the school to a strong Provost. The new president should be international-looking as well, helping to establish collaboration with foreign universities and governments, and encourage the recruitment of foreign students, who will pay international fees to KSU. He/she should build on the good things already taking place so that the university can have some form of continuity. He/she should have some academic experience. The search committee should research candidates on the internet before finalizing their choice.",
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"text": "The centralized advising plan from Dr. Wheeler was discussed briefly. Some of the issues raised include the following: faculty were not consulted about the plan, some faculty may have many advisees while some may not have any, evaluating faculty on advising and having them submit advising portfolio for tenure/promotion may not be fair to everyone. It was suggested that advising should be considered as part of service since teaching is the primary responsibility of faculty.",
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"text": "The meeting adjourned 4:35pm.",
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"text": "Date Received:___\nProposal Deadline:___",
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"text": "ACADEMIC POLICY COMMITTEE\nNEW PROPOSAL",
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"text": "ACADEMIC UNIT: All Academic Units___",
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"text": "DATE PREPARED: 2/24/16 (original); 10/23/16 update (current version)___",
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"text": "PRIMARY AUTHOR(S): APC___",
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"text": "___",
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"text": "1. DESCRIPTION OF CHANGE:",
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"text": "The proposed policy statements attempt to create consistency for the delivery of online course content at the University.",
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"text": "2. STARTING WITH: (Excluding exceptional circumstances proposals will take effect Fall of the following year).",
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"text": "_Fall, ___X_ Spring, ___ Summer, 2017 Year",
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"text": "3. CURRENT POLICY: (Please See Current Catalogue, Faculty Handbook...)",
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{
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"text": "There is no set of policy statements that covers the issues below, including defining different types of courses, noting who should review online courses and by what process those courses are developed, as well as distinguishing those students who should not take online courses.",
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{
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"text": "4. PROPOSED CHANGES:",
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"text": "I. Definitions of Course Modalities:",
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{
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"text": "Traditional courses: Courses that meet in a regular fashion at a particular meeting time and location. This includes lecture, laboratory, seminar, performance, and studio courses with regular face-to-face meetings each week where those meetings are the primary method of delivering course content and assessing student learning. The number of face-to-face meetings is based upon course credit hours. Traditional courses may be supplemented by announcements, notes, or assignments distributed through an online learning management system, such as Blackboard. Some courses may require at least one assessment given on campus or at an approved testing location; students will be given notification of this requirement on the syllabus.",
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{
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"text": "Hybrid courses: Courses that meet a reduced number of times at a particular time and location during the semester compared to traditional courses. Also known as “blended courses”. The number of face-to-face meetings may vary according to the number of credit hours, course design and objectives, but hybrid courses will require at least the following number of on-campus",
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{
"page": 11,
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"text": "Final Faculty Senate Approved Form",
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{
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"text": "",
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{
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"text": "meetings for the semester: [3] three sessions should course be offered at 1 day a week, [6] six sessions should course be offered twice weekly, or [9] nine sessions should course be offered three times weekly. The number of meetings, their days, and times should be published on WIRED/Banner or any other appropriate course registration system used by the University prior to semester start. Face-to-face meetings for hybrid courses may include, but are not limited to, presentations, performance-based assessments, discussion sessions, individual or group meetings with the instructor, or examinations. 60% to 80% of the course content will be distributed through an online learning management system, such as Blackboard. Email may also be used only as a supplement to communication, not instruction.",
"reading_order": 0
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{
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"text": "Hybrid courses should be designated on the course schedule with an H beside the section number. For example, “English Comp II – Eng 102 – H1.”",
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{
"page": 12,
"type": "TEXT",
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"text": "Virtual courses: Courses that have no face-to-face meetings. Also known as “online courses”. The entire delivery of course content and assessment of student learning is distributed through an online learning management system, such as Blackboard. Instructors of virtual courses should set aside time to communicate with students via discussion boards, email, chat, skype, or some other method.",
"reading_order": 2
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{
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"text": "Such virtual courses should continue to be designated on the course schedule with a V beside the section number. For example, “English Comp II – Eng 102 – V1.”",
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{
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"text": "Dual Credit: Any course offered as Dual Credit with a modality of online or hybrid should be considered against the policies that follow. This includes course development, quality assessment, and criteria for instruction. Other outstanding factors are to be set by the Dual Credit Coordinator.",
