Special Senate Meeting: Martin Morris Presentation/On-Line Curriculum Grant Information 
March 14, 2000 
Columbia Room, 3:30 p.m. 

1. Call to Order. 

2. Call of the Roll. 
Lowell Spring was present on behalf of Irja Galvan. The following individuals were not present: Dean Bethea, Judy Bullington, Ming-Chi Own, Tina Fuchs, Wangeshi Gatimu, David Hargreaves, Linda Keller, Rebecca March-McCannell, Donna Perry, Janeanne Rockwell-Kincanon, Stephanie Tunison, and Mike Ward were absent. Several guests, both administrative and from the School of Education, were present. 

3. Presentation from Martin Morris and Discussion. This is a hopefully brief and general overview of what was an informative 90 minute combined presentation and question/answer session. The object of the meeting was to inform. No specific votes or motions were taken. For additional information, please review original materials about this grant and intellectual property rights provided earlier via email. Some key points: (a) The LAAP Grant is funded through OUS and eCollege, with OUS funds supporting assessment and salary and eCollege money for technology (server, laptops, and software) and training-related travel stipends. OUS funding accounts for nearly twice the amount provided via eCollege. "Ownership" of on-line converted materials still remains somewhat "muddy" and, as recommended by Martin, should remain a point of discussion as this campus becomes more involved in both the internet and in grant-supported curriculum. Likewise, general issues regarding copyrights and intellectual ownership, academic freedom, and the appropriateness of on-line courses for particular disciplines should remain a topic of discourse. (b) The specific cohort target for these funds consists of transitional teachers in the classroom who have a bachelors degree in their content area but still need formal licensure. Such transitional teachers have three years to obtain their licenses. There are approximately 126 transitional teachers working in the state and this program hopes to recruit 25. During involvement in the on-line version of this MAT, masters students will have a classroom mentor. Several questions were discussed regarding student access not only to hard/software but also to weekend contact with professors. In addition to on-line materials, it was also suggested that video/audio presentations were being persued. This program has been accredited. There will also be an additional cohort involving special education. (c) As indicated by Martin and several School of Education faculty present, the implementation of the transitional license/MAT program for its summer debut is proceeding on schedule. Current faculty have now been scheduled for summer on-line courses and will be involved in conversion/course preparataion this spring. OUS funds will cover salary for extra preparation time (approximately $1500 per faculty) and eCollege money is supporting laptops (PC or Macs loaded with necessary software) and training for those faculty involved in the conversion process. All faculty will receiving regular FTE for on-line courses (i.e. entirely comparable to non-on- line format equivalent classes). (d) In terms of grant submission/approval protocol issues, Martin noted that it was unfortunate this grant was available over a matter of days and submitted without, indeed, more faculty input. He and the Provost spoke on the need for improved mechanisms for monitering and managing grant submissions on this campus. In particular, grants requiring matching funds (historically, anywhere between 5-100K) may need more formal scrutiny (e.g. via a committee). However, it seems even more imperative, should such a committee evolve, that all grants be prepared and submitted in a timely and organized fashion if they are to be reviewed properly and meet deadlines. (e) The last major point I will highlight regarded the question Faculty Senate was asked to consider when this issue was originally brought forth: "Does an 'on-line' version of a class require a course change/curriculum committee approval?" The Provost suggested that the essence of a course lies not in the catalog description but in the syllabus. Thus, even though a catalog description usually does become altered if an on-line version becomes available, the essence of the course - as defined by the syllabus - should not change. 

After lengthy discussions, the meeting was adjourned. Have a great spring break!