Substantive Change Proposal - Saddleback College

More documents

Recommendations

Info

$Math 10 â Statistics - Saddleback College$

Distance Education and the College Planning and Assessment of Needs Initially, the number of online education courses offered grew slowly, initiated primarily by individual faculty who had an interest in teaching online. In 2001, however, there was a concerted effort by the college and the district leadership to expand the program. At this time, the Academic Senate created the Distance and Online Education (DE) Committee and appointed a faculty member to be chair. Although a standing committee of the Academic Senate, the DE Committee is composed of individuals from all constituent groups including faculty, academic administrators, classified staff, and, on occasion, students. Recognizing the need to plan for the anticipated growth in online education, the DE Committee submitted the Distance Education Plan to the College President in May 2006. The document concluded with the following comments regarding planning: This proposal attempts to ensure that, unlike many colleges and universities, our distance education infrastructure is not created piecemeal as it struggles to keep up with accelerated demand. To that end, this proposal addresses projected growth in distance education courses. • We believe that an exemplary, comprehensive program responsive to student demand and technological advancements requires strategic planning by a Dean of Distance Education. • We believe our students deserve expertly‐designed courses incorporating multi‐sensory delivery methods, interactive lessons, and numerous communication avenues to accommodate diverse learning styles and foster student involvement. • We believe our instructors deserve the expertise of a teacher educator trained in the delivery of distance education courses to develop and implement these quality online courses, including assistance using software. • We believe that increasing student persistence and retention in distance education classes necessitates increasing student support services. • And finally, we believe that the fate of distance education at Saddleback College is inextricably dependent upon the institution’s commitment—both philosophical and financial—to the program’s administration, staffing, and students. Saddleback College | Substantive Change Proposal: Distance and Online Education 10
While not all of the recommendations of this initial proposal were accepted, the college did make a commitment to increase staffing and expenditures for infrastructure and training. This commitment was evidenced by the inclusion of several goals relating to distance education in the college’s 2007‐2010 Strategic Plan: • Increase the amount of support and training given to instructors of distance education classes. • Increase student enrollment and retention in distance education classes at Saddleback College. • Increase student retention/completion of online classes. Other, related, planning has also taken place. From 1998 through 2002, the College received a Title III grade that provided stipends and additional support for faculty who wanted to incorporate technology into their teaching, including the conversion of their face‐to‐face classes into online classes. The Technology Master Plan, created in 1999, also addresses the need to enhance our in distance education program with the following statement, “Saddleback College currently offers distance education classes via the internet, radio, television and videoconferencing and will continue to explore, develop, and implement innovative ways to deliver our curriculum, as they become available. “ In 2008, the District hired a new Vice Chancellor for Technology and Learning Resources who has been very supportive of the efforts of Saddleback College in the development of our distance and online educational programs. Anticipated Effect on the College It is expected that the overall effect on the college of this change will be minimal. Given the continually expanding use of technology by our students, faculty and staff, the awarding of online certificates and degrees is a natural outgrowth of this process. Changes to the college’s staffing and infrastructure necessary to meet the needs of students in these programs have already occurred or are well under way. Intended Benefits The awarding of online certificates and degrees will enable Saddleback College to fully serve our students in the pursuit of their educational goals, and will contribute to overall student success. A study released by the U.S. Department of Education in May 2009 found that, on average, students perform better in online and hybrid courses than Saddleback College | Substantive Change Proposal: Distance and Online Education 11
Page 1 and 2: Substantive Change Proposal: Distan
Page 3 and 4: F. Minutes of the Board of Trustees
Page 5 and 6: Certificates Administrative Assista
Page 7 and 8: • Sustainability We promote envir
Page 9: students who receive a grade of A,
Page 13 and 14: o Online catalog (http://sirsi.socc
Page 15 and 16: EDUC 210 (2 units) Technology for O
Page 17 and 18: ates are monitored annually. These
Page 19 and 20: Maintenance of Eligibility Requirem
Page 21 and 22: 6. Operational Status The instituti
Page 23 and 24: quality and rigor appropriate to hi
Page 25 and 26: 16. Information and Learning Resour
Page 27 and 28: 20. Public Disclosure The instituti
Page 29 and 30: esponsibility as well as intellectu
Page 31 and 32: Appendices Saddleback College | Sub
Page 33 and 34: Enrollment Count - Number of studen
Page 35 and 36: Saddleback College | Substantive Ch
Page 37 and 38: Appendix D: Saddleback College | Su
Page 39 and 40: Saddleback College | Substantive Ch
Page 41 and 42: 3. Lease of Property by District: P
Page 43 and 44: 6.9 SOCCCD: Academic Personnel Acti
Page 45 and 46: 5.19 SOCCCD: Budget Amendment: Adop

Substantive Change Proposal - Saddleback College

Create successful ePaper yourself

Delete template?

Save as template?