"reading_order": 4
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{
"page": 12,
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"text": "II. Changes in Course Modality",
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{
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"text": "Once students have begun enrolling in a course, an instructor should not alter the modality of the course—that is, change an on-campus course into hybrid or virtual course, or vice versa—except under extenuating circumstances and as approved by the Chair of the department offering the course in consultation with the Director of Online Programs, in the event this position becomes available. Such changes must be approved by the Vice President of Academic Affairs.",
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{
"page": 12,
"type": "TITLE",
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"text": "III. First Day of Classes for Hybrid and Virtual Courses",
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{
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"text": "Hybrid and virtual courses will begin on the first day of classes per the University Academic Calendar for the appropriate semester or summer session.",
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]
},
{
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{
"page": 13,
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"text": "IV. Reporting Non-Attendance for Hybrid and Virtual Courses",
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{
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"text": "In order for a student in a hybrid or virtual course to be considered attending for federal financial aid reporting purposes, the student must either: 1) attend a designated hybrid course meeting that occurs prior to the reporting date and complete and sign the acknowledgement page from the course syllabus or 2) log onto the online course management system, such as Blackboard, and complete the acknowledgment page from the syllabus as directed, or complete a course assignment. Note: Logging into the course by itself does not confirm attendance.",
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{
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"text": "Students who have not 1) verified their attendance by either method above and 2) failed to communicate with the instructor by the reporting deadline, will be designated as non-attending and requested to be removed from the course by the university Registrar.",
"reading_order": 2
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{
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"text": "Faculty members are encouraged to indicate on the syllabus any other specific requirements for attendance.",
"reading_order": 3
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{
"page": 13,
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"text": "V. Director of Online Programs",
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{
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"text": "A Director of Online Programs should be appointed. This person need not be a new hire but rather could be a staff or faculty member with extended (at least five years') experience in online education, including developing and conducting online courses. Degree, certification(s) and other required qualifications should be in line with national standards, approved by the Director of Human Resources and Vice President of Academic Affairs.",
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{
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"text": "Duties of the Director would include serving as a go-to person for questions regarding all distance education initiatives, including hybrid and virtual courses; offering training and professional development opportunities for faculty interested in online teaching; working with the Chairs to identify areas of growth for online courses or programming; and reviewing courses for completeness before the semester begins, including sharing the results of the review with each instructor.",
"reading_order": 6
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{
"page": 13,
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"text": "The Director should establish an office where faculty and students can find help for technology issues related to teaching and learning online. The Director should be given the resources needed (staff equipment, etc.) to support the educational objectives of the university.",
"reading_order": 7
},
{
"page": 13,
"type": "TITLE",
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"text": "VI. University-wide Distance Education Committee",
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{
"page": 13,
"type": "TEXT",
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"text": "A University-wide Distance Education Committee should be formed, and the Director of Online Programs should be the Chair of this committee, in the event this position becomes available. The committee would be added to the University Committee Book. The committee should have faculty representation from each College and appropriate administrative representation. The Distance Education Committee would be charged with formulating guidelines for the implementing best",
"reading_order": 9
}
]
},
{
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{
"page": 14,
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"text": "practices in virtual courses, determining the minimal training necessary for faculty to offer a hybrid or virtual course, and reviewing assessment data for continuous improvement of virtual and hybrid courses.",
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"text": "VII. Procedure for Hybrid and Virtual Course Development",
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"text": "The faculty member should consult with the Chair of the Division and Director of Online Programs to identify the need for a hybrid or virtual course. The faculty member should have completed any required training for teaching online at least a semester in advance, when possible, and any other requirements set forth by the Director of Online Programs. At minimum, an instructor interested in teaching online must be deemed proficient with use of the university’s LMS (e.g. Blackboard) and quality standards prior to being eligible to teaching online or blended courses. Proficiency measures are set forth by the Director of Online Programs.",
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"text": "Once the Chair and faculty member agree that a hybrid or virtual course will be offered online for the first time, the faculty member develops the necessary materials (syllabus, assignments, grading rubrics, etc.), which are then reviewed by the Chair. The Division’s Curriculum Committee is notified of the development of the course.",
