Instructional Affairs Committee Meeting Agenda
Chair
: Dr. Jeffery Olson,   Vice-Chair: Jim Dudek Recorder: Thedna Zimiga

April 17, 2009

Woksape Tipi, Academic & Public Library

 

In attendance at meeting: Angela Koenen, Anna Respects Nothing, Elaine Gibbons, Georgia Rooks, Lynnea Bouhenguel, Leslie Henry, Glorianna Under Baggage, Bessie LeBeau, Jamie Lee, Al Schwalm, Marilyn Kockrow, Alessandra Higa, Ahmed Al-Asfour, Brett Bump, Christine Stagnetto-Sarmiento, Julie Johnson, Jeff Olson, Thedna Zimiga

 

1.      Meeting called to order at: 11:18

 

2.      Prayer offered by: Lynnea Bouhenguel

 

3.      Minutes from last March 6, 2009 read. 

    1. Motion to approve – Georgia Rooks
    2. Seconded – Elaine Gibbons
    3. Vote –                         Yes –Unanimous

No – 0

Motion passed

4.      Old Business

 

a.       See letter from VP Giraud at end of agenda

                                                  i.      Motion to approve language proposed by VP Giraud –Motion by Marilyn Kockrow with the amendment of changing the word faculty to department.

                                                ii.      Seconded – Glorianna Under Baggage

                                              iii.      Vote           Yes-  Unanimous

 No- 0

 Motion Passed

 

We acknowledge that the last two paragraphs are still in subcommittee and no action was taken concerning those two paragraphs of the letter from VP Giraud.

 

b.      Second reading – Tabled until next meeting.

                                                  i.      A motion to consolidate chemistry for health sciences I and chemistry for health science II into one class called Chemistry for Health Sciences.  This will be a two credit hour reduction to meet the overall credit hour reduction.

1.      Motion –

2.      Seconded

3.      Vote

 

 

 

 

 

c.       Second Reading of the Distance Learning Policy

 

Distance Learning Policy (Policy 72-520)

 

The Instructional Division will be responsible for the development, delivery, assessment and accreditation of Distance Learning (electronically offered) courses, certificates and degrees.

Oglala Lakota College recognizes the following five components of Distance Learning.

 

Component One – Institutional Context and Commitment

Distance Learning will be consistent with the college's mission and purposes, budgets, academic excellence and commitment to our students and faculty.

 

Component Two – Curriculum and Instruction

Distance Learning will be curriculum and pedagogical driven. Qualified professionals will insure appropriate collegiate learning outcomes with breadth and depth consistent to the degree program.

 

Component Three Faculty

Support Distance Learning requires a collaboration of faculty and staff to coordinate the curriculum, pedagogy, design, production, delivery and the technology of courses and degree programs. The college provides an ongoing program of support and development of competencies of faculty and staff.

 

Component Four – Student Support

Oglala Lakota College will commit to Distance Learning students a level of services consistent to all students to complete a certificate or degree program.

 

Component Five – Evaluation and Assessment

Oglala Lakota College will commit to assessment activities and measurement of student

academic achievement in each Distance Learning course and the certificate/degree compared to intended learning objectives.

 

 

                                                  i.      Approve the first reading of the new Distance Learning Policy

1.      Motion – Christine makes a motion to accept the policy

2.      Seconded- Glorianna Cordova

3.      Vote          Yes -  16

No – 0

Abstention - 2

Motion passed

 

 

 

 

 

5.      Break into sub-committees at: 11:48

 

4.      Sub-committee’s reconvened at: 12:02

 

5.      Sub-committee reports

 

a.       College Success – 

                                                  i.      We the Foundational Studies Department, feel that in the best interest of the students at OLC that removing COSU at this time might put the success of students at tremendous risk. Due to the time it takes to re-structure a class, and the likelihood of the skills being dropped completely during the interim of restructuring, CoSu should remain as a class, 3 credits in length with a requirement of all taking the class prior to having completed 24 successful course credits. 

Timelines will be discussed at the next meeting to address the name change from Reading and Study Skills to CoSu, and allowing those students with more than 24 credit hours to not have to take CoSu, and those that have less than 24 credit hours would have to take the course.

 

b.      Curriculum – Applied Science Department reviewed and approved for first reading the course Car 123 AutoCAD with the changes  of removing the term two dimentional (2-D) and the year 2009 under the Catalogue Description.

 

 

c.       Strategic Enrollment – No report

 

 

d.      Distance Learning – The distance learning committee will try to put together a survey to address concerns about online learning.

 

6.      New Business: None

 

Motion to adjourn: Brett Bump

Seconded by: Elaine Gibbons

 

For: Unanimous

Against:

Abstention:

 

7.      Adjourned at 12:06

 

 

To: Leslie Mesteth, Piya Wiconi Okolakiye Chairperson

       Jeff Olson, Instructional Affairs Committee Chairperson

 

From: Gerald Giraud, Vice President for Instruction

 

Re: Policy and Procedure Recommendation for Changes in Policy 70-250

 

 

Colleagues,

 

President Shortbull and I have reviewed and discussed the recommended changes to Policy 70-250, passed by Piya Wiconi Okolakiciye on February 13, 2009. We are asking for clarification of the changes before presenting the proposed changes to the Board of Trustees. There are two issues.

 

First, the language for change of the Bachelor’s level core Math requirement is ambiguous because it might imply that a student can decide whether to take Math 134 or Math 103 and a Quantitative Reasoning Course. The intent as expressed in the discussion of this issue in Instructional Affairs was for the degree granting faculty to determine the appropriate mathematics or quantitative course most appropriate for the degree. The proposed language does not capture that important idea. Further, there are no Quantitative Reasoning Courses currently described in the College catalog. There is, however, a statistics course in the College catalog. I suggest that the proposed language be:

 

            At least 3 credits in Math or quantitative analysis beyond Math 103. This

requirement will be determined by the degree granting faculty for each degree area.

 

This language, or similar language, will allow for the respective degree granting faculty to identify or develop appropriate courses that satisfy the bachelor’s level math/quantitative requirement.

 

Second, the requested change for Cosu 103 College Success might be premature, as the Instructional Affairs committee is discussing the designation and delivery of this course. One option under consideration is to offer the content without academic credits. This would have implications for the inclusion of this course in the college core.

 

For these reasons, we respectfully ask that the Piya Wiconi Okolakiciye committee revisit these proposed changes, and send them back to Instructional Affairs for further consideration.