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"text": "If the course itself is new, and meets the Chair’s approval, it is then presented to the Curriculum Committee of Faculty Senate for review and approval. If the course is approved through the Faculty Senate process, the faculty member begins shaping the course.",
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{
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"text": "If the proposed hybrid or virtual course is an adaptation of an existing course and the Chair approves the materials, the faculty member assembles the course.",
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"text": "Before going live, the course is reviewed according to the guidelines used for implementing best practices in hybrid and virtual courses by the Director of Online Programs, in the event this position becomes available. Any necessary changes should be communicated to the faculty member and Chair prior to the beginning of the semester and these changes should be implemented as soon as possible upon receipt.",
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{
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"text": "When the course is added to the semester schedule, the Registrar should be certain to mark it with the appropriate “H” or “V” designation.",
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"text": "VIII. First-Semester Students and Virtual Courses",
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"text": "First-semester students not exclusively at a distance will not take virtual courses except under extenuating circumstances as approved by the Chair of the student's major as well as the Director of Online Programs, in the event this position becomes available, and the Vice President of Academic Affairs, or in cases in which an online course is required by a degree program. Extenuating circumstances might include, but are not limited to, an inability to take on-campus courses, prior success in online courses, justifiable family commitments, inflexible work schedule, medical issues, or a composite ACT score of 23 and above. Students must produce documentation",
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"text": "to verify extenuating circumstances. First-semester students seeking to enroll in a virtual course should complete the form below and deliver it to the Chair, who will forward it to the proposed Director of Online Programs. Final approval must be made by the Vice President of Academic Affairs.",
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"text": "First-semester online students exclusively at a distance are to be assessed of readiness, prior to semester start, of ability to completing all course material virtually. Assessment should be in the form of an online readiness tool or software (e.g. Smartermeasure), if possible, or by other methods deemed appropriate by the online instructor, advisor, or Director of Online Programs. Final approval must be made by the Vice President of Academic Affairs for students not meeting this standard.",
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"text": "Instructions: Please complete the information below. This form should be signed by the Chair of the student’s major, who, upon approval, will forward it to the Director of Online Programs (if appointed). The Vice President of Academic Affairs decides final approval.",
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"text": "Virtual courses are those with no face-to-face meetings. The entire delivery of course content and assessment of student learning is distributed through an online learning management system, such as Blackboard.",
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"text": "Street City State Zip",
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"text": "Reason for Requesting to Enroll in a Virtual Course (be sure to attach relevant documentation):\n___",
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"text": "Explain any Prior Success in Virtual Courses:",
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"text": "By signing below, the student acknowledges that since there are no on-campus meetings for a virtual course, he or she recognizes the importance of the discipline required for successfully completing a virtual course, including logging on regularly and submitting assignments according to due dates.",
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"text": "IX. Evaluation Form for Virtual Classes",
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"text": "Online courses are to be evaluated annually by a certified faculty-centered peer review team, set forth by the Director of Online Programs and Distance Education Committee. The evaluating consultant(s) should be from an outside university-supported body, such Quality Matters™ which provides quality assurance and helps to improve and certify the design of online and blended courses. Online and Hybrid courses are to be assessed against a set of standards that deem best quality of instruction and design. Standards should consist of:",
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"text": "Accessibility and Usability",
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"text": "Selection of online and blended courses to be evaluated should be based upon various factors (e.g. frequency of course offering, program completion, etc.) set forth by the Distance Education Committee. Courses assessed for quality will be permanently filed with the Office of Distance Education. Documentation received from reviewer(s) will be provided to Vice President of Academic Affairs, Division Chair and teaching faculty. This material should be used as a means to gauge professional development, and if needed, grounds for continuation of an instructor teaching online. The Distance Education Committee will set the grounds as to what is and is not considered best measure of quality.",
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{
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"text": "Ongoing evaluation of online and blended courses can be done informally each semester by way of an evaluation form. This evaluation form is intended to be a component of the peer evaluation process that is already established. Instead of making a classroom observation, which is not possible for a virtual class, a peer evaluation team comprised of those experienced in teaching virtual classes will be temporarily added to the roster of the Blackboard shell as teaching assistants to give them access to all areas of the course. Should a division lack a sufficient number of faculty experienced in teaching virtual classes, the chair can ask members of another division to serve, as is often done for division tenure and promotion committees.",
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{
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"text": "Each item should be rated as “does not meet expectations,” “meets expectations,” or “exceeds expectations,” as is the case with annual review.",
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"text": "Syllabus is easily accessible on website through button menu.",
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"text": "Syllabus explains the purpose and structure of the course.",
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"text": "Syllabus explains and/or links to relevant institutional policies.",
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"text": "Syllabus describes the course's objectives and suitable learning outcomes.",
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"text": "Syllabus states the instructor's response time for e-mail inquiries and for assessment of assignments.",
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"text": "Syllabus states instructor's academic honesty/plagiarism policy, including penalty for violation.",
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"text": "Syllabus or course link contains a listing of assignments and deadlines.",
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"text": "Syllabus states instructor's policy regarding deadlines and (non-)acceptance of late assignments, including penalties for late assignments.",
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"text": "Any grading rubric used to evaluate assignments is accessible to students.",
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"text": "The tools used in the course support the learning objectives.",
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"text": "The course site is structured to promote learner engagement.",
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"text": "The student’s grades are accessible and progress/average in class easy to understand.",
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"text": "The course contains a link for Course Signals to keep students aware of their progress.",
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"text": "The overall design of the course site conforms to best practices.",
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"text": "5. EXPLANATION AND JUSTIFICATION FOR REQUESTED CHANGE:",
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"text": "The recommendations proposed above are driven by a need to define what the University means by virtual and hybrid courses. The committee determined that the best way to create a consistency of quality in online instruction is to be sure courses are developed and reviewed by a defined process. The proposed Director of Online Programs would work as a “quality assurance” individual who would review courses and make suggestions for revisions according to best practices. In identifying these best practices, the Director would be aided by the Distance Education Committee. In general, the Director would be facilitating online courses; the actual content of the courses would be evaluated within the department or division when a course is being offered virtually or as a hybrid course for the first time. The Director would oversee the training of faculty for teaching online, as well as provide ongoing professional development opportunities for online faculty.",
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"text": "Curriculum Committee Meeting",
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"text": "Library Conference Room 219",
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"text": "10/3/16",
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"text": "Roll Call – Ken Andries, Donavan Ramon, Narayanan Rajendran, Robert Griffin, Changzheng Wang, Dantrea Hampton, Alice Collins and Tope Avinash and Kim Sipes",
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{
"page": 18,
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"text": "-3:11pm",
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"text": "Reading of the Minutes of the last meeting – Minutes were already approved via email",
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{
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"text": "Approval of the agenda",
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"text": "Review of Action Items:",
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"text": "Discussion of IGS question from APC and transfer hours",
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{
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| 8 | Oct 12, 14 | Genomic libraries vs. cDNA libraries | | Oct 14: 2nd Exam |
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| 16 | Dec 7, 9 | Open / Student project presentation | | |
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| 1 | Jan 18, 20 | Continue on “Survey of career opportunities in Biotech” | | Lab 7 continues... |
| 2 | Jan 25, 27 | Pharmaceutical industry and how new drugs are developed, approved, and marketing | | Lab 8: basic protein analysis |
| 3 | Feb 1, 3 | Continue... | | Lab 9: setting up of protein gel electrophoresis |
| 4 | Feb 8, 10 | Survey of protein purification technologies | | Continue... |
| 5 | Feb 15, 17 | Chemical industry and how new chemicals are synthesized by microbes | | Feb 15, 1st Exam |
| 6 | Feb 22, 24 | Continue... | | Lab 10: purification of protein expression from “scale-up experiment” |
| 7 | Feb 29, Mar 2 | Environmental issues: bioremediation and use of microbes | | Analysis of purified protein: SDS-PAGE, Western blot hybridization |
| 8 | Mar 7, 9 | Continue... | | Mar 9, 2nd Exam |
| 9 | Mar 14, 16 | No class | | Spring Break |
| 10 | Mar 21, 23 | Human genome, genetic diseases, and gene therapy | | Lab 11: Bioinformatics |
| 11 | Mar 28, 30 | Bioinformatics | | Continue... |
| 12 | Apr 4, 6 | —Continue and catch up | | Lab 12: PCR, RT-PCR, cDNA library construction |
| 13 | Apr 11, 13 | Principles in generating genomic libraries and cDNA libraries | | Apr 13, 3rd Exam |
| 14 | Apr 18, 20 | Disruptive agriculture: Monsanto and GMO | | Continue... |
| 15 | Apr 25, 27 | External speakers/visiting regional biotech companies | | Catch-up |
| 16 | May 2, 4 | Student Presentation/Review | | |
| 17 | | Final Exam Week | | Final Exam: TBA |
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"text": "The BIT option for the B.S. in Biology at KSU is being revised to decrease the number of hours in that option, removed lengthy course sequences, and to make the degree align with requirements for other biology degree options by deleting similar courses.",
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"text": "![\"Image\"\"](\"imgs/img_in_image_box_1059_801_1858_980.jpg\")
![\"Image\"\"](\"imgs/img_in_image_box_1035_1085_1949_1204.jpg\")
![\"Image\"\"](\"imgs/img_in_image_box_1046_808_1518_1015.jpg\")
(Date) 10/24/16![\"Image\"\"](\"imgs/img_in_image_box_1037_1057_1952_1275.jpg\")
(Date) 10/24